The Bolivian Education Reform 1992-2002 : case studies in large-scale education reform
The Bolivian Education Reform 1992-2002 : case studies in large-scale education reform
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1992-2002年玻利维亚教育改革：大规模教育改革案例研究
DOI：
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发表时间：
2003
期刊：
影响因子：
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通讯作者：
M. Simoni
中科院分区：
文献类型：
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作者：
M. E. Contreras;M. Simoni
这份关于玻利维亚教育改革的个案研究报告综合了1992年至2002年改革的设计和实施过程的第一个十年，并总结了最近许多未发表的关于改革的报告，同时将玻利维亚和国外的各种部分研究报告编织在一起。本研究介绍了玻利维亚的一般背景及其社会经济和教育特点，追溯了改革的背景、制定过程以及1994年《教育改革法》的主要建议。报告还分析了改革的实施情况，并重点介绍了以下方面的主要变化：教师培训、课程编制、课程和教学法的实施、双语和跨文化教育、机构改革、权力下放、学生成绩和测试（SIMECAL）以及融资。改革提高了公立小学的内部效率，缩小了农村和城市地区之间的入学差距。经验教训表明，政策和领导的连续性对取得持久成果至关重要;需要在所有学校提供基本材料，以便使创新扎根;还需要确保在教育部内发展基本的机构能力。报告进一步强调，各级教育系统在改革中可发挥互补作用。研究报告由六个部分组成：第一部分介绍了玻利维亚的一般背景及其社会经济和教育特点;第二部分追溯了改革的背景、改革的制定过程和1994年教育资源清单的主要建议;第三部分分析了改革的实施情况，并突出了教师培训、课程编制、课程和教学法实施方面的主要变化;双语和跨文化教育;机构改革;教师工会和薪酬;权力下放;学生成绩和测试（SIMECAL）;以及教育筹资;第4节评估了教育改革，并将其与该地区其他国家进行了比较。报告分析了改革的主要影响，以及改革者的关键改革战略，第5节介绍了研究的主要结论，最后一节总结了玻利维亚的经验教训。
This case study of the Bolivian education reform, synthesizes the first decade of the reform's design and implementation process, from 1992 to 2002, and, summarizes many recent unpublished reports on the reform, while weaving together various partial studies produced in Bolivia and abroad. The study presents a general background of Bolivia, and its socioeconomic and educational characteristics, traces the reform's background, its formulation process, and the main proposals of the Education Reform Law of 1994 (ERL). It also includes an analysis of the reform implementation, and highlights major changes in: teacher training, curriculum development, curriculum and pedagogical implementation, bilingual and intercultural education, institutional reform, decentralization, student achievement and testing (SIMECAL), and financing. The reform has improved the internal efficiency of public primary schools, and decreased access differentials between rural and urban areas. Lessons indicate that continuity in policy and leadership, is critical to achieve lasting results; there is a need for basic provision of materials in all schools in order for innovation to take hold; there is also a need to ensure that basic institutional capacities are developed within the ministries of education. The report further emphasizes that all levels of education systems have complementary roles to play in a reform. The study is composed of six sections: the first section presents a general background of Bolivia and its socioeconomic and educational characteristics; section 2 traces the reform's background, its formulation process, and the main proposals of the 1994 ERL; section 3 includes an analysis of the reform implementation and highlights major changes in teacher training; curriculum development; curriculum and pedagogical implementation; bilingual and intercultural education; institutional reform; teachers' unions and compensation; decentralization; student achievement and testing (SIMECAL); and, education financing; section 4 assesses the education reform and compares it to other countries in the region. It analyzes the reform's main influences, and the reformers' critical reform strategies, while section 5 presents the study's main conclusions, and the final section distills lessons learned from the Bolivian experience.