世界银行教育援助研究：特征、成因与影响

发布时间：2018-06-09 11:13

本文选题：国际组织 + 世界银行　；参考：《华东师范大学》2012年博士论文

【摘要】：随着全球化的到来,世界各国愈来愈倚重国际组织来解决经济、社会、安全等各个领域问题,教育领域也不例外。国际组织从各自承担的领域和目标出发,以各自的方式对世界教育产生了重大影响。作为世界三大经济组织之一的世界银行,除了发挥其本来的经济职能之外,已成为世界各国教育发展外部资金支持的最大来源。世界银行以其有别于其他国际教育组织、具有明显特征的教育援助行对全球教育事业发挥了重要作用,在推动教育发展的进程中扮演着不可替代的特殊角色。随着中国经济的快速发展和国际影响的日益扩大,国际发展合作逐步成为中国关注的一个重要领域。就我国教育领域与世界银行的关系而言,1980年中国恢复了在世界银行的合法席位后,1981年中国第一个向世界银行申请贷款的项目就是教育贷款项目。1999年,中国从世界银行国际开发协会所面向的贫困国家中“毕业”,不再作为世界银行“软贷款”的受援国。不仅如此,2007年12月,包括中国在内的六个国家首次宣布向世界银行捐款。因此,在新的形势下,我国与世界银行的双方关系中最重要的部分开始变为知识学习而不是资金援助,双方都需要创建一种新型的符合时代特征的合作伙伴关系,也更加需要我们对世界银行的理念和行为进行更为系统和深入的了解和研究。本研究立足于教育领域,着眼于全球背景,以世界银行教育援助为对象,以教育援助的“特征分析”为线索,以教育援助特征的“成因探讨”为载体,以教育援助对全球教育的“影响揭示”为导向,对世界银行与教育发展的关系进行较为系统和深入的审视与研究。本文分五个部分,第一章为绪论部分,主要介绍本论文的研究背景与意义、国内外研究情况、概念界定与研究方法等。第二章为世界银行教育援助的特征分析,主要从理论动因、目标取向、实施途径和时代特征四个方面阐述了世界银行教育援助具有的特征。第三章为世界银行教育援助特征的成因探讨,主要从世界银行具有的“能力”,拥有的“权力”和受到的“压力”三个方面探讨了世界银行教育援助特征的形成原因。第四章为世界银行教育援助的影响揭示,主要从世界银行自身、批评者(即第三方)和受助国这三个视角对世界银行教育援助的影响进行揭示。第五章是结论和思考部分,总结了本文的研究结论,并在此基础上对教育援助的影响进行了较为深入的思考。
[Abstract]:With the advent of globalization, countries in the world increasingly rely on international organizations to solve economic, social, security and other issues, education is no exception. International organizations have exerted great influence on world education in their own ways from their respective fields and goals. As one of the three major economic organizations in the world, the World Bank has become the largest source of external financial support for the development of education in the world, in addition to its original economic function. The World Bank, as distinct from other international educational organizations, has played an important role in global education through its distinctive educational aid agencies, With the rapid development of Chinese economy and the expansion of international influence, international development cooperation has gradually become an important field of China's attention. As far as relations between China and the World Bank in the field of education are concerned, after China resumed its legal seat at the World Bank in 1980, the first project that China applied for a loan from the World Bank in 1981 was the Education loan Project. China has graduated from poor countries targeted by the World Bank's International Development Association (IDA) and is no longer a recipient of World Bank soft loans. Moreover, in December 2007, six countries, including China, first announced their contributions to the World Bank. Therefore, in the new situation, the most important part of our bilateral relations with the World Bank has begun to become knowledge learning rather than financial assistance, and both sides need to create a new type of cooperative partnership that conforms to the characteristics of the times. There is also a need for a more systematic and in-depth understanding and study of the World Bank's ideas and behaviour. This study is based on the field of education, focusing on the global background, taking the World Bank's educational aid as the object, taking the "characteristic analysis" of educational aid as the clue, and taking the "cause of formation" of the characteristics of educational aid as the carrier. Guided by the impact of educational aid on global education, this paper makes a systematic and in-depth examination and research on the relationship between the World Bank and the development of education. This paper is divided into five parts, the first chapter is the introduction. This paper mainly introduces the research background and significance, domestic and foreign research situation, concept definition and research methods. The second chapter is the analysis of the characteristics of the World Bank's educational aid. It mainly expounds the characteristics of the World Bank's educational aid from four aspects: theoretical motivation, goal orientation, implementation approach and the characteristics of the times. The third chapter discusses the causes of the characteristics of the World Bank's educational aid, mainly from the three aspects of the World Bank's "ability", "power" and "pressure" to explore the causes of the formation of the characteristics of the World Bank's educational aid. The fourth chapter reveals the impact of the World Bank's educational aid from three perspectives: the World Bank itself, the critics (that is, the third party) and the recipient countries. The fifth chapter is the conclusion and the reflection part, summarizes the research conclusion of this article, and on this basis has carried on the comparatively thorough ponder to the education aid influence.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：G522.74

【引证文献】