巴勒斯坦教育

巴勒斯坦教育指巴勒斯坦国（包括西岸地区及加沙走廊）的教育系统，由巴勒斯坦教育及高等教育部及管理。相对于国际标准，巴勒斯坦的国民入学率已达到较高水平。根据2003年的调查显示，巴勒斯坦有六成的10至24岁人士享有教育优先权。其青少年识字率为92.2%，全国国民总体识字率则为91.1%。2007年，巴勒斯坦的高等教育入学率为46.2％，是世界上最高的国家之一。
教育系统.
巴勒斯坦的学校分为男子学校、女子学校及男女校，而教育亦分成三个层级，分别为「基础义务教育」、「中等教育」及「高等教育」。基础义务教育指一至十年级，其中的学前教育为一至四年级；中等教育指十一至十二年级，由中学及部分职业学校提供课程；高等教育包含11所大学（1所公立，10所私立）与11所科技学院（4所属巴勒斯坦官方，2所属（UNRWA），以及4所公立学校、1所私立学校），提供多为四年制的课程。除此之外，巴勒斯坦有19所社区学院，主要提供为期两年的科学或商业文凭课程。
巴勒斯坦的第一所难民营学校于1949年成立，由红十字国际委员会营运；而第一所属于UNRWA的六年制小学则在1959年开始营运。UNRWA的学校只提供一年级至十年级的课程，不涵盖中学教育。自1967年起，UNRWA在巴勒斯坦的教育中担当著重要的角色。
根据巴勒斯坦的政策，即使一至三年级学生表现不佳，也不必留级。而四至十二年级学生的留级条件取决于全学年的平均分，当中每班的留级比率不多于5%。然而，学校不会为留级生提供额外的课程。
教育管理.
巴勒斯坦教育及高等教育部（MOEHE）于1994年创立及运作，其设立目的为确保所有人可接受教育、改善教育质素及水平，以及为国民提供平衡和全面的发展。1996年，MOEHE拆分为两个独立的部门——基础教育部及高等教育部，并在2002年再次合并成MOEHE。MOEHE负责管理巴勒斯坦的教育系统、招聘教师，并会与教育主管讨论有关教师培训的问题。另外，MOEHE也负责管理政府教育机构，并监督UNRWA或私人教育组织。巴勒斯坦教育的管理体系由22个教育主管组成。当中有16个来自西岸地区，6个来自加沙。
教育经费.
巴勒斯坦的财政部负责提出教育经费的预算。2003年，教育经费在政府总支出中大约占两成。除政府经费外，不少捐助国和国际组织也会为巴勒斯坦的教育提供资金。由于在教育方面的投资不足，巴勒斯坦的学习环境颇为挤迫和恶劣。不少学校没有学费这一大收入来源，而且难以确保其有足够物资，例如有特殊需要或遭受心理伤害的学生只能享有有限度的服务。此外，加沙和西岸地区的教育资源分配的问题在近年亦变得严重。
教育政策.
A formal sector plan was not developed until five years after the creation of the MOEHE but this does not mean that planning was ignored until then. A formal five-year plan was first discussed in 1998, and it took more than a year to prepare. UNESCO International Institute for Educational Planning (IIEP) provided technical assistance in developing the plan, and the MOEHE set up two working teams; one focused on policy and another worked the details. Five-Year Education Development Plan 2000-2005 had five goals: 1) to provide access to education for all children, 2) to improve the quality of education, 3) to develop formal and non-formal education, 4) to develop management capacity in planning, administration, finance, and 5) to develop human resources across the education system.
Education Development Strategic Plan (EDSP) 2008–2012 has four goals: 1) to increase access of school-aged children and students of all education levels and improve the ability of the education system to retain them (Access), 2) to improve the quality of teaching and learning (Quality), 3) to develop the capacity for planning and management and to improve the financial and management systems used (Management), and 4) to realize a gradual conversion of the higher education sector from a supply-oriented to a demand-oriented sector, which will gradually guarantee more compatibility between higher education outputs and labor market(s) need from qualitatively and quantitatively (Relevance). Goal 1 to 3 is for pre-school, general, non-formal, higher education, and vocational education, and Goal 4 is only for higher education and vocational education.
学前教育.
巴勒斯坦的学前教育对象为小童，小童通常会于4岁至6岁时接受学前教育。巴勒斯坦的学前教育入学率接近三成，当地约有898所私立幼稚园，其中只有3所由巴勒斯坦当局运营。虽然大多数的幼稚园为私立，但MOEHE会提供技术、许可证及资金，并协助督导教育及培训教师。
基础教育.
预备阶段.
在2005-2006学年，共有383,748个学生入学，属于「预备阶段」。当中有195,618人为男性，188,130为女性。在这些学生当中，238,000人就读巴勒斯坦当局所运营的学校，109,419人就读UNRWA的学校，35,829人就读私立学校。
预备阶段的总入学率为80.4%，而男童及女童的入学率皆为80.4%。
一至四年级的教育没有笔试和分数上的分级，教师会通过总结性评估、观察等途径判断学生是否有进步及可毕业。
正式阶段.
在2005-2006学年，巴勒斯坦共有569,873学生属于「正式阶段」，其中男性占296,247，女性占283,626。当中有70%的学生就读巴勒斯坦当局运营的学校，25%就读UNRWA的学校，5%就读私立学校。 
正式阶段的总入学率为97.5%，男童的入学率为95.7%，女童则为99.5%。
巴勒斯坦基础教育的毕业考试主要为九年级学生而设。不过，能力与九年级学生相当的离校生亦可参加毕业考试，以获取基础教育考试证书。
2003和2007年，八年级的学生需要参加TIMSS评估。2003年数学和科学测试的分数分别为390和435，2007年则为367和404。
中等教育.
Secondary education consists of two years, and includes an academic and a vocational program. (MOEHE 2005b) Students are able to select either of these programs, but their right to entry is based on successful completion of Grade 10 based on the results of their final assessments
In secondary academic education in 2005/2006, a total 118,868 students were enrolled in schools. Among them, most students were enrolled in schools provided by the Palestinian Authority (114,790 students, 97 percent of total), and about 3 percent of the students were enrolled in private schools. UNRWA does not provide education at secondary level Gross enrollment ratios for empowerment stage were 97.5% for total, 95.7% for male, and 99.5% for female students.
In secondary vocational education during the 2005/2006 school year, a total of 5,999 students were enrolled in schools. Among them, most students were enrolled in schools operated by the Palestinian Authority (5,653 students, 94 percent of total), and about 6 percent of the students were enrolled in private schools Gross enrollment ratios for empowerment stage are 97.5% for total, 95.7% for male, and 99.5% for female students.
Gross enrollment ratios for secondary education were 75.2% for total, 69.2% for male, and 81.6% for female students.
In the secondary education 2005/2006 school year, there were in total 3,734 classes, of which 185 classes (5 percent) were co-educational. While in the West Bank the share of co-educational classes was 7.4 percent, in The Gaza Strip only 0.1 percent of the total classes were co-educational, in fact only one school.
Certificate of General Secondary Education Examination (Tawjihee) was issued for high school students in grade 12 to prepare them for admission to the universities
高等教育.
高等教育通常包括四年的大学教育，学生在当中可取得学士学历，而硕士学历则需要额外就读两年方可取得。有些院校则提供两年的文凭课程。 2005年，加萨及西岸地区有10所大学、1所远距教学院校（圣城公开大学）、13所大学学院，以及19所社区学院。当中大部分的院校都是在以色列的占领下建立和发展的。大多数的大学都是非牟利机构，他们将募捐的款项和巴勒斯坦当局提供的资金一并使用。
在2004/2005学年，高等教育机构共招收了138,139名学生。当中有76,650名学生就读大学，46,453名学生就读远距教学院校，6,034名学生就读大学学院，以及9,002名学生就读社区学院。在大学、公开大学和大学院校，男性学生的比例比女性学生高，社区学院的女性比例则较男性高。2007年，高等教育总入学率为46.2%，男性为41.6%，女性则为50.9%。
在巴勒斯坦的高等教育中，就读社会科学、教育、人文和艺术的学生人数较多，就读科学和工程的则相对少。
高等教育的需求在近年明显上升。1995至2006年期间，入读高等教育院校的学生增加了三倍。有学者指，巴勒斯坦当局不仅要满足因中等教育毕业生人数增加而引致的更大高等教育需求，更要保持高登教育的质素和相关性，以适应全球经济的不断变化的需要。另外，由于巴勒斯坦当局的财政状况不佳，高等教育的资金被认为不足够。现时巴勒斯坦的高等教育制度非常依赖学生缴付的费用，学费占大学经营成本的六成。
The MOEHE has developed a new student loan scheme for tertiary education. The objectives of this loan scheme are: 1) to create a sustainable resource that will assist students into the future, 2) to ensure that students understand their responsibility to share the cost of their education, 3) to provide a strong, streamlined repayment system that is easy and fair (repayments of loans must be collected from all students), and 4) to provide a collection mechanism that will ensure sustainability (a revolving fund) 
UNESCO states that because of "isolation, [the Universities] have suffered in particular from the absence of research departments."
"Inter-university co-operation programmes are underway, such as TOKTEN, PEACE and MEDCAMPUS. They are supported by partners such as the European Union, UNESCO and the UNDP. The PEACE programme (Palestinian-European Academic Co-operation in Education) involves 23 Palestinian Authority and European universities. It has been particularly noteworthy for having allowed students and teachers from the West Bank and Gaza to be admitted to European faculties at a time when the university establishments of Gaza and the West Bank were closed. In a second phase, it is to provide for the dispatch of missions of volunteer academics, on sabbatical, from Europe, North America and the rest of the world to the West Bank and Gaza."
"Palestinian students wishing to obtain a doctorate must study either in Israel, or overseas."
职业技术培训教育(TVET).
Formal vocational education starts after basic education and lasts two years. After graduation, students can join university colleges(diploma in 2 years or Bachelor in 4 years) or colleges(2 years). There are five streams in school-based vocational training: industrial, agricultural, commercial, hotel and home economics. Fifteen secondary industrial schools offer 17 specializations and 2,185 students are enrolled in 2004/05. All but three of these industrial schools are funded by government. Sixty four academic secondary schools offer commercial subjects and nearly 3,000 students are enrolled. The two hotel training schools are private. Total students enrollment for the five streams increased from around 3,000 in 1999/2000 to 5,561 in 2004/05. This is considerably lower than the MOEHE 2000-2005 target (9,000 students enrollment). This is partly because this type of training remains unpopular among most students and parents/guardians.
The demand for most vocational training is weak. A few community colleges with limited capacity of 200-300 students have high applicant-place ratio (especially for nursing and the UNRWA Gaza Training Centre). The rest of community colleges have only around one applicant-place ratio. Manual skilled occupations continue to have low status and only the least academically able students are expected to enroll at TVET institutions. The majority of colleges have low student-teacher ratios and high unit cost.
In addition to community colleges, the Ministry of Labor and Social Affairs provides other TVET opportunities. Twelve Rehabilitation Centers that target dropouts, slow learners are run by this Ministry. Total enrollments were around 850 in 2004/05 with 380 graduates. The Ministry of Ex-Detainees also offers TVET to around 1,000 students and most of them are males. Four hundred fifty students are enrolled in the National Institute of Information Technology. The ministry also handles TVET centres (enrollment: 6600 students, which offer curriculum in trade (2 years), technical/semi-professional (2 years) and certificate courses (1 –2 years). Besides, The UNRWA provides short-term courses (8–40 weeks).
国家教学课程大纲.
在统一课程推行前，加沙和西岸地区长期使用其他国家的教材。2000年，巴勒斯坦当局透过推出全国统编教材以实施全国课程。最初，这些教材首先为一年级和六年级所应用。其后，在2001年，二年级和七年级的学生也开始使用这些教材。2006年，巴勒斯坦所有学生都使用全国统编教材。
对难民的教育政策.
自1950年起，UNRWA一直是为难民儿童提供基础教育的主要机构，所有已登记的难民儿童可在15岁前享有免费的基础教育。截至2009年12月31日，巴勒斯坦有接近482,000个学生在691所学校里就读。 UNRWA学校遵从巴勒斯坦的课程设置，使得UNRWA学生能升读更高级的课程，或者取得当地认可的资历。
在1960年代，UNRWA的学校实现全面性别平等。这些学校的教室十分挤迫，环境也比较狭窄，学生与教师共同使用一座建筑。然而，需要注意的是，并不是所有难民儿童都在UNRWA学校就读，部分难民儿童会在约旦或叙利亚就读当地的政府学校。
UNRWA也营运8所职业和技术培训中心，以及3所教师培训学院。
参考资料.
Elias H.Tuma, Haim Darin-Drabkin, The Economic Case for Palestine, Croom Helm, London 1978 p. 48. (respectively, Professor of Economics at Cal-U, Davis, and Director of the Institute for Land Resource Planning, at Tel Aviv and consultant for the UN)