尼日利亚推行教师资格标准的危机：一种悲观主义的视角

Dilemma of Teacher Qualification Standards in Nigeria：From an Pessimism Perspective

尼日利亚和其它非洲国家一样，独立后一直将发展教育作为国家经济增长和社会发展的基础，积极地实施基础教育普及政策。为了实现基础教育发展目标，尼日利亚在1960年独立后，就试图建立一种国家化的教师资格标准来提高教师的质量。但长期的实践表明，要建立一个高标准的教师资格要求在低承载力社会(low-carrying-capacity)是过分的要求，或者说是不适当的要求。事实上，即使在发达国家，要全面地推行教师资格制度也不是一件容易的事情。文章认为，尼日利亚强制性推行最低的教师资格标准和教师认证标准政策，脱离了国家的实际，对提高学生成绩和教育质量难以取得成效。在基础教育教师供给受限条件下，要实施教师资格制度，必须实施有实效的发展策略。

In order to achieve the goals of basic education， Nigerian government has tried to establish the national qualification standards to improve teacher quality since the independence in 1960. A long-term practice shows， however， that high teacher qualification requirements in low-carrying-capacity communities are too excessive or not appropriate. In fact， even in developed countries， it is not easy to fully implement teacher qualification system. The paper argues that the minimum qualification standards and teacher certification standards are beyond Nigeria’s reality.