國際教育合作的發展困境

Educational Cooperation in Dilemma

國際間的教育合作計畫，特別是已開發國家對開發中國家的教育援助，在過去三十年裡對世界教育發展貢獻很多，但目前正面臨困境。主要原因是各國的教育制度各具獨特性質，如果忽視對教育影響甚鉅的政治、經濟、社會文化等因素，往往會使教育合作計畫徒勞無功。本文首先揭示教育和國家社會發展的密切關係，並討論目前國際間教育合作的各項難題，包括在質與量方面的危機、執行計畫的技術性困難、以及盲目西化的心理障礙等。文中並舉出目前發生在亞洲、非洲、南美洲國家的實例，印證國際教育合作的兩難局面。這些實例包括教育性失業問題、外力援助反而成為進步阻力、不當的教育擴張引起的後遺症、留學政策造成的人才外流問題、以及教育援助隱含的殖民主義心態等等。本文最後強調，國際間教育合作計畫務必摒除本位主義，應從比較教育的角度出發，瞭解當地社會所需，才能使教育合作發揮實效。

Educational cooperation in the form of assistance from the developed countries to the developing countries has been an important feature of the development policy for the last thirty years. However, it has encountered a dilemma situation which is mainly caused by the donor country’s ignorance of the real need and the social milieu of the recipient country. This study examines (1) the relationship between educational cooperation and national development, and (2) current problems of international aid. Theoretical explanations as well as empirical cases of failure are explored. Major problems discussed in this paper include quantitative and qualitative crises of international aid, difficulties in methodology, psychological problems of‘Western ideology,＂external aid as deterrent, improper expansion of education and its consequences, the brain drain problem, and so on. This study suggests educational cooperation be reexamined from the approach of“critical ethnography” of which the focus is upon the participants themselves. Educational cooperation is worthy of further continued international efforts on the basis of mutual understandings.