教育指标体系的国际视野
The International Perspective of the Education Indicator System

联合国教科文组织、经合组织、欧盟与世界银行等国际组织均积极投入教育指标的建构与发展，用以衡量和比较本组织系统内各国/各地区的教育发展状况与发展水平。本文对上述国际组织教育指标体系的内容进行梳理，并从理论基础、价值取向、局限等方面对这些教育指标体系加以述评。上述国际教育指标均以人力资本作为理论基点，渗透资源供需均衡化、规模与质量协调发展等教育公平机制因素，且都以“背景–输入–过程–产出”作为基本的逻辑框架，各个板块之间与各个指标之间由此都形成了较强的关联度。在上述条件之下，这些国际组织指标体系均发展出了良好的国际通用性与比较功用。
International organizations such as UNESCO, OECD, EU, and the World Bank have actively engaged in the construction and development of education indicators to measure and compare the educational development status and levels of various countries/regions within their respective systems. This article provides an overview of the content of these international organizations’ education indicator systems and offers critical analysis from theoretical foundations, value orientations, and limitations. These international education indicators are all based on human capital as the theoretical foundation, incorporating factors related to balanced resource supply and demand, coordinated development of scale and quality, and mechanisms for educational equity. They all adopt the basic logical framework of “input—process—output,” forming strong correlations between different sec-tions and indicators. Under the aforementioned conditions, these international organization indi-cator systems have developed good international applicability and comparative utility.