我国城乡教育公开的现状与发展测评研究

发布时间：2018-10-18 18:04

【摘要】：教育公平是社会公平的基石,城乡教育公平是达成教育整体公平的关键,我国教育的地域、阶层、性别、城乡四大差异中以城乡教育问题最为突出,在国家政策明确向高水平优质均衡教育发展的过程中,寻找弥合城乡教育差距的有效策略刻不容缓。 教育公平的目的是所有受教育者的共同发展,教育发展水平和社会发展水平的互相促进、共同发展是教育公平的根本追求。城乡教育的不公平是对于公民基本受教育权的直接损害,更是对公民自我发展权利和社会发展机会的损害。教育公平包含教育平等的发展水平、教育效率的发展水平和平等与效率的关系状态三个维度。教育平等与教育效率都是至关重要而不可让渡或兼顾的教育发展目标,教育平等与教育效率之间不存在线性的替代关系。教育平等与教育效率的不同组合状态的发展水平决定了当下教育公平的水平和未来的教育公平的整体发展趋势并受多方面因素制约,在不同的阶段、层次和具体情境中,合理的和最优的教育公平状态也是多样的、复杂的。对于教育公平的量化研究可以从上述三个维度出发,利用荟萃分析等技术确定测评的指标体系,并通过基尼系数、收益分析、统计模型等计量工具来加以测算。 本文对城乡教育公平的起点、过程和结果三方面的平等性维度和内外部效率进行了量化测算,证实了受教育者在入学率、升学率方面的起点的不平等损害了农村地区孩子基本的平等受教育权,在入学率逐年升高的情况下,城乡初中后升学率的差距递增效应严重削弱了农村地区受教育者的社会流动能力和人力资源储备水平；城乡受教育者家庭状况的差异与义务教育后的受教育机会的获得密切相关,农村家庭孩子严重受制于家庭财力对于教育机会获得的约束；教育经费分配中的极大差异导致教育过程中农村孩子受教育质量的多重损害,学校物质水平和师资水平的不断拉大也进一步加剧了城乡教育的不对等性；教育起点和过程的不公平问题最终导致城乡人力资本储量和人口教育素质上的极端不对称。这几个层面的教育平等性的缺乏严重制约了教育效率的提高,并已经成为未来教育发展的瓶颈。通过对于当前教育平等状况的内外部效率的测算,证实了城镇教育资源投入的边际收益率远低于农村地区,城乡内部资源的配置效率极端低下,同时城镇与农村也都存在教育资源的使用率不高等问题；城市的外部经济贡献率远高过农村,并在未来有进一步拉大的趋势。 本文认为,造成上述结果的根本性因素在于我国建国后一系列城乡分治的二元体制政策,人为地在政治、经济、文化、教育上造成了身份获得、机会享有、社会迁移、经济回报等方面的割裂。形成并固化了教育平等和教育效率方面基本条件的不平等,也限制了农村教育自我更新与转型发展的机会和能力。博弈论的分析也表明这一制度性因素具有自我固化和路径依赖的特点,必须通过政府的制度创新和架构重组来为农村教育发展奠定必要的基础。从我国城乡教育公平的现状出发对后续效应的研究和城乡教育平等系数与效率系数的模型分析发现,教育平等水平与教育效率水平之间呈现复杂的多样化组合状态,在新中国成立后有着数次形态的变迁。而从近期趋势分析,当前城乡教育公平状态会对长期的人力资本存量变化和社会流动性产生影响,将进一步拉大城乡在教育、经济、文化等方面的差距和产出效率,并最终损及农村地区的综合发展能力,阻塞城乡间的健康有序流动,破坏教育与社会发展间的良性互动关系。 要尽快弥合种种城乡教育的差距,达成城乡的公平、协同发展,需要我们进行积极的教育补偿措施,只有通过积极的教育补偿,才能让教育的正外部性功能得到正常发挥,形成教育发展的良性循环。在通过比较美、英、法、日、韩、俄、巴西等国促进教育公平、缩小教育差距、弥合教育发展能力的政策经验后,本文建议通过强势的、积极的教育政策来弥补城乡之间的现存差距,建立起以积极补偿为基础的城乡教育强势公平制度,在明确权责、创新发展和有效监控的条件下完善教育运行机制,兴办因地制宜的“教育特区”,建立起有效地教育补偿监督机制,最终实现城乡教育差距的不断缩小和教育立体公平程度的不断提升。
[Abstract]:Education equity is the cornerstone of social equity, and the equity of urban and rural education is the key to achieve the overall equity of education. It is urgent to find effective strategies to bridge the gap between urban and rural education. The purpose of educational equity is the mutual development of all the educatees, the development level of education and the mutual promotion of the social development level, and the common development is the fundamental of educational equity The unfair of urban and rural education is the direct damage to citizens' basic right to education, but also the right to self-development and social development of citizens. The educational equity includes the development level of education equality, the development level of educational efficiency and the relationship between equality and efficiency. Dimension. Education equality and educational efficiency are both vital and non-transferable or balanced educational development goals. There is no linear alternative between education equality and educational efficiency. The level of educational equity and the overall development trend of educational equity in the future are determined by the development level of educational equality and educational efficiency, and are subject to various factors, and at different stages, levels and specific feelings In the context, reasonable and optimal educational fair state is also diverse, complex From the above three dimensions, we can use the techniques of meta-analysis and so on to determine the index system of evaluation, and use the measurement tools such as Gini coefficient, income analysis, statistical model and so on. This paper quantifies the equality dimension and the internal and external efficiency in the three aspects of the starting point, the process and the result of the urban and rural education equity, and confirms that the inequality of the starting point of the educateer in the school enrolment ratio and the rising rate has impaired the basic level of the children in the rural areas. Equal to the right to education, in the case of increasing enrollment ratio year by year, the increasing effect of the gap between urban and rural junior middle school has seriously weakened the social mobility and human resources of the educated in rural areas. The level of source reserve is closely related to the education opportunities after compulsory education in urban and rural areas, and the children of rural families are severely restricted by family financial resources for educational opportunities. The difference in the allocation of educational funds leads to multiple damage to the quality of education in the rural children in the course of education, and the rising of the level of material and the level of teachers has further aggravated the education of urban and rural areas The non-equivalence of urban and rural human capital reserves and the quality of population education due to the unfair problems of educational origin and process. The lack of educational equality at several levels seriously restricts the improvement of educational efficiency and has become the future education Through the measurement of the internal and external efficiency of the current educational equality situation, it is proved that the marginal yield of investment in urban educational resources is far lower than that of rural areas, and the allocation efficiency of internal resources in urban and rural areas is extremely low, and the utilization rate of educational resources in both urban and rural areas is also found in the same time. There is no higher problem; the external economic contribution rate of the city is far higher than that of the countryside, and there are further problems in the future This article holds that the fundamental factor contributing to the above mentioned results lies in the dual system policy of a series of urban and rural split-treatment after the founding of our country, which has created the identity, opportunity, social migration and economy in politics, economy, culture and education. The separation of the aspects of education equality and educational efficiency has been formed and solidified, and the self-renewal and transformation of rural education are restricted. The analysis of game theory also shows that this institutional factor has the characteristics of self-curing and path dependence. It is necessary to reform the rural education through the government's institutional innovation and restructuring. Based on the present situation of educational equity in urban and rural areas of our country, the research on the follow-up effect and the model analysis of the equality factor and efficiency coefficient of urban and rural education show that there is a complex and diversified state between the level of education equality and the level of educational efficiency, and after the establishment of the new China, From the recent trend analysis, the current fair state of urban and rural education will have an impact on the long-term change of human capital stock and social mobility, which will further widen the gap and output efficiency of urban and rural areas in education, economy, culture and so on. The comprehensive development ability of the area, the healthy and orderly flow between the urban and rural areas, the destruction of education and social development In order to close the gap between urban and rural education as soon as possible, achieve equity and cooperative development in urban and rural areas, we need to carry out positive educational compensation measures. Only through positive education compensation can the positive external function of education can be played normally. To form a virtuous circle of educational development. After comparing the policies of beauty, Britain, France, Japan, Korea, Russia, Brazil and other countries to promote the equity of education, narrow the educational gap and bridge the educational development ability, this paper suggests adopting a strong and positive education policy. To make up the existing gap between urban and rural areas, establish a strong and equitable system for urban and rural education based on active compensation, perfect the educational operation mechanism under the conditions of clear responsibility, innovation development and effective supervision, establish the 鈥淓ducation, D.C.鈥，

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