“援助有效性”到“发展有效性”国际教育援助理念演变分析
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摘要
随着国际社会的发展和国际形势的不断变化,国际教育援助理念从二战至今也发生了重要的改变。根据各个时期不同的援助理念,大致可以划分为四个阶段:功利主义阶段,援助注重经济发展和短期利益的获得;反思调整阶段,这一阶段的国际援助经历了衰退和复兴,更加注重社会的整体发展和人类的基本需求;进入21世纪后,更加注重"援助有效性";第四个阶段中出现的《釜山宣言》将援助理念的重点转移到了"发展有效性"上来。
With the development of the international community and the ever-changing international situation,the concept of international education assistance has also undergone important changes since World War Ⅱ. According to the different aid concepts in different periods,it can be roughly divided into four stages:1) utilitarian stage in which aid focuses on economic development and shortmore attention to the overall development of society and basic human needs; 3) the third stage since the 21 st century in which international assistance placed more emphasis on"aid effectiveness"; 4)"Busan Declaration"released in the fourth stage shifted the focus of the aid concept to"development effectiveness".
With the development of the international community and the ever-changing international situation,the concept of international education assistance has also undergone important changes since World War Ⅱ. According to the different aid concepts in different periods,it can be roughly divided into four stages:1) utilitarian stage in which aid focuses on economic development and shortmore attention to the overall development of society and basic human needs; 3) the third stage since the 21 st century in which international assistance placed more emphasis on"aid effectiveness"; 4)"Busan Declaration"released in the fourth stage shifted the focus of the aid concept to"development effectiveness".
引文
[1]徐辉.战后国际教育援助的影响、问题及趋势[J].外国教育研究,2000(1):35.
[2]顾建新.国际援助非洲教育发展及对我国的启示[J].西亚非洲,2008(3):54-59,80.
[3]熊淳.国际教育援助的趋向转变[J].教育研究,2013,34(4):147-153.
[4]赵玉池.国际教育援助研究[D].重庆:西南大学,2010:46.
[5]李小云,唐丽霞,武晋.国际发展援助概论[M].北京:社会科学文献出版社,2009:70.
[6]赵玉池.国际教育援助发展的四个历史阶段[J].外国教育研究,2013,40(5):80-87.
[7]MUNDY K.Education Muitilateralism at a Crossroads.[M]//KING K,BUCHERT L.Changing International Aid to Education.Paris:UNESCO,1990:101.
[8]MARLAINE E.Lockheed and Deborah Bloch.Improving Primary Education in Developing Countries[R].Washington D.C.:World Bank,1990:46-47.
[9]郑崧.有效援助议程下的中国对非教育援助[J].比较教育研究,2011,33(12):48-52.
[10]EASTERLY W.Evaluating aid performance of donors[J].Washington,DC:Center for Global Development.Background Paper for the Commitment to Development Index,2002.
[11]EASTERLY W,PFUTZE T.Where Does the Money Go?Best and Worst Practices in Foreign Aid[J].Journal of Economic Perspectives,2008.
[12]ACEDO C.Aid effectiveness in education[J].PROSPECTS,2009,39(2):107.
[13]周洁.欧盟官方发展援助政策演变及有效性研究[D].上海:华东理工大学,2014.
[14]LOCKHART C.From aid effectiveness to development effectiveness:strategy and policy coherence in fragile states[J].Overseas Development Institute,2012().
[15]UNESCO.Global Education Monitoring Report Summary2017/8:Accountability in education:Meeting our commitments[R].[2018-05-18].http://unesdoc.unesco.or g/images/0025/002593/259338e.pdf.
[16]钟玲,李小云.《釜山宣言》及其最新进展评述[J].广西大学学报:哲学社会科学版,2013,35(2):95-98,105.
[17]OECD.Making Development Co-operation More Effective[R].[2018-05-20].http://effectivecooperation.org/wp-con tent/uploads/2016/05/4314021e.pdf.
[18]OXFAM.What was the outcome of Busan?[EB/OL].[2018-05-18].http://www.oxfam.org/en/campaigns/busan-aid-summit-2011.
[19]滕珺,陈柳.《釜山宣言》框架下多边教育合作的中国式探索:基于CFIT项目的分析[J].比较教育研究,2017,39(9):63-71.
[20]OXFAM.Busan Aid Effectiveness Forum:A win for poor people?[EB/OL].[2018-05-20].http://blogs.Oxfam.org/en/blog/12-01-02-busan-aid-effectivenessforum-win-poor-people.
[21]ROBINSON P,JENNY.A Global compact on learning:taking action on education in developing countries[J].Brookings Institution,2011(2).
(1)马歇尔计划(The Marshall Plan),官方名称为欧洲复兴计划(European Recovery Program),是第二次世界大战结束后美国对被战争破坏的西欧各国进行经济援助、协助重建的计划,对欧洲国家的发展和世界政治格局产生了深远的影响。尽管对西欧各国经济的恢复和一体化做出了贡献,但也导致西欧的经济格局被美国所控制。
(1)1949年1月20日,美国总统杜鲁门在就职演说中,提出美国全球战略的四点行动计划,并着重阐述了第四点,即对亚、非、拉美不发达地区实行经济技术援助,以达到在政治上控制这些地区的目的。这就是“第四点计划”,又称“开发落后区域计划”。(前三点计划是:支持联合国、战后欧洲经济复兴计划即“马歇尔计划”和援助自由世界抵御侵略。)这一计划强化了美国在资本主义世界的领袖地位,拓展了美国在第三世界的势力范围。
(2)“两缺口”模型认为,当国内资本积累能完全满足经济增长所需要的投资时,理论上就能保持经济的持续增长。而受援国的经济增长主要来自国内储蓄和外汇收入,因此,国际发展援助的重要作用就是弥补受援国存在的储蓄缺口和外汇缺口。
[2]顾建新.国际援助非洲教育发展及对我国的启示[J].西亚非洲,2008(3):54-59,80.
[3]熊淳.国际教育援助的趋向转变[J].教育研究,2013,34(4):147-153.
[4]赵玉池.国际教育援助研究[D].重庆:西南大学,2010:46.
[5]李小云,唐丽霞,武晋.国际发展援助概论[M].北京:社会科学文献出版社,2009:70.
[6]赵玉池.国际教育援助发展的四个历史阶段[J].外国教育研究,2013,40(5):80-87.
[7]MUNDY K.Education Muitilateralism at a Crossroads.[M]//KING K,BUCHERT L.Changing International Aid to Education.Paris:UNESCO,1990:101.
[8]MARLAINE E.Lockheed and Deborah Bloch.Improving Primary Education in Developing Countries[R].Washington D.C.:World Bank,1990:46-47.
[9]郑崧.有效援助议程下的中国对非教育援助[J].比较教育研究,2011,33(12):48-52.
[10]EASTERLY W.Evaluating aid performance of donors[J].Washington,DC:Center for Global Development.Background Paper for the Commitment to Development Index,2002.
[11]EASTERLY W,PFUTZE T.Where Does the Money Go?Best and Worst Practices in Foreign Aid[J].Journal of Economic Perspectives,2008.
[12]ACEDO C.Aid effectiveness in education[J].PROSPECTS,2009,39(2):107.
[13]周洁.欧盟官方发展援助政策演变及有效性研究[D].上海:华东理工大学,2014.
[14]LOCKHART C.From aid effectiveness to development effectiveness:strategy and policy coherence in fragile states[J].Overseas Development Institute,2012().
[15]UNESCO.Global Education Monitoring Report Summary2017/8:Accountability in education:Meeting our commitments[R].[2018-05-18].http://unesdoc.unesco.or g/images/0025/002593/259338e.pdf.
[16]钟玲,李小云.《釜山宣言》及其最新进展评述[J].广西大学学报:哲学社会科学版,2013,35(2):95-98,105.
[17]OECD.Making Development Co-operation More Effective[R].[2018-05-20].http://effectivecooperation.org/wp-con tent/uploads/2016/05/4314021e.pdf.
[18]OXFAM.What was the outcome of Busan?[EB/OL].[2018-05-18].http://www.oxfam.org/en/campaigns/busan-aid-summit-2011.
[19]滕珺,陈柳.《釜山宣言》框架下多边教育合作的中国式探索:基于CFIT项目的分析[J].比较教育研究,2017,39(9):63-71.
[20]OXFAM.Busan Aid Effectiveness Forum:A win for poor people?[EB/OL].[2018-05-20].http://blogs.Oxfam.org/en/blog/12-01-02-busan-aid-effectivenessforum-win-poor-people.
[21]ROBINSON P,JENNY.A Global compact on learning:taking action on education in developing countries[J].Brookings Institution,2011(2).
(1)马歇尔计划(The Marshall Plan),官方名称为欧洲复兴计划(European Recovery Program),是第二次世界大战结束后美国对被战争破坏的西欧各国进行经济援助、协助重建的计划,对欧洲国家的发展和世界政治格局产生了深远的影响。尽管对西欧各国经济的恢复和一体化做出了贡献,但也导致西欧的经济格局被美国所控制。
(1)1949年1月20日,美国总统杜鲁门在就职演说中,提出美国全球战略的四点行动计划,并着重阐述了第四点,即对亚、非、拉美不发达地区实行经济技术援助,以达到在政治上控制这些地区的目的。这就是“第四点计划”,又称“开发落后区域计划”。(前三点计划是:支持联合国、战后欧洲经济复兴计划即“马歇尔计划”和援助自由世界抵御侵略。)这一计划强化了美国在资本主义世界的领袖地位,拓展了美国在第三世界的势力范围。
(2)“两缺口”模型认为,当国内资本积累能完全满足经济增长所需要的投资时,理论上就能保持经济的持续增长。而受援国的经济增长主要来自国内储蓄和外汇收入,因此,国际发展援助的重要作用就是弥补受援国存在的储蓄缺口和外汇缺口。