英国课外服务政策的兴衰及其镜鉴（1997—2011年）——基于新社会教育史视角

李先军; 赵鹏皓

英国课外服务政策的兴衰及其镜鉴（1997—2011年）——基于新社会教育史视角

李先军,
赵鹏皓^,

华中师范大学教育学院，湖北武汉 430079

详细信息

作者简介:
李先军，男，湖北潜江人，华中师范大学教育学院教授，博士生导师，主要研究方向为外国教育史和教育史学

通讯作者:
赵鹏皓（通讯作者），男，云南文山人，华中师范大学教育学院硕士研究生，主要研究方向为外国教育史，电子邮箱：penghao_z@126.com

中图分类号: G53/57
计量
- 文章访问数: 36
- HTML全文浏览量: 27
- PDF下载量: 9
- 被引次数: 0
出版历程
- 收稿日期: 2025-06-03
- 网络出版日期: 2025-09-04
- 刊出日期: 2025-08-25

The Rise and the Fall of the UK's "Extended Schools" Policy (1997-2011) and Its Lessons: A Perspective from New Social Educational History

LI Xianjun,
ZHAO Penghao^,

School of Education, Central China Normal University, Wuhan 430079, China

摘要

摘要: 保障课后服务高质量发展，不能只注重提高资金投入力度而忽视制度优化和效能提升。对此，英国课外服务政策的兴衰历程提供了历史镜鉴。英国课外服务政策的理念与我国“家校社协同育人”相似，其措施与我国的课后服务具有相同点。从新社会教育史视角分析，英国中小学在政策执行过程中的权责失衡是课外服务政策由兴转衰的制度性原因。这一问题根植于撒切尔时代的教育改革和财政改革，并随着英国1997至2011年的经济发展状况变化先后经历了“遮蔽—放大—暴露”三个阶段，最终使得课外服务因“目标泛化”被边缘化。有鉴于此，我国的“课后服务”政策可汲取英国“过度依赖中央专项拨款”和“政策实施目标泛化”两个历史教训。
- 新社会教育史 /
- 课外服务 /
- 课后服务 /
- 制度缺陷 /
- 权责失衡
Abstract: To ensure the high-quality development of after-school services, what is required is more than just increasing financial investment, but also prioritize institutional optimization and efficiency enhancement. In this regard, the rise and the fall of the UK's "Extended Schools" policy offers valuable historical lessons. The idea behind the UK's policy aligns with "Home-School-Community Collaborative Education" in China, while its specific measures share similarities with after-school services. From the perspective of New Social Educational History, the imbalance of power and responsibility in policy implementation within British primary and secondary schools was the institutional catalyst for the policy's decline. This issue stemmed from the Thatcher-era educational and fiscal reforms, evolving through three distinct phases (concealment, amplification, and exposure), in response to the UK's economic shifts between 1997 and 2011. Ultimately, the policy was marginalized due to goal generalization. Drawing from these lessons, China's after-school service policy must take two critical historical lessons that avoiding "excessive reliance on central government earmarked funding" and preventing "overly generalized policy implementation goals".
- New social educational history /
- Extended schools /
- After-school services /
- Institutional defects /
- Imbalance of rights and responsibilities

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