The Analysis of Remedial Instruction Policy in OECD’s Reports
經濟合作暨發展組織（Organization for Economics Co-operation and Development, OECD）近年來相當注意學生學業失敗的問題及其補救措施，例如：OECD於2012年發布的《教育的平等和品質：支持弱勢學生和學校》（Equity and Quality in Education: Supporting Disadvantaged Students and Schools）就指出，減少學業失敗對個人和社會都有好處，並能為經濟增長和社會發展做出貢獻。但實際上，OECD國家正面臨著學業失敗和退學問題。在OECD國家中，近五分之一的學生未能達到在當今社會發揮作用所需的基本最低技能水準；就社會與經濟地位較低的學生而言，其成績較差的可能性又比一般的學生要高出兩倍，這意味著個人或社會狀況是他們實現教育潛力的障礙。這些情形具體表現為平均有20%的年輕人在完成高中教育之前就退學。而學業失敗和退學的社會和經濟代價很高，因為教育水準較高的人能對民主社會和可持續的經濟做出更多的貢獻，並較少依賴公共救濟，也較少受到經濟下滑的影響。基於上述，OECD認為，教育政策必須要求從幼兒到高中教育中對學生進行投資，要使學生儘早獲得優良的教育，至少在完成高中學業之前，要讓學生待在教育體系之中，並獲得有效地融入社會和勞動力市場所需的技能和知識。據此，本文旨在透過文獻與政策分析，用以了解OECD對於補救教學政策之論述基礎、制度措施以及相關成果報告，進而提供我國教育改革之參考。
In recent years, OECD considerably has paid attention to the problem of students’ academic failure and the remedial ways. The OECD in 2012 released the report of “equity and quality in education. Supporting Disadvantaged students and schools” pointed out, reducing academic failure are beneficial to both the individual and the society, and contributing to the economic growth and social development. In the fact, the member countries of OECD are facing the problem of academic failure and drop out school. In OECD countries, nearly one fifth of the students failed to achieve the demand of basic skill level to have in society; students, who in the lowest social and economic status are the poor performance of academic and the average student to two times higher, which means personal or social status becoming the obstacles to achieve the education. The case is an average of 20% of young people, who dropping out of high school before finishing the high school. The problem of academic failure and dropping out of school cost highly in the social and economic, because people who in the higher level of education can make more contributions to democratic society and sustainable economic, and less dependent on public funding, and less by the impact of the economic downturn. Based on context, the OECD believes education policy must require investments education for students from early childhood to high school, to enable the students to obtain excellent education early, at least, before completing high school, students stay in the education system, and effectively get the skills and knowledge from social and labor force market required. Based on this, this paper aims to understand the basic remedial instruction policy from OECD, which including the results and report, then providing the reference for our country’s educational reform through the literature and policy analysis.
|關鍵詞||弱勢教育、補救教學、OECD、education of disadvantaged、remedial instruction|