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篇名 愛沙尼亞的教育革新與發展
並列篇名 Educational Reform and Development in Estonia
作者 武佳瀅(Chia-Ying Wu)
中文摘要 愛沙尼亞自2006年第一次參與PISA,在整體表現與公平指標的表現亮眼,吸引了國際各國關注。其中,《2020終身學習策略》(Lifelong Learning Strategy 2020)為愛沙尼亞近年來的教育政策主軸,本文希冀從學習轉向、機會分配、教師素質及科技融入等四個面向,來探究愛沙尼亞近期的教育革新與發展。研究發現,愛沙尼亞為因應勞動市場的產業結構轉變,積極提升基礎教育畢業者持續進修後期中等職業教育之比率;於基礎教育階段實踐愛沙尼亞語沉浸式課程,高等教育階段推動免學費政策、教育津貼或是就學貸款,以保障個人的受教權利;再者,鑑於教師短缺的問題,啟動了教育改革,發展出一套教師職涯階梯,提高教師薪水與進入門檻,並於近幾年致力於建立具高效、安全和透明的科技生態網絡系統。
英文摘要 Estonia, country in northeastern Europe, the northernmost of the three Baltic states. Estonia has been dominated by foreign powers through much of its history. The Soviet Union recognized independence for Estonia on September 6, 1991. Estonia set about transforming its government into a parliamentary democracy and reorienting its economy toward market capitalism. In PISA 2018, Estonia scored 523 points on average in reading; this was significantly above the OECD average of 487 points and makes Estonia one of the top performers in reading among OECD countries. Estonia’s PISA reading performance has increased steadily across PISA cycles. For Estonia, ECEC in Estonia has been a policy priority, both in terms of access and quality. Estonia has shown strong performance in adult literacy skills across different age groups, making the education offer and delivery more relevant to the evolving labour market. Estonia has made efforts to improve teachers’ salaries and strengthen the status of the profession, and increasing the level of private non-household funding in higher education.
頁次 110-123
關鍵詞 國際教育 教育革新 愛沙尼亞 educational reform Estonia international education
卷期 329
日期 202109
刊名 教育研究月刊
出版單位 高等教育文化事業有限公司
DOI 10.53106/168063602021090329008