浙江大学 2022–2023 学年 冬 学期

《 国际组织教育政策 》课程期末考试试卷
课程号： 03122050 ，开课学院：_教育学院__________
考试试卷： √A 卷、B 卷（请在选定项上打√）
考试形式：闭、√开卷（请在选定项上打√）
考试日期： 2022 年 12 月 26 日,考试时间： 90 分钟

诚信考试，沉着应考，杜绝违纪。
考生姓名： 林宏伟 学号： 3190103210 所属院系：外国语学院
_
题序 一 二 三 四 五 六 七 八 总 分
得分
评卷人

1. identification section （10*2=20）

（1）Each one of us will be influenced by educational policy, educational policy is

not only the public statement from authority which is far from everyone’s daily life,
but the actions and measures a government takes to achieve purposeful intentions in
educational field. According to your educational experience and personal knowledge,
how do you define the term “educational policy”, and please explain why you
understand “educational policy” in that particular way?

I understand educational policy as value added and context related activity, not
only reflecting but also reconstructing the value and purpose of the society. This is
because I think policy is not just text, but also values-laden action. Policy reflects or is
part of its context. For example, in the context of globalization, educational policies
has changed due to the international communication and exchanges, and is related
more with the international values rather than national values. Also, the values
reflected in educational policies can in turn reconstruct the value and purpose of the
society.

（2）International organizations such as UNESCO and OECD, help countries close

the gap between educational aspiration and performance by providing advice that
spans the policy process, from diagnosis to implementation, could you please
recognize the basic features of Policy Diagnosis?

Policy diagnosis develops understanding of how one’s education system is

performing, and its strengths and challenges. There are four options for policy
diagnosis.
Education Policy Briefs. They are highly focused examinations a specific
education topics. It is provided to a single country, has customized output report, is
related to all topics and does not require country self-assessment. Its principle source
of evidence is desk-based research, its source of export support is OECD analysis and
data, and it takes 3-6 months from initiation to completion.
Education Policy Profiles. They identify key challenges for the education
system at the student, institutional and system level. They are standardized report
based on an OECD-developed common comparative framework. They have voluntary
country participation with 33 participating countries. They require countries to
complete targeted survey. They take 3-6 months, with updating every 2-3 years.
Education Policy Studies. They provide an in-depth diagnosis of strengths,
weaknesses, opportunities and threats either in a single area of policy or a cross-
cutting policy issue. They are voluntary multi-country activity based on shared
interest. They are based on shared conceptual framework and common report
template. They have selected topics and require country self-assessment. It has desk-
based research followed by rapid country visit.
Policy and System Benchmarking. They provide policy makers and other
stakeholders with a rigorous, data-based view of education system performance that
they can use to identify strengths and challenges, and locate exemplars for peer
learning.

2. short answer questions（20*2）Please choose any two of the three questions to

answer and express your own opinion and imagination.

（1）Digital learning technologies are fundamentally transforming how people learn

in several ways: they deliver significant autonomy to learners, shape the way that
people interact with learning resources, and deeply influence how individuals make
sense of their reality. They also provide the basis for new and more powerful forms of
independent learning and problem solving by combining human inquiry with
computing power, enabling individuals to hone and develop their skills, analyze and
organize information, and collaborate with others. There is tremendous transformative
potential in digital technologies, but we have not yet figured out how to deliver on
these many promises. What do you think we need to be mindful of as we move
forward with the EdTech revolution?

I think one of the biggest problems of digital education that we need to solve is
the digital divide that may exacerbates inequalities in education system. Technology
supports countries pursuing education reforms, however, the major barriers to the
effective use of technology is inequality in access to technology infrastructure. Many
poor countries don’t have sufficient access to devices and connectivity to the internet.
Therefore, we need to act quickly with emphasis on equity and inclusion to provide
educational support to those in need.
Secondly, we need to share knowledge about the many ways technology can
facilitate universal access to education, bridge learning divides, support the
development of teachers, enhance the quality and relevance of learning, strengthen
inclusion, and improve education administration and governance.
Thirdly, the benefits of well-organized online learning courses for learners,
institutions, systems and society are huge. Online learning has the potential to build
new learning pathways towards lifelong learning. Therefore, we should pursue online
learning innovations and improve the design and organization of online courses.

（ 2 ） The mission of education is evolving and expanding, not only content

knowledge but also the competencies and attitudes needed to succeed in
interconnected economies and societies of the 21st century. The fundamental goal of
every education system is to develop students’ learning skills and more generic
competencies to support students’ sustainable development. It is increasingly
recognized that, across all subjects, students can develop autonomous learning skills,
and there is a growing focus on learners' problem-solving skills, critical thinking and
digital competency, etc. Imagine what will be the key competencies of the next
generation? Will they be different from what we have now? Please express your
opinion.

(3) If you were a parent in the future, what kind of early childhood education
institution would you choose for your child as qualified?

I would choose a high-quality early childhood education institution that has sound
philosophies and goals. Its goal should be to cultivate the young generation and to
achieve their full potential.
It should provide high-quality educational environments, such as teaching
equipment in good conditions, loving and caring teachers and staff, and well-behaved
classmates.
It should reflect developmentally appropriate and effective curriculum and
pedagogy. The courses should be well tailored to suit different needs of kids with
different intellectual abilities, meanwhile, it should enhance their learning effectively.
It should attend to children’s needs, both basic and special, such as the need of
kids with disabilities, whether physical and psychological, and the emotional need of
children.
It should respect families and communities in a way that the teaching philosophy
should not contradict with the ideals and goals of the families and communities. It
should cultivate children the way they see fit.
It should employ professional teachers and staff. Teaching quality and
professionality is most important when it comes to early childhood education.
Finally, it should implement rigorous program evaluation practices. This way,
they can evaluate the effect of their educational program and make changes and
reform when necessary.

3. short essay questions.(40*1)

Please discuss the following questions in the form of a short essay, presenting your
opinion and imagination.
Topic: The changes in today’s interconnected and interdependent world are bringing
new levels of complexity, tensions and paradoxes, as well as new knowledge horizons
that we need to consider. The purpose of education must therefore be revisited in light
of a renewed vision of sustainable human and social development that is both
equitable and viable. Therefore, we set out again by deciding on new global
sustainable development goals and education2030 framework, and“Rethinking
Education” toward a global common good and social contract. Education is
recognized as a process by which human beings and societies can reach the fullest
potential and is critical for promoting sustainable development and improving the
capacity of people to address environment and development issues. In this sense, how
do you understand “Education and knowledge as global common goods”, and if we
are going to build a society where education become the global common goods, how
it will differ from our current educational setting?

Education as global common goods

The changes in the world today are characterized by new levels of complexity
and contradiction. These changes generate tensions for which education is expected to
prepare individuals and communities by giving them the capability to adapt and to
respond. In light of this rapidly changing reality, we need to rethink the normative
principles that guide educational governance: in particular, the right to education and
the notion of education as global common goods.
The notion of “education and knowledge as global common goods” is based on a
humanistic vision of education and development. It reflects the principles of respect
for life and human dignity, equal rights, social justice, cultural diversity, international
solidarity, and shared responsibility for a sustainable future. This notion implies that
the creation of knowledge, as well as its acquisition, validation and use, are common
to all people as part of a collective societal endeavour. Knowledge is an inherent part
of the common heritage of humanity. Given the need for sustainable development in
an increasingly interdependent world, education and knowledge should, therefore, be
considered global common goods.
If we are going to build a society where education become the global common
goods, our current educational system should be reformed completely. First, the gap
between formal education and employment must be closed. In a world where
education is a common good, there must be a smooth transition between formal
education and employment, because education has granted everyone the necessary
knowledge to match the qualification of jobs.
Second, in a world of increasing mobility across borders, professional
occupations and learning spaces, learning must be validated. Since education is a
common good, everyone should acquire it at any place with the least difficulty.
Efforts should be made to make education easily accessible.
Third, citizenship education will be reformed in a way that balances respect for
plurality with universal values and concern for common humanity. Immigrants and
outsiders should still have a right to obtain education, and education should not be
denied because of one’s ethnicity, nationality or gender.
Fourth, national policymaking in education and global educational governance
will coexist harmoniously. International organizations like UNESCO will have a
larger influence on the international and national educational agenda. They will
coordinate efforts with the countries to make educational policy recommendations,
assessments and reports to further realize the principle of knowledge and education as
global common goods.
Humanity has entered a new phase in its history with increasingly rapid
developments in science and technology. Rethinking the purpose of education and the
organization of learning has never been more urgent. Considering education and
knowledge as global common goods is the best way to respond to the current
challenges and to promote sustainable development and improve the capacity of
people to address environment and development issues.
姓名： 林宏伟 学号： 3190103210