2024-2025年全球教育监测报告：谁在塑造未来教育

LeadershipineducationLEADFOR

LEARNINGi

unescGlobalEducation

MonitoringReport2024/5sustainable

Development

GoalsMONIT

ORINGEDUCATIONREPORTGL

OBALLeadershipineducationLEAD

FORLEARNING2024/5GLOBALEDUCATIONMONITORING

REPORTTheEducation2030IncheonDeclarationandFrameworkforActionspecifiesthatthemandateofthe

Global

Education

Monitoring

Report

istobe“themechanismformonitoringandreportingonSDG4andoneducationintheotherSDGs”withtheresponsibilityto“reportontheimplementationofnationalandinternationalstrategiestohelpholdallrelevantpartnerstoaccountfortheircommitmentsaspartoftheoverallSDGfollow-upandreview”.ItispreparedbyanindependentteamhostedbyUNESCO.Thedesignationsemployedandthepresentationofthematerialinthispublicationdonotimplytheexpressionofany

opinionwhatsoeveronthepartofUNESCOconcerningthelegalstatusofanycountry,territory,cityorarea,orofitsauthorities,orconcerningthedelimitationofitsfrontiersorboundaries.The

Global

EducationMonitoring

Report

teamisresponsibleforthechoiceandthepresentationofthefactscontainedinthisbookandfortheopinionsexpressedtherein,whicharenotnecessarilythoseofUNESCOnorofitsdonorsanddonotcommittheOrganization.OverallresponsibilityfortheviewsandopinionsexpressedintheReportistakenbyitsDirector.Thispublicationcanbereferencedas:UNESCO.2024.

Global

Education

Monitoring

Report

2024/5:Leadership

in

education

–Lead

for

learning.Paris,

UNESCO.©UNESCO,

2024FirsteditionPublishedin2024bytheUnitedNations

Educational,

ScientificandCulturalOrganization7,PlacedeFontenoy,75352

Paris

07

SP,

FranceTypesetby

UNESCOGraphicdesignandlayoutbyOptimaGraphicDesignConsultantsLtdPhotographycaption:On3March2022atAlTasneemSchoolinBasra,Iraq,schoolprincipalAnsalstandsforaportraitinheroffice.Shesays,“Poverty,mentalhealth,

childlabour,childmarriage,aresomeofthemainfactors

forourstudents…Povertyisthemainissuethatmakesthemdropoutschool”.Photocredit:©UNICEF/UN0614639/IbarraSánchez*ISBN:9789231007163https://doi.org/10.54676/EFLH5184UNESCOisanOpenAccesspublisherandallpublicationsaremadeavailableon-line,freeofchargethroughUNESCO’sdocumentaryrepository.Anycommercialization

ofitspublicationsbyUNESCOisforcost-recoveryofnominalactualcostsforprintingorcopyingcontenton

paperorCDs,anddistribution.Thereisnoprofitmotive.ThispublicationisavailableinOpenAccessundertheAttribution-ShareAlike3.0IGO(CC-BY-SA3.0IGO)

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tobeboundbythetermsofuseoftheUNESCO

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open-access/cc-sa).Imagesmarkedwithanasterisk(*)donotfallunderthe

"https://creativecommons.org/licenses/by-sa/3.0/igo/"

CC-BY-SAlicenseandmaynotbe

usedor

reproducedwithoutthepriorpermissionofthecopyrightholders.iv2024/5•GLOBALEDUCATIONMONITORINGREPORTThereisnooneleadershipstylethatworks.Differentcontexts,capacitiesandpersonalitiesmeanthatstylesvary,andrightfullyso.This,combinedwiththedifferentgoalsthateachleaderistryingtoachieve,meansthattheirimpactishardtofullyassess.Yet,allresearchpointstowardsthecriticalneedforstrongleaderstocontinuouslyimproveeducationquality.Schoolleadersaresecondonlytoteachersfortransformingstudentoutcomes.Meanwhile,politicianswieldhugeinfluenceinmakingequitableandinclusiveeducationanationalpriority.Supportingthisseventh

Global

EducationMonitoring

Report

isanewseriesofcountry

profilesonProfilesEnhancing

EducationReviews

(PEER),anonlineresourcesupporting

policydialogueanddescribingpoliciesandregulationsonschoolprincipalselection,

preparationanddevelopmentintheworld’seducationsystems.ofresponsibility.Atthesystemlevel,theyarecivilservantsworkingasdistrict

officers,supervisorsorplanners.Atthesocietallevel,theyarepoliticalleaders,aswellasaverybroadrangeofactorswhohelpshapeeducation

goals,fromunionsandresearcherstocivilsocietyandthemedia.EntitledLeadforlearning,thisreportarguesthat,inpursuingspecificgoals,educationleadersaremorethan

justmanagers.Theyarechangeagents,whoneedthetime,trustandsupporttofocusonsettingavisionanddevelopingthepeopletheyserveandworkwith.Thereport

callsforinvestmentinandempowermentofschoolandsystemleaders.Thereshouldbefairhiringprocessesandgrowthopportunitiesthatrecognizethefullscopeofleaders’roles.Moreover,leadershipworksbest

whenitisshared,empoweringotherstoleadastheycanwithintheirroles.SHORTSUMMARYHowcaneducationsystemsattract,appoint

andretaingoodeducationleaders?62%ofcountriesusecompetitivepracticesforschoolleaders’recruitmentLeadershipmattersineducation.Strongleadersareneededtohelpinstitutions,systemsandsocietieschangeforthebetter.Strongleadersworkincollaborationwithotheractorstowardsthesamegoals.Attheschoollevel,theyaretheprincipalsbutalsothosewhosurroundthem,intheschoolandinthecommunity,inpositions

unescSince

wars

begin

in

the

minds

of

men

andwomen,itisinthemindsof

menandwomenthat

the

defenses

of

peace

must

be

constructed2024/5•

GLOBAL

EDUCATION

MONITORING

REPORTvvi

2024/5•GLOBALEDUCATIONMONITORINGREPORTForewordDespitesignificantstridesinwideningaccesstoeducationgloballyoverthepastdecades,this

Global

EducationMonitoring

Report

revealsthat251millionchildrenarestillnotinschooltoday.Thisisanumberthathasfallenbyonly

1%since

2015.Evenforthosewhoareinschool,theeducationtheyreceiveisnotalwaysuptostandard:threeoutoffourchildrenin

developingcountriescannotreadandunderstandasimpletextbytheageof10.Toadvanceprogressineducation,strongleadershipisneededatalllevels.Indeed,atitsheart,educationisanactivitycentredaroundpeople.Qualityeducationisacollectiveendeavourthatrequiresqualifiedhumanbeings,drivenbyasenseofpurpose.Whethertheyarepolicymakers,schooldirectorsorheadteachers—educationalleadersarecatalystsforchangedeservingofgreaterattention.Thisreportshedslightontheirinstrumentalroleinretainingchildreninschooland

improvinglearningoutcomes.Effectiveschoolleadersbringoutthebestinteachers,whointurndeliverthebestcourses.Schoolleadersarealsokeyfiguresinensuringthatschoolenvironmentsaresafeandinclusive,freefromviolenceandbullying.Theresponsibilitiestheybearareheavy.Forthisreason,itiscriticaltoensurethattheyarewellselected,trained,trustedandsupportedthroughouttheircareer.Yet,overathirdofcountriesdonothaveopenandcompetitiveschoolprincipalrecruitmentprocessesin

place.

Eveninwealthiernations,halfofprincipalsdonotreceivetrainingfortheirrolebeforetheytakeuptheirposts.Asinotherdomains,leadershipineducationisalsomarkedbysignificantgenderbiases.

Mostteachersarewomen,whilemostofschoolleadersaremen.Theshareoffemaleprincipalsinprimaryandsecondaryeducationisonaverage

atleast20percentagepointslowerthantheaverageshareoffemaleteachers.Thismustchange.Inadditiontochallenginggendernormsineducationleadership,wemustalsochallengetheassumptionsofhierarchy

thatexistineducationworldwide.Thisreportgivesclearrecommendationstoshiftfromhierarchicalandcentralized

educationsystemstomoreinclusiveleadershipineducationthatengagesprincipals,teachers,parents,studentrepresentatives,andcommunitymembers.Inordertobuildasharedvisionofeducationthattakesintoaccountall

ofthesestakeholders,schoolleadersmustbegivenspaceandtraining.Manyleadersineducationarepassionateabouttheirworkanddedicatedtomakingadifferenceontheground,butrigidsystemspreventthemfromstrivingforexcellence.Byenablingthemtofulfiltheirpotential,wecanbringnewenergyinto

educationalsystemsandinspireyoungergenerationswhoseschoolingexperiencecanshapetheirviewsofleadership.AudreyAzoulay

Director-GeneralofUNESCO2024/5•

GLOBALEDUCATIONMONITORINGREPORT

viiviii

2024/5•

GLOBALEDUCATIONMONITORINGREPORTForewordFromtheclassroomtotheboardroom,fromofficestotheglobalstage,leadersshapeeducation.

Iamhonouredtointroducethe2024/5GEMReport,whichthisyearfocusesonthecriticalroleofleadershipineducation.AsChairoftheAdvisoryBoardforthisReportandamemberoftheSDG4-Education2030High-levelSteeringCommittee,Ibelievethat

fosteringcooperationineducationleadershipisthemostpowerfultoolforachievingtheSustainableDevelopmentGoals.Inrecentyears,duringmymandateasEuropeanCommissionerforInternationalPartnerships,

Ihave

dedicated

myself

toadvocatingforeducationasacatalystforsocialandeconomicchange.Educationistransformativebuttheneedforpoliticalleaderstostepupadvocacyanddriveeducationintherightdirectionremainsasvitalasever.Educationspendinginmanycountriescannotcompetewiththecallsfordebtservicing;aUSD100billionannualeducation

financegapinthepoorest80countriesremainstobefilled.Withoutthenecessaryresources,educationqualitysuffers.Teachersarefrequentlyhiredwithoutmeetingnationalqualificationstandardsortraining,andthepromiseofaqualityeducationisleftunfulfilled.Butachievinginclusive,qualityeducationforallisstillwithinourgrasp–leadersatalllevelsjustneedtobeunitedbehindasharedagenda.Whileweoftencelebrateheroicfiguresineducation,thereporthighlightstheinvaluablecontributionsofunsungleaders–districtofficials,educationofficers,inspectorsandsupervisors.Asaformerteacher,Iknowthatschoolprincipals,ofteninvisible,canmakeorbreakareformwiththeirleadership.Connectingvisionwithpracticalrealityiscritical.Collectiveandcollaborativeactionbytheseleaderscandriveprogress.Itrequiresemotionalintelligence,self-awareness

andsocialawareness.Educationministers,

jugglingmultipledemandsandtenureslastingoftenlittlemorethantwoyears,mustemploystrategicapproachessuchascoalitionbuildingtoimplementpolicies.Principals,too,facetimeconstraintsthathindertheirabilitytofocusoncorechallengeslikeimprovinglearningoutcomes.Withsuchcomplexroles,leadersdeservetraining,particularlytolearnhowtheycandrawinotherstosupportthemachievetheirgoals.

Butthispublicationshowsusthatfewerthanhalfofcountriesexplicitlyemphasiseteachercollaborationandonlyone-thirdfocusonitinleadershipprograms.Withoutevermentioningit,thisreportmodestlyexemplifiesleadership.Itprovidesvaluableknowledge,expertise,andpotentialsolutionsandinviteseducationactorsatalllevelstodiscusshowtheycancontributetoimprovement.Learningisaboutcollaboration,andthisreportfacilitatesthatprocess.Wemustseizethisopportunitytoelevateleadershipasapowerfultoolforimprovingeducationfromwithin.JuttaUrpilainenEuropeanCommissionerforInternational

PartnershipsandChairoftheAdvisory

BoardfortheGEMReport2024/5•

GLOBALEDUCATIONMONITORINGREPORTixAcknowledgementsThisreportwouldnothavebeenpossiblewithoutthevaluablecontributionsofnumerouspeopleandinstitutions.The

Global

EducationMonitoring

Report

(GEMReport)teamwouldliketoacknowledgetheirsupportandthankthemfortheir

time

and

effort.TheGEMReportAdvisoryBoard’smembersanditschairperson,JuttaUrpilainen,providedconstructiveguidanceand

feedback.Specialthanksgotoourengagedandcommittedfunders,whosefinancialsupportensuresthepreparation,

releaseanddisseminationoftheGEMReport’spublications.WewouldliketoacknowledgetheroleofUNESCOanditsleadership.Wearegratefultomanyindividuals,divisionsandunitsatUNESCOheadquarters,notablyintheEducationSectorandinvariousadministrativeservices,forfacilitatingourdailywork.TheUNESCOInstituteforStatisticsplaysakeyroleastheprincipaldataproviderbutalsothroughourpartnershipinsupportofSDG4monitoring,notablyinthenationalSDG4benchmarkingprocess.Wewouldliketothank

itsdirector,SilviaMontoya,andherdedicatedstafffortheclosecollaboration.AdditionalthanksgotocolleaguesatotherUNESCOinstitutesandtoitsregionalandfieldofficenetwork.TheGEMReportteamwouldliketothankthefollowingresearcherswhoproducedbackgroundpapersthatinformedthereport’sanalysis:DorothyAndrews,NiazAsadullah,MinahilAsim,SheenaBell,ShuangyeChen,EdithJ.Cisneros-Cohernour,JoanM.Conway,ChristopherDay,JoséGabrielDomínguez-Castillo,Mohammed

Elmeski,

Molly

P.Fuller,GloriaGratacós,QingGu,SamiraIdelcadi,MonicaMincu,

Rhiannon

Moore,

Karen

Mundy,

Cristina

Moral-Santaella,

CleliaPineda-Báez,JanetM.Okoko,HeatherPrice,

Haiyan

Qian,

NaniTeig,

C.P.vanderVyver,JelenaVeletic,

Charles

F.Webber,WangqiongYe,RoseYlimakiandYulianZheng.DavidGurrprovidedbackgroundresearchandcontributedthethinkpiecethatinformedtheconceptnoteofthereport.Theteamisalsogratefultoseveralinstitutionsandtheirresearchstaffandconsultantswhoproducedbackgroundpapers:theBrookingsCenterforUniversalEducation(RohanCarter-Rau,Maya

Elliottand

BradOlsen),

IEA

Hamburg(NurullahEryilmazandRolfStrietholt),InclusionInternational(PaulaHunt,Wisdom

Mprah,Gordon

Porter,

Diane

Richler,

SteveSider,JacquelineSpechtandSueSwenson),UniversidadDiegoPortales(Pablo

Fraser,

MiguelÓrdenes,VanessaOrrego,MarioUribeandJoséWeinstein),UniversityofCambridge(AditiDesai,YusufSayedandGunjanSharma),UniversityofNewSouthWales(ScottEacott),UNESCOInternationalInstitutefor

Higher

Educationin

LatinAmericaand

theCaribbean(VictoriaGalán-Muros)andVVOB(JocelyneCyizaKirezi,AnnLopezandJefPeeraer).Additionalthanksgototheinstitutionsthathostedconsultationsonthe2024/5GEMReport’sconceptnote,aswellastotheindividualsandorganizationsthatprovidedinputduringtheconsultationprocess.ParticularthanksgotoDignitas,EducationInternational,Edvolution,theGermanNationalCommissionforUNESCO,

Global

School

Leaders,theInternationalEducationFundersGroup,theInternationalParliamentaryNetworkforEducation,the

InternationalTask

ForceonTeachersforEducation2030,theNationalCenteronEducationandtheEconomy

(United

States),

NORRAG,Teach

forAll,theUNESCOInternationalInstituteforEducationalPlanningandtheVarkeyFoundation.WealsowanttothankmembersoftheWISEALL-INNetwork,theInternationalSuccessfulSchoolPrincipalsProject,theInternationalStudyon

TeacherLeadershipandotherorganizationsthatprovidedvaluableinputforthedevelopmentofthisreport,alongwiththeministers,policymakers,expertsandacademicswhoparticipatedintheconsultationprocess.Specialthanksgoto

DeborahKimathi,MarcoKools,AliceLucatello,Hugh

McLean,

Manuela

Pomboand

LauraTreimane.Wearegratefulfortheguidanceofagroupoffriendswhoprovidedfeedbackonthedraftrecommendationsandadvocacy

strategy.Theyrepresentedthefollowingentities:BeijingNormalUniversity,CentroLemann,EducationInternational,Edvolution,GlobalSchoolLeaders,GlobalStudent’sForum,theInternationalParliamentaryNetworkfor

Education,theNetworkofEducationPolicyCenters,theOrganizationofIbero-AmericanStates,theQueen

RaniaTeacherLeadership

Academy,theWallaceFoundation,theUNESCOInternationalInstituteforEducationalPlanningandVVOB.Agroupofexpertsreviewedthedraftthematicchaptersandprovidedvaluablefeedback.Fortheirinput,wethankAsmaa

Al-Fadala,TonyBush,JunjunChen,MelanieEhren,LouisaKadzo,Agustina

Paglayanand

Beatriz

Pont.x

2024/5•GLOBALEDUCATIONMONITORINGREPORTInthecontextoftheforthcomingregionaleditionsonleadership,wewouldliketoextendourappreciationtoourorganizationalpartners:theAssociationfortheDevelopmentofEducationinAfricaandtheAfricanUnionfortheSpotlight

reportonleadershipandfoundationallearninginAfrica;theNetworkofEducationPolicyCentres(LanaJurkoand

IvaPerković)forthereportonleadershipandinclusioninCentralandEasternEurope,the

Caucasusand

CentralAsia;

Beijing

NormalUniversity(TingWenChang,RonghuaiHuang,Mohamed

Oubibi,Jingwen

PangandJianhuaZhao)andthe

Korean

EducationalDevelopmentInstitute(EunYoungKim,Hyo-JeongKimandChanheeSon)forthe

reporton

leadershipanddigitaltransformationinEastAsia;andtheOrganizationofIbero-AmericanStates(AndrésDelich,TamaraDíaz,JuanJosé

LealandAnabelMartinez)forthereportonsharedleadershipinLatinAmerica.ThereportwaseditedbyAndyQuan,whomwethankforhistirelesswork.Wealsowishtoacknowledgeandexpressourgratitudetotheindividualsandorganizationswhoworkedhardtosupporttheproduction,design,printingandtranslationofthereportwithinandoutsideUNESCO.Specialthanksgotoourcopyeditor,JenniferAllainforhermeticulousattentiontodetail,toStephenJacquesFlynnandDianaSharafievawho

joinedtheteam

to

support

production

of

the

report.WewouldliketothanktheteamatOptimaGraphicDesignConsultantsLtd(ScottJones,DanielSharratt,LauraVilla,AnastasiaBeedhamandJulesParker)fortheirefficientanddetail-orientedworkinlayoutandgraphicdesign,whichgreatlyenhancedthevisualappealofthereport.WearegratefultoRooftop(IngridvanderWaltandJefferyCollins)andOncevocales(SylwiaUlika)fortheirinvaluablesupportinproducingmultimediacontentforthereport,andtoUNICEFforgrantinguspermissiontousetheirphotographsextensively.Furthermore,wewouldliketorecognizeHiTekis

(HosseinAghvami)andInteractiveThings(PatrickBrowne,BeatrizMalveiro,ChristianSiegristandSolangeVogt)fortheir

contributionsindesigningouronlineresources.Finally,wewouldliketothankourinterns(AnjaFlottmeierandKatherineMoore),consultants(BaptisteGorteau,ElsaWeill,HangYuandHaowenZheng),thestudentsofUniversitéParis1Panthéon-Sorbonnewhocontributedthreecountry

profiles(AdrienAuvray,DahyeHanandHuiwenMe),andallthenationalexpertsthatreviewedthecountryprofiles.The

GlobalEducation

MonitoringReport

teamDirector:ManosAntoninisSamaherAlHadheri,DanielApril,MarcelaBarriosRivera,

Madeleine

Barry,YekaterinaBaskakova,YasmineBekkouche,CatarinaCerqueira,RafaelaMariaDa

Silva

Santos,Anna

Cristina

D’Addio,

Dmitri

Davydov,FrancescaEndrizzi,PabloFraser,LaraGil

Benito,

Pierre

Gouëdard,

ChandniJain,

PriyadarshaniJoshi,Maria-RafaelaKaldi,JosephineKiyenje,JodiKlue,CamilaLimaDe

Moraes,

Kate

Linkins,

Kassiani

Lythrangomitis,AnissaMechtar,ClaudineMukizwa,YukiMurakami,JudithRandrianatoavina,Kate

Redman,

Maria

Rojnov,AminaSabour,DivyaSharma,LauraStipanovic,Aziah-KatianaTanandDorothyWang.2024/5•

GLOBALEDUCATIONMONITORING

REPORT

xiGlobalEducationMonitoringReport

series2023

Technologyineducation:Atoolonwhoseterms?2021/2Non-stateactorsineducation:Whochooses?Wholoses?2020Inclusionandeducation:Allmeansall2019Migration,displacementandeducation:Buildingbridges,notwalls2017/8

Accountabilityineducation:Meetingourcommitments2016Educationforpeopleandplanet:CreatingsustainablefuturesforallEFA

Global

Monitoring

Report

series2015EducationforAll2000-2015:Achievementsandchallenges2013/4Teachingandlearning:Achievingqualityforall2012Youthandskills:Puttingeducationtowork2011Thehiddencrisis:Armedconflictandeducation2010Reachingthemarginalized2009Overcoming

inequality:Whygovernancematters

2008EducationforAllby2015:Willwemakeit?2007Strongfoundations:Earlychildhoodcare

andeducation2006

Literacyforlife2005

EducationforAll:Thequalityimperative2003/4GenderandEducationforAll:Theleaptoequality

2002EducationforAll:Istheworldontrack?For

more

information,please

contact:Global

Education

Monitoring

Report

team,UNESCO,

7,placedeFontenoy75352

Paris07

SP,

FranceEmail:gemreport@Tel.:+33145680741/gem-reportAnyerrorsoromissionsfoundsubsequenttoprintingwillbecorrectedintheonlineversionat

/gem-reportGou

verne

mentpri

nci

er

PRINCIP

AUTE

DE

MONACOSWEDISH

INTERNATIONALDEVELOPMENT

COOPERATION

AGENCYThe

Global

EducationMonitoring

Report

isanindependentannualpublication.TheGEMReportisfundedbya

group

ofgovernments,multilateralagenciesandprivatefoundationsandfacilitatedandsupportedbyUNESCO.AustralianAid

schweizerischeEidgenossen

schaft

conf

dration

su

isseconfederazione

svizzeraconfed

erazi

unsvizra

unescoxii

2024/5•GLOBALEDUCATIONMONITORINGREPORT号NorwaycanadaRialtas

nahEreannGovernmentof

Irelandukaidfromthe

British

peopleswissAgencyforDevelopment

and

cooperation

SDCCHAPTER

1.Introduction5Expectationsofleadersattheschoolandsystem

level

have

beenchanging10Guidetothe

report13Recommendations17CHAPTER

2.School

leadership:

Roles,impactandstandards

23Schoolprincipalsareexpectedtofulfilvariousleadershiproles

25The

impactofschool

principalscan

besignificant31Leadershipstandardscanguideactionandcertification39Conclusion42CHAPTER3.School

leadership:Selection,training

and

conditions

45Improvingselectionprocessesisneededtoprofessionalizeprincipals’careers

47Countries

need

to

do

more

to

prepare

and

train

school

leaders

57Countriestrytomakeprincipalshipanattractivecareerpath

67Conclusion74CHAPTER4.Sharedschool

leadership..

77Schoolpersonnelcan

leadifgivenopportunities

and

support

79Studentscanexerciseleadershipthroughformalchannelsandinformally87Engagedparentsandcommunitymemberscansteerschoolstowardstheirgoals90Conclusion94CHAPTER

5.System

leadership

97Systemleadersneedtosetexpectationsforqualityandequity99Systemleadersshouldbeinstructionalleaders105Civilservantsareoftennotselectedtoserveas

system

leaders108Conclusion

112CHAPTER6.

Political

leadership

115Politicalmotivationsdetermineeducationsystemdevelopment

117Thedirectionofeducationisinfluenced

by

many

other

actors127Conclusion137ContentsShort

summary

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xiiiList

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.xviLeadershipineducation12024/5•

GLOBALEDUCATIONMONITORINGREPORTxiiiCHAPTER

7.

Introduction

143ConferenceonEducationDataandStatistics

145SDG4Scorecard

1452025Comprehensive

Review147CHAPTER8.Primaryandsecondaryeducation

150Accessandcompletion152Learning157Focus8.1.Mathematicsanxietynegativelyaffectsmathematicsperformance164CHAPTER9.Earlychildhoodeducation

170Focus9.1.

Preschool

leadership

needs

attention177Focus9.2.Trainingforparentsandcaregiverscansupportearlychildhooddevelopment

179CHAPTER

10.Technical,vocat