【摘要】：教育公平是社會公平的基石,城鄉(xiāng)教育公平是達成教育整體公平的關(guān)鍵,我國教育的地域、階層、性別、城鄉(xiāng)四大差異中以城鄉(xiāng)教育問題最為突出,在國家政策明確向高水平優(yōu)質(zhì)均衡教育發(fā)展的過程中,尋找彌合城鄉(xiāng)教育差距的有效策略刻不容緩。 教育公平的目的是所有受教育者的共同發(fā)展,教育發(fā)展水平和社會發(fā)展水平的互相促進、共同發(fā)展是教育公平的根本追求。城鄉(xiāng)教育的不公平是對于公民基本受教育權(quán)的直接損害,更是對公民自我發(fā)展權(quán)利和社會發(fā)展機會的損害。教育公平包含教育平等的發(fā)展水平、教育效率的發(fā)展水平和平等與效率的關(guān)系狀態(tài)三個維度。教育平等與教育效率都是至關(guān)重要而不可讓渡或兼顧的教育發(fā)展目標(biāo),教育平等與教育效率之間不存在線性的替代關(guān)系。教育平等與教育效率的不同組合狀態(tài)的發(fā)展水平?jīng)Q定了當(dāng)下教育公平的水平和未來的教育公平的整體發(fā)展趨勢并受多方面因素制約,在不同的階段、層次和具體情境中,合理的和最優(yōu)的教育公平狀態(tài)也是多樣的、復(fù)雜的。對于教育公平的量化研究可以從上述三個維度出發(fā),利用薈萃分析等技術(shù)確定測評的指標(biāo)體系,并通過基尼系數(shù)、收益分析、統(tǒng)計模型等計量工具來加以測算。 本文對城鄉(xiāng)教育公平的起點、過程和結(jié)果三方面的平等性維度和內(nèi)外部效率進行了量化測算,證實了受教育者在入學(xué)率、升學(xué)率方面的起點的不平等損害了農(nóng)村地區(qū)孩子基本的平等受教育權(quán),在入學(xué)率逐年升高的情況下,城鄉(xiāng)初中后升學(xué)率的差距遞增效應(yīng)嚴(yán)重削弱了農(nóng)村地區(qū)受教育者的社會流動能力和人力資源儲備水平；城鄉(xiāng)受教育者家庭狀況的差異與義務(wù)教育后的受教育機會的獲得密切相關(guān),農(nóng)村家庭孩子嚴(yán)重受制于家庭財力對于教育機會獲得的約束；教育經(jīng)費分配中的極大差異導(dǎo)致教育過程中農(nóng)村孩子受教育質(zhì)量的多重?fù)p害,學(xué)校物質(zhì)水平和師資水平的不斷拉大也進一步加劇了城鄉(xiāng)教育的不對等性；教育起點和過程的不公平問題最終導(dǎo)致城鄉(xiāng)人力資本儲量和人口教育素質(zhì)上的極端不對稱。這幾個層面的教育平等性的缺乏嚴(yán)重制約了教育效率的提高,并已經(jīng)成為未來教育發(fā)展的瓶頸。通過對于當(dāng)前教育平等狀況的內(nèi)外部效率的測算,證實了城鎮(zhèn)教育資源投入的邊際收益率遠(yuǎn)低于農(nóng)村地區(qū),城鄉(xiāng)內(nèi)部資源的配置效率極端低下,同時城鎮(zhèn)與農(nóng)村也都存在教育資源的使用率不高等問題；城市的外部經(jīng)濟貢獻率遠(yuǎn)高過農(nóng)村,并在未來有進一步拉大的趨勢。 本文認(rèn)為,造成上述結(jié)果的根本性因素在于我國建國后一系列城鄉(xiāng)分治的二元體制政策,人為地在政治、經(jīng)濟、文化、教育上造成了身份獲得、機會享有、社會遷移、經(jīng)濟回報等方面的割裂。形成并固化了教育平等和教育效率方面基本條件的不平等,也限制了農(nóng)村教育自我更新與轉(zhuǎn)型發(fā)展的機會和能力。博弈論的分析也表明這一制度性因素具有自我固化和路徑依賴的特點,必須通過政府的制度創(chuàng)新和架構(gòu)重組來為農(nóng)村教育發(fā)展奠定必要的基礎(chǔ)。從我國城鄉(xiāng)教育公平的現(xiàn)狀出發(fā)對后續(xù)效應(yīng)的研究和城鄉(xiāng)教育平等系數(shù)與效率系數(shù)的模型分析發(fā)現(xiàn),教育平等水平與教育效率水平之間呈現(xiàn)復(fù)雜的多樣化組合狀態(tài),在新中國成立后有著數(shù)次形態(tài)的變遷。而從近期趨勢分析,當(dāng)前城鄉(xiāng)教育公平狀態(tài)會對長期的人力資本存量變化和社會流動性產(chǎn)生影響,將進一步拉大城鄉(xiāng)在教育、經(jīng)濟、文化等方面的差距和產(chǎn)出效率,并最終損及農(nóng)村地區(qū)的綜合發(fā)展能力,阻塞城鄉(xiāng)間的健康有序流動,破壞教育與社會發(fā)展間的良性互動關(guān)系。 要盡快彌合種種城鄉(xiāng)教育的差距,達成城鄉(xiāng)的公平、協(xié)同發(fā)展,需要我們進行積極的教育補償措施,只有通過積極的教育補償,才能讓教育的正外部性功能得到正常發(fā)揮,形成教育發(fā)展的良性循環(huán)。在通過比較美、英、法、日、韓、俄、巴西等國促進教育公平、縮小教育差距、彌合教育發(fā)展能力的政策經(jīng)驗后,本文建議通過強勢的、積極的教育政策來彌補城鄉(xiāng)之間的現(xiàn)存差距,建立起以積極補償為基礎(chǔ)的城鄉(xiāng)教育強勢公平制度,在明確權(quán)責(zé)、創(chuàng)新發(fā)展和有效監(jiān)控的條件下完善教育運行機制,興辦因地制宜的“教育特區(qū)”,建立起有效地教育補償監(jiān)督機制,最終實現(xiàn)城鄉(xiāng)教育差距的不斷縮小和教育立體公平程度的不斷提升。
[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，

本文編號：2279943