經濟合作暨發展組織與世界銀行高等教育政策之比較研究― 後殖民觀點

Abstract

本研究旨在探討經濟合作暨發展組織(Organization for Economic Cooperation and Development，簡稱OECD)與世界銀行(World Bank)及其高等教育政策，並以後殖民觀點進行分析與比較，以期增進對國際組織及其高等教育政策的相關認知。本文主要研究目的如下： 一、探討後殖民理論及其與高等教育和國家發展的關係。 二、分析OECD、世界銀行及其高等教育政策。 三、以後殖民觀點比較OECD、世界銀行及其高等教育政策。 四、綜合上述研究結果，提出結論與相關建議，做為我國參與國 際組織以及擬定高等教育政策之參考。 為達成上述研究目的，本研究在第二章中先探討後殖民主義之主要論述及其與高等教育和國家發展之間的關係，其次在第三章與第四章中就組織的成立與運作、高等教育政策、高等教育政策的核心概念與實施方式等面向分析OECD、世界銀行及其高等教育政策，並在第五章中就上述面向以後殖民觀點對OECD、世界銀行及其高等教育政策進行比較，最後在第六章中依據上述研究結果提出結論與建議，主要研究結果可歸納為下列五點： 一、 OECD與世界銀行成為主要捐款國實現霸權思想的重要工 具。 二、 OECD與世界銀行以經濟利益衡量高等教育價值。 三、 世界銀行教育政策的現代化理論觀點值得省思。 四、 OECD與世界銀行擴大已開發與開發中國家教育發展方向的 差異。 五、 OECD與世界銀行高等教育政策的實施方式有霸權與強制性 的差異。

This study aims to investigate OECD, World Bank and their higher education policies, and then makes a comparison of them from postcolonial perspective. By way of the study, the author hopes to advance knowledge about international organizations and their higher education policy. The main purposes of the study are as follows:

1.To investigate the main concepts of postcolonialism and their relations to higher education and national development. 2.To analyze the higher education policies of OECD and World Bank. 3.To make a comparison of OECD and World Bank and their higher education policies. 4.To provide some useful suggestions to Taiwan’s related policies.

In order to achieve the purposes mentioned above, in Chapter 2, the study investigates the main discourse on postcolonialism and intends to find the correlation among postcolonialism, higher education and national development. Then, in Chapter 3, the study analyzes the higher education policies of OECD and World Bank from the following dimensions: the establishment and operation of the two organizations, their higher education policies, main thoughts to constitute the higher education policies and the means to implement their policies. Moreover , in Chapter 5, the study makes a comparison of OECD and World Bank and their higher education policies from postcolonial perspective with the same dimensions listed above. Finally, in Chapter 6, the following conclusions are derived:

1.OECD and World Bank become important means of the dominating countries to achieve their hegemony and coercion . 2.OECD and World Bank evaluate the values of higher education mainly from the economic perspective. 3.World Bank needs to reflect its view of modernization theory cirtically. 4.Different education policy approaches between OECD and World Bank will enlarge the difference of the educational development in developed and developing countries. 5.The means of OECD and World Bank to implement higher education policies are different: the former exerts hegemony, but the latter tends to adopt coercion .