用優質教育來幫助弱勢學生的《仁川宣言》

Incleon Declaration: To Help the Disadvantaged by Quality Education

本文係針對《仁川宣言》所做的解讀和定位。《仁川宣言》為聯合國永續發展的17個目標之一，宣言中對優質教育的界定，有一大半是在為弱勢者發聲，強調每個人要有接受基本教育的機會，認為這是人權。它對於基本之上的高品質教育雖有著墨，但並非重點。本研究認為，UNESCO所依據的人權概念不切實際，它只是道德論述，而不是法律論述。當它把人權當作普世價值時，其所界定出來的教育模式顯然是西方強權國家的版本，這對於非西方世界是一種威脅。而宣言所描繪出來的教育圖像是不完整的，偏向初等教育，且對於教育的成果是相對忽略的。最後，《仁川宣言》在執行上恐怕也會步上聯合國各種宣言的命運，幾乎都無法達成，而這一方面是因為聯合國少有強制力所致，另一方面則是現實環境距離這些理想仍太遠。

The article is an interpretation of Incheon Declaration which is to fulfill one of the 17 sustainable development goals by the United Nations. The quality education defined in the Declaration is mostly for the disadvantaged, stressing education for all. Education is a human right. High quality of education is mentioned, but not as the main part in it. The criticism is that human rights is impractical, because it is a moral discourse, not a law discourse. When human rights is promoted as an universal value, the model is from the leading countries of the West which will disrupt the traditional culture of the non-West. The picture depicted in the Declaration is not sound as it neglected the educational process and outcomes, and put too much stress on primary education. At last, the destiny of the Declaration maybe similar with other declarations by the United Nation as the execution is a big problem. It is not imperative for the member states. As the ideal of the Declaration is far away from reality, the destiny of it is numbered.