Creating Education Systems Coherent for Learning Outcomes: Making the Transition from Schooling to Learning
Creating Education Systems Coherent for Learning Outcomes: Making the Transition from Schooling to Learning
复制标题
创建与学习成果一致的教育系统：实现从学校教育到学习的转变
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
L. Pritchett
中科院分区：
文献类型：
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作者：
L. Pritchett
现有的教育制度有一些促进学习的因素，但主要是围绕入学目标的制度。本文建立了一个行为者问责制框架和问责制的四个设计要素（授权、筹资、信息和动机），以强调有效促进学习需要在两个方面连贯一致的教育系统。第一，每一种问责关系必须在其各要素之间保持一致，也就是说，要求代理人做什么的授权必须与资金、信息和动机保持一致，而不是“为一件事付出代价，却期待另一件事”。“第二，这些关系必须在问责关系中保持一致。也就是说，如果教师既对雇主负责，又间接对家长/学生/社区负责，那么如果这两者的目标截然不同，教师的责任就会变得不连贯。这种不一致性可以解释为什么在“正确”方向上的微小变化（朝着高绩效系统的方向或在其他情况下表现出来的变化）可能总是失败，即使有方向和一致的改革可能产生重大影响。
Existing systems of education have some elements promoting learning as an objective, but are mainly coherent as systems only around enrollment targets. This paper builds an accountability framework of actors and the four design elements of accountability (delegation, financing, information and motivation) to emphasize that effectiveness in promoting learning requires systems of education that are coherent, in two ways. First, each accountability relationship has to be coherent across its elements, that is, the delegation of what agents are asked to do has to be coherent with the financing, information, and motivation, rather than "pay for one thing and expect another." Second, the relationships have to be coherent across relationships of accountability. That is, if teachers are accountable both to their employer and indirectly to parents/students/communities, then if these two have very different objectives the accountability of teachers will be made incoherent. Such incoherence can explain why small changes in the "right" direction (towards that of high performing systems or demonstrated in other contexts) might consistently fail even where a directed and coherent reform could have major impact.
影响因子：
3.6
作者：
Banerjee, Abhijit V.;Duflo, Esther;Glennerster, Rachel
通讯作者：
Glennerster, Rachel