Equity Vs Quality 公 平与质量

2. Equity Vs Quality 公平与质量 • The national vision document for 2020 focuses on the twin objectives of equity and quality. These are two sides of a coin 2020教育改革和发展纲要重点关注公平和 质量， 这是一个硬币的两个面 • An education system characterized by inequality is not quality education 具有不公平特点的教育体系不是有质量的教育 • Without provision of minimum quality schooling, an education system cannot claim to have achieved “universal access to education” 如果不制定最低限度质量的学校标准，教育系统就 不能 实现“全部接受教育”的目标

3. UNICEF EDUCATION 2011-2015联合国儿童基金会2011－2015教育方案 • The goal of UNICEF’s education programme in China is “By 2015, children aged 0-14 years, especially the poor and vulnerable, will benefit from improved access to and delivery of quality early learning, basic education, and non-formal education and from supportive policies and systems” 儿基会教育方案的目标是“到2015年，0-14岁儿童， 特别是贫穷和弱势儿童，将从改善的受教育权、 优质 的早期学习、基础教育、非正规教育、支持性政策 和体系中受益 • UNICEF and MOE therefore share the same goal 因此，儿基会和教育部 的目标是一致的

4. Educating poor and vulnerable children关注贫困和弱势儿童 • Poor children do not suffer only from lack of income- they suffer from multiple deprivations. 贫困儿童所面临的困境不仅仅是经济上的，还包括 多个因素 • These include both non school and school factors其中既有学校因素，也有非学校因素： • school factors such as poor school readiness, poor facilities, teachers who are not exposed to modern teaching methods, limited exposure to knowledge outside text books etc. 学校因素包括：不充足的入学准备，不充足的教学设施，缺 乏先进的教学方法，对课外知识的提供和获取不足等； • non school factors such as poor nutrition coupled with poor sanitation leads to poor health, more absenteeism, lack of concentration 非学校因素包括：营养缺乏和恶劣的卫生状况导致的不良健 康状态，更多的缺席，注意力的不集中

5. Educating poor and vulnerable children关注贫困和弱势儿童 • When dealing with poor children – a single intervention will not be effective -multiple interventions are needed to overcome multiple deficiencies 对于弱势儿童而言，单一的措施并不有效； 只有多种多方位的措施和手段才能应对多 重的问题 • UNICEF has therefore introduced the concept of total quality counties 联合国儿童基金会为此引入了综合质量县 的概念

6. Total Quality Counties 综合质量县 • Total quality counties include主要包括： • Interventions for improved school readiness through improved teacher capacity for teaching 3-6 year olds 提高学前教师的教学能力，为3－6岁儿童提供有质量的入学准 备活动 • Improved school quality that is based on the “child friendly school” concept for 6-14 year olds that includes opportunities for development of Play and creative talent, School sanitation and environment projects 基于爱生学校框架改进学校质量：为6－14岁儿童发展创造力提 供条件；改善学校环境卫生；促进学校有利于儿童身心健康成 长的良好氛围的建立 • Opportunities for improved career preparation and counseling for children at junior secondary level for 12-14 year olds 为普通初中12－14岁的儿童提供生涯指导，帮助他们对未来或 升学或就业做好准备

7. Total Quality Counties 综合质量县 Quality Junior Secondary Edcuation 有质量的初中教育 Quality primary school education 有质量的小学教育 Quality pre-school education 有质量的学前教育

8. Total Quality Schools有质量的学校 The Concept of Childfriendly Schools 爱生学校的理念

9. Child Friendly Schools 爱生学校 • The MOE and UNICEF vision of a “child friendly school” keeps in mind that the school is much more than a teaching shop 教育部与联合国儿童基金会合作项目中，爱生学校的理念强调学校 不仅仅是一个教学的场所。 • Child friendly schools set standards for schools that go beyond the quality of its teaching and the performance of children in examinations. 爱生学校所关注的质量标准，不仅仅体现在课堂教学的质量以及学生 的考试成绩。 • A Child-Friendly School Project aims to ensure their holistic, well-rounded development so that every child achieves to the best of his/her ability and the full flowering of the creative potential of every pupil. 爱生学校的终极目标是全体学生的全面发展和个人潜能的充分展现， 使每个学生都能自信而成功地学习和成长。

10. National Child Friendly School Standard

11. 中国爱生学校标准

12. Improved learning有质量的学习 The role of Childfriendly Schools and Project based learning 爱生学校的作用和基于项目的学习

13. Curriculum reform -2001 2001年课程改革- part I • Preparing students for adulthood has always been a chief goal of educational reform and is central to the reform 使学生为成人做好准备永远是教育改革的主要 目标和改革的核心问题 • The advent of the Information age has changed the skills needed for future success 信息时代的到来改变了未来成功所需要的技能 • The development of higher-order thinking competencies is now crucial to future success 发展高层次思维能力成为未来成功的关键

14. Curriculum reform -2001 2001年课程改革 － part II • Higher order skills include problem solving, critical thinking innovation – 高层次技能包括问题解决的能力、批判性思维和创新能力 • In addition children need two more skills – communication and working together 此外，学生还需要另外两个能力–沟通和合作能力 • "Information Age citizens must learn not only how to access information, but more importantly how to manage, analyze, critique, cross-reference, and transform it into usable knowledge, and communicate these effectively " “信息时代的公民必须不仅能够获得信息，更重要的是管理、分析、批判、借鉴信息，将其转变成可用的知识并将其有效的传播出去”

15. How does one acquire HOTs如何获得高层次思维 • Higher-order thinking skills are best acquired where: 获得高层次思维方式的最佳途径： • learners construct knowledge rather than passively receive information; 学习者自身构建知识而不是被动灌输信息 • Learners use sophisticated information-gathering tools and are able to develop and test hypotheses rather than on just plotting data; 学习者会使用复杂信息汇集工具并能建构和见证假设，而不仅仅是数据呈现 • There is collaborative work with peers, and team-based approaches to tackling problems 与同伴合作通过团队工作方法解决问题 • Assessment systems measure complex, higher-order skills rather than simple recall of facts. 利用评估系统考察复杂的高层次技能，而不是检查简单事实记忆

16. Curriculum reform of 2001 2001年课程改革 • The reform encouraged a shift from traditional lecturing and rote learning to student-centered teaching methods, 课改鼓励从传统的讲授式教学和机械学习转变到以学生为中心的教学方法 • Teaching and learning was expected to希望教和学转变为： • cultivate students’ curiosity and desire for knowledge, 培养学生好奇心并可望获得知识 • develop students’ sense of inquiry, 开发学生的探究能力 • encourage communication and cooperation. 鼓励沟通和合作 • Classroom methods were to include 教学方法包括： • Encourage group work, 鼓励小组活动 • discovery methods 发现方法 • project-based inquiries 基于项目的探究

17. The nature of learning 学习的本质 • Learning does not take place in a vacuum 学习不应该在真空环境中 • Learning is dependent on School climate: School climate measures the “social emotional weather” in schools. 学习应适合学校环境：学校环境体现学校中的“社会情感气候” • Research shows that children who study in an atmosphere of fear (fear of punishment, humiliation, fear of failure, fear of rejection by teachers and school mates) do not perform well even if they are intelligent and the teaching is good 研究显示，处在恐惧氛围下学习的孩子（害怕惩罚、羞辱，害怕失败、害怕被老师同学排斥），即使很有天分且师资良好，表现也不会好

18. Learning and school climate学习和学校氛围 • Children reflect informal value systems in their schools. E.g. 学生反映出他们学校的不同的价值观 • If they study in a value system that encourages unquestioning obedience they will not 如果学生在一个鼓励顺从不质疑的价值环境中学习，他们就不会 • Exhibit curiosity 有好奇心 • Think for themselves 自我思考 • Question facts 寻求真相 • Look at information critically 批判地看待信息 • If children study in a value system that encourages competition they will not 如果学生在一个鼓励竞争的价值环境中学习，他们就不会： • Share information 分享信息 • Work together for common results 一起探索共同结果 • Cooperate 合作 • Class room teaching is therefore only a part of learning environment 因此课堂教学仅仅是学习环境的一部分

19. 有质量的学校 Total Quality School Effective teaching and learning 有效的教与学 Inclusiveness and equality 创设全纳与性别平等的环境 Safety, healthy and protective environment 创设安全、健康、有保护的环境 Participation and Harmony 参与式学校管理与和谐的氛围

20. Vision of Child Friendly Schools in China Dimension I Inclusion and Equality Dimension II Effective Teaching and Learning Dimension III Safe, Healthy and Protective Environment Dimension IV Participation and Harmonization 1. Safeguarding Children’s Equal Rights in Attending School. 1. Teachers demonstrates love of work and dedication to the course, show care to students and work to improve continuously their professional level. 1. Creating safe physical environment and friendly mental atmosphere. 1. Creating channels and methods for student participation. 2. Creating the school management system and culture to safeguard teacher and student participation. 2. Developing skill-based safety education. 2. Showing respect on students’ differences and diversity 2. Developing the curriculum permeated with life skills education. 3. Adopting strategies of promoting healthy growth of students. 3. Implementation effective student centered teaching process. 3. Developing harmonious partnership between family, school and community. 3. Creating gender-equal educational and classroom teaching environment 4. Organizing quality activities for physical education. 4. Gradually uplifting the leadership by school leaders. 4. Developing an open and sustainable, teaching support system. Child Friendly School Effective teaching and learning School Social Emotional Learning Environment

21. 中国爱生学校标准 维度1：全纳与平等 维度2：有效的教与学 维度3：安全、健康与有保护的环境 维度4：参与与和谐 1. 确保儿童平等入学的权利 1.教师爱岗敬业、关爱学生、专业化水平不断提高 1.营造安全、卫生的物理环境和友善的心理氛围 1.创造学生参与的途径与方法 2.形成保障师生参与的管理制度与氛围 2.开展技能为基础的安全教育 2.实施或实验渗透生活技能教育的课程 2.尊重学生的差异性和多样性 3.采取促进学生健康成长的策略 3.发展和谐的家、校、社区伙伴关系 3.实施以学生为中心的有效教学过程 3.建设性别平等的教育教学环境 4.组织有质量的体育活动 4.建立开放、互动、“研训一体”的教学支持系统 4.不断提升校长领导力。 爱生学校 有效的教与学 学校的社会情感支持环境

22. PBL and China’s Vision of a Child Friendly School基于项目的学习和中国对爱生学校的认识 - I CFS in China ensures 爱生学校在中国确保： Inclusive and equal treatment of all school-aged children regardless of gender, Status or intelligence 全纳和平等对待所有学龄儿童，不分性别、身份和智力 Safe, healthy, protective and encouraging environment, 创设安全、健康、保护和激励的环境

23. PBL and China’s Vision of a Child Friendly School基于项目的学习和中国对爱生学校的认识 -II Learners’ actual acquisition of knowledge, capacities and attitudes 学习者能真正获得知识、能力和拥有自己的观点 Relevant life skills-integrated curriculum and effective teaching, 相应的生活技能纳入课程并得到有效教授 Democratic participation of all pupils, teachers, family and the local society, making the school a harmonious learning community. 全体学生、教师、家庭成员以及地方社会都能民主参与将学校创设成和谐学习社区

24. 有效的学习 Effective learning PBL Effective teaching and learning 有效的教与学 Improved teacher skills 教师教学技能提高 Life skill based curriculum 开发基于生活技能的课程 Improved teacher Support 加强对教师的支持