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教育优先区(ZEP)项目在毛里求斯出台以来,被列入教育优先区的学校备受重视,毛里求斯政府曾先后采取营养改善计划、予以财政支持、对教师进行培训等措施去促进这些学校质量的提升。十年后发现,这一项目的成效主要体现为在全面的教育方法、学校与社区合作、家长参与教育过程、学校发展的筹资方式等方面开创了先河,却依然存在教师积极性不高、学生的初等教育证书(CPE)考试通过率偏低、学生的学习生活环境差等问题。究其原因,主要为基础差、政策落实不到位、历史与现实等因素。
Since the introduction of the ZEP program in Mauritius, priority has been given to schools in the priority areas of education. The government of Mauritius has adopted nutrition improvement programs, financial support and teacher training to promote the quality of these schools . Ten years later, we found that the effectiveness of this project is mainly manifested in that it has set a precedent in terms of a comprehensive approach to education, cooperation between schools and communities, parents’ participation in the education process, and ways of raising funds for school development. However, teachers’ enthusiasm is still low. Students’ CPE examination pass rate is low, students learning and living environment is poor and other issues. The reason, mainly based on poor, policy implementation is not in place, history and reality and other factors.