作为国际教育援助的输出国之一，英国致力于帮扶贫困的发展中国家改善落后的教育困境，在基础设施建设、物资供应、人才培养等方面做出了巨大的贡献。1997年，随着布莱尔政府的上台，英国政府加强双边与多边的国际合作，转移了援助的重点，从中等教育、高等教育，职业技术教育，逐步转向基础教育和幼儿教育。同时，随着联合国千年发展目标的逐步落实，英国进一步聚焦了援助对象，从儿童教育，转向女童教育，并延伸至边缘化女童的教育中，保证援助能够提供给真正需要儿童。此外，英国教育援助的机制完善，市场化管理体制健全，援助项目管理与实施成效显著。为了提高援助经费的使用价值，英国政府采用以结果为依据的支付方式，提高了教育援助的成效和经费使用效能。目前，英国教育援助的政策发展，引起了国际社会的广泛关注和认同，也为我国的教育援助的发展提供了参考。 本研究采用阶段启发式政策过程框架，以世界体系理论为研究视角，关注英国教育援助政策发展，关注政策制定与实施过程中，中心国与边缘国以及半边缘国之间的关系。通过文献分析法，本研究分析了英国开展教育援助的动因与内容，梳理了援助实施的标准建设、管理方式与合作理念，解读了评估的新方式与新方法，归纳了教育援助的成效；通过访谈调查法，本研究选取了英国教育援助政策实施的官员、第三方机构的管理者、援助志愿者、研究专家以及受援国学生进行访谈。对访谈资料通过誊录和提炼后，该研究系统分析并梳理了英国教育援助政策实施过程中的竞标机制，以及英国、受援国、第三方机构间的合作方式与运营模式。同时，访谈结果增加并补充了我国对英国教育援助政策研究的实证部分，发现了援助过程中存在的问题与挑战。其核心结论如下。 英国教育援助政策在制定的过程中，关注国际援助战略目标、迎合国际援助发展趋势、重视对国际援助的承诺以及受援国发展问题的解决，提升国际发展的领导地位。在援助政策制定的过程中，英国是国际教育援助目标的践行者。在实施教育援助的过程中，英国关注受援国当下的教育问题，从“量”的积累转变“质”的提升，同时，通过加大经费投入，强化师资培养、国际合作、项目管理等内容，努力提高学生的学习质量。 英国教育援助政策的实施机制完善，政府简政放权，以市场化模式盘活承包方（第三方机构）的运营建设，投资经费重结果、重效率。在援助实施的过程中，英国的制度建设完善，自上（政府）而下（承包方）地规范了援助工作人员的职责和义务。同时，决策机构简政放权，依靠市场化运作，培植专业的援助团队。援助团队建设灵活多样，教育援助手段新颖、先进。 英国教育援助政策评估体系完善，评估方式与方法多样，可操作性强。评估的过程重结果、重证据、重经费使用效率。英国政府重视援助成效，重视评估的作用，从政策的设计、修改到政策的推行、实施，评估工作贯穿了整个援助的过程。同时，作为援助评估的特色方式，英国引入了以结果为基础的支付方式，将评估结果与经费使用紧密相连，全面的检测援助实施的成效，并提高了教育援助经费的使用效率。此外，援助政策评估的方式方法灵活多样，可根据项目的规模、国家背景，评估实施机构可自行制定并修改。 在教育援助政策实施的成效方面，英国对受援国以及国际合作组织的影响显著。首先，从数量上看，援助经费、儿童入学、师资培养、校舍建设等数值明显提高，但教育质量、师资水平、经费使用、基建维护、工作适应性等方面欠佳。第二，英国政府重视援助的可持续效应，目前正通过回访的方式，进一步检验并总结政策实施的可持续性。

As one of the export countries for international education aid, the UK government is committed to solve international education issues, provide school infrastructure construction and cultivate talents in recipient countries. Since Blair’s Labor government came to power in 1997, the UK government has devoted to bilateral and multilateral cooperation which aimed to move the international aid direction from higher education and vocational education to basic education and early education in recipients. With the development of MDGs, the UK government gradually zoomed out the scope of the aided group including children, and Marginalized girls in order to provide education for whom in need. Meanwhile, in the field of the UK educational aid, there is a developed mechanism and a sound market system used to improve the efficiency and effectiveness of the aid. Additionally, to improve the usage effectiveness of aid money, the UK government adopted the approach of the result-based payment to achieve the usage effectiveness of money. Thus, the Chinese government should learn the related experience from UK aid in order to promote the development of Chinese educational aid. Based on the stage heuristic framework and the perspective of world system theory, this study is focused on the development of the UK educational aid policy and the relationship between core and semi-peripheral, core and peripheral in the process of policy making and delivering. two research methods were adopted in this study including documentary analysis and interview adopted. documentary analysis was used to explain the reasons and priorities of the UK educational aid, discuss the standards, management and cooperation for aid policy making, analyze the evaluation approaches, and conclude the effects of UK educational aid. The interview was conducted to collect the ideas and opinions from DFID officer, staffs of Cambridge Education, UK Aid volunteers, aid experts and students of recipient countries in order to analyze the aid procurement machine, cooperation approach and operational model in process of the educational aid delivery. Meanwhile, the interview results could complement the results of the empirical research on the Chinese research of the UK educational aid policy and find six problems in the UK educational aid. There are four core conclusions as below: Firstly, in the process of making educational aid policy, the UK government followed the international development goals, catered to international aid trend, was focused on international promise and solved the problems of recipient countries in order to keep the leading position in the world. In fact, the UK, as a follower of the international aid goals, paid attention to the educational problems of recipient countries, especially to educational quality. Meanwhile, the UK government increased the aid investments, promoted the teacher training, strengthened the international cooperation and aided project management to improve students’ learning quality in the recipient countries. Secondly, there was a smooth mechanism of educational aid delivery in UK. According to the marketization experience, the UK government streamlined administration and delegated power to the service providers with a focus on aid results and efficiency. In the process of educational aid delivery, the policy of the programme delivery for educational aid regulated the responsibility and obligation of the aid staffs. Meanwhile, DFID is dependent on the marketization mechanism to provide the professionalism for assistance team and to adopt the advanced and effective aid methods. Thirdly, the UK evaluation system of educational aid was strong in operability by using various methods. The aid evolution process was focused on the aid results, evidence and the effectiveness of usage of the funds. Actually, the UK government paid attention to the aid effectiveness and impact. the policy design, modification, delivery and evaluation would be embedded into the whole system of educational aid. In this study, it was worth noting that Payment by Results was committed to promote the closed relationship between evaluation results and aid funds and assessed the aid delivery effects in order to improve the effectiveness of usage of the funds. Moreover, there was a series of evaluation methods to flexibly serve for those different recipient countries. Fourthly, in terms of educational aid effects, the UK government made a huge contribution to the recipient countries and the international organization. For one thing, there was an obvious increase in terms of the aid funds, children’s accessibility, teacher training, school infrastructure construction, etc. despite the weakness in the aspect of educational quality, teachers’ abilities, effective expenditure, maintaining school buildings and adaptability of aid staffs. For the other, the UK government used the ripple effects of aid results to check and summarize the aid delivery sustainability.