美洲開發銀行在海地與其基礎教育協同合作之研究 / This paper presents the findings of my researches on the matter of building “Quality education” in Haiti. The study aims to identify whether or not the efforts made to build quality education in the country after the January 2010 earthquake has achieved the results expected and consequently to propose alternative ways to achieve the goals targeted. In this sense, the paper hypothesizes that “Even with the support of the Inter-American Development Bank (IDB) which was selected as main partner to help in rebuilding the sector after January 2010, the actions implemented in the sector by the Government of Haiti (GOH) lack of effectiveness in building quality education. To evaluate the quality of the results achieved in the sector, the study uses a gap analysis by comparing the state of the sector before and after the earthquake. This analysis is based on a mixt of empirical data and qualitative data that were collected both through online sources and through interviews with stakeholders deeply involved in education in Haiti. The analysis has proven that performances are poor and that they have suffered from the same problems that have hindered the effectiveness of the interventions implemented in the sector even before the earthquake. In this sense, to rebuild the education sector as one major pillar to launch the country’s development process, the paper proposes building on a public-private partnership in education that should help to achieve quality education through the revamp of the following tree pillars: “quality teacher”, “quality tools” and “quality environment”.

本文主要解釋農村基礎教育為何長期受制於經費不足的制約，在有限的教育資源下，偏遠地區農村學校又何以出現校際差異與教育資源分配的不均等。透過回顧中國農村基礎教育發展的歷史過程，本文認為1950年代以來分權化的教育財政制度，使農村中小學不僅仰賴地方政府財政撥款，更強調學校自身資源汲取能力的重要性。但在基層財政能力有限的情況下，導致偏遠農村基礎教育長期陷於經費不足的困境，也使農村學校呈現階層化發展。 在教育經費財政撥款不足的情況下，學校資源汲取能力成為教育發展的關鍵，而決定學校資源汲取能力很重要的因素，在於學校所處教育層級的位置。層級化的農村教育體系，將學校之間劃分成上下不同層級，處於最高層級的示範學校比層級最低的村小，具有更強的資源汲取能力，造成有限的教育資源呈現階層化流動。晚近在學生人數減少的衝擊下，由於學生人數多寡直接影響學校規模大小，決定資源汲取能力並影響學校存廢，更形強化層級化的教育體系。 目前中國推行的改革措施，若無法徹底改變由地方負責農村基礎教育經費的財政制度，便無法打破既存的層級化教育體系，促進教育資源分配的均等。無足夠經費的教育改革措施，將阻礙農村基礎教育改革，最終導致農村中小學的兩極分化，產生資源相對集中的示範學校與資源相對匱乏的普通學校。

科学研究費補助金 研究種目:一般研究(C) 課題番号:03610120 研究代表者:潮木 守一 研究期間:1991－1993年度