中國義務(wù)教育經(jīng)費配置的公平性分析與政策建議
發(fā)布時間：2018-10-29 15:21
【摘要】： 在過去的20年里,普及義務(wù)教育是中國教育發(fā)展的重點。我國在已經(jīng)基本普及義務(wù)教育的情況下,義務(wù)教育均衡發(fā)展問題引起了政府和社會各界的高度重視。本文以生均預(yù)算內(nèi)教育事業(yè)性經(jīng)費支出為切入點,測算出1995-2004年全國31個省(市)自治區(qū)教育生均預(yù)算內(nèi)事業(yè)性經(jīng)費支出的基尼系數(shù),并對數(shù)據(jù)進(jìn)行了分析,通過分析看出普通初級中學(xué)的問題要大于普通小學(xué);農(nóng)村的問題要大于城市;三片、四片地區(qū)的問題要大于一片、二片地區(qū),而三片、四片地區(qū)又多處于中西部不發(fā)達(dá)地區(qū),因此要從加強(qiáng)對中西部農(nóng)村的中小學(xué)投入做起。 論文由四個部分組成: 第一部分為衡量義務(wù)教育經(jīng)費配置公平性的指標(biāo)解讀。本部分主要介紹了用于測算不公平程度的三種方法,即(1)變異系數(shù);(2)基尼系數(shù);(3)麥克倫指數(shù)(Mcloone Index)和沃斯特根指數(shù)(Verstegen Index),并重點介紹了三種應(yīng)用于教育基尼系數(shù)的計算方法。 第二部分為義務(wù)教育經(jīng)費配置公平性的城鄉(xiāng)比較分析。本部分的“城鄉(xiāng)”比較主要是對全國平均水平與縣鎮(zhèn)以下農(nóng)村地區(qū)的比較。我運用變異系數(shù)、基尼系數(shù)、Mcloone指數(shù)和Verstegen指數(shù)對數(shù)據(jù)進(jìn)行計算,并根據(jù)計算結(jié)果制圖進(jìn)行走向分析。 第三部分為義務(wù)教育經(jīng)費配置公平性的區(qū)域比較分析。根據(jù)經(jīng)濟(jì)發(fā)展與教育發(fā)展的總體狀況,將全國除港、澳、臺以外的31個省、自治區(qū)、直轄市劃分為四個區(qū)域,運用基尼系數(shù)分析了各區(qū)內(nèi)的不平等程度。 第四部分為結(jié)論與政策建議。筆者根據(jù)研究結(jié)論,提出了切實貫徹《中華人民共和國義務(wù)教育法》,確保義務(wù)教育國家負(fù)全責(zé);制定義務(wù)教育經(jīng)費分配細(xì)則,切實保證資金合理分配;制定對落后地區(qū)義務(wù)教育的資金扶持政策;建立教師定期流動制度,給予教師地方公務(wù)員待遇;把義務(wù)教育發(fā)展的均衡水平作為考查這一地區(qū)政府領(lǐng)導(dǎo)執(zhí)政能力的標(biāo)準(zhǔn)之一等方面的政策建議。
[Abstract]:In the past 20 years, universal compulsory education has been the focus of China's educational development. With the basic popularization of compulsory education in China, the balanced development of compulsory education has attracted great attention from the government and all walks of life. In this paper, the author calculates the Gini coefficient of the per capita budget expenditure for education in 31 provinces (municipalities) from 1995 to 2004, and analyzes the data. Through the analysis, we can see that the problem of ordinary junior middle school is larger than that of ordinary primary school. The problems in rural areas are greater than those in cities; the problems in three and four regions are greater than those in one or two regions, while three and four regions are mostly in the underdeveloped regions of the central and western regions, so we should start by strengthening investment in primary and secondary schools in the rural areas of the central and western regions. The thesis is composed of four parts: the first part is the interpretation of the indicators to measure the fairness of the allocation of compulsory education funds. This part mainly introduces three methods used to measure the degree of unfairness, namely (1) coefficient of variation, (2) Gini coefficient, (2) Gini coefficient, and (2) Gini coefficient. (3) McLaren Index (Mcloone Index) and Vorster's Root Index (Verstegen Index),) are introduced in detail. The second part is the urban and rural comparative analysis of the equity of the allocation of compulsory education funds. The comparison of urban and rural areas in this part is mainly about the national average level and the rural areas below county and town. I use the coefficient of variation, Gini coefficient, Mcloone index and Verstegen index to calculate the data, and map the trend according to the calculated results. The third part is the regional comparative analysis of the fairness of the allocation of compulsory education funds. According to the general situation of economic development and education development, 31 provinces, autonomous regions and municipalities except Hong Kong, Macao and Taiwan are divided into four regions. The fourth part is conclusions and policy recommendations. According to the conclusion of the research, the author puts forward that the compulsory education law of the people's Republic of China should be carried out to ensure that the compulsory education country is fully responsible, and that the detailed rules for the allocation of funds for compulsory education should be formulated to ensure the rational distribution of funds. To establish the policy of financial support for compulsory education in backward areas, to establish a system of regular teacher mobility and to give teachers treatment to local civil servants; The balanced level of the development of compulsory education is regarded as one of the criteria for examining the governing ability of the regional government.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2007
【分類號】：G522.3
本文編號：2298068
[Abstract]:In the past 20 years, universal compulsory education has been the focus of China's educational development. With the basic popularization of compulsory education in China, the balanced development of compulsory education has attracted great attention from the government and all walks of life. In this paper, the author calculates the Gini coefficient of the per capita budget expenditure for education in 31 provinces (municipalities) from 1995 to 2004, and analyzes the data. Through the analysis, we can see that the problem of ordinary junior middle school is larger than that of ordinary primary school. The problems in rural areas are greater than those in cities; the problems in three and four regions are greater than those in one or two regions, while three and four regions are mostly in the underdeveloped regions of the central and western regions, so we should start by strengthening investment in primary and secondary schools in the rural areas of the central and western regions. The thesis is composed of four parts: the first part is the interpretation of the indicators to measure the fairness of the allocation of compulsory education funds. This part mainly introduces three methods used to measure the degree of unfairness, namely (1) coefficient of variation, (2) Gini coefficient, (2) Gini coefficient, and (2) Gini coefficient. (3) McLaren Index (Mcloone Index) and Vorster's Root Index (Verstegen Index),) are introduced in detail. The second part is the urban and rural comparative analysis of the equity of the allocation of compulsory education funds. The comparison of urban and rural areas in this part is mainly about the national average level and the rural areas below county and town. I use the coefficient of variation, Gini coefficient, Mcloone index and Verstegen index to calculate the data, and map the trend according to the calculated results. The third part is the regional comparative analysis of the fairness of the allocation of compulsory education funds. According to the general situation of economic development and education development, 31 provinces, autonomous regions and municipalities except Hong Kong, Macao and Taiwan are divided into four regions. The fourth part is conclusions and policy recommendations. According to the conclusion of the research, the author puts forward that the compulsory education law of the people's Republic of China should be carried out to ensure that the compulsory education country is fully responsible, and that the detailed rules for the allocation of funds for compulsory education should be formulated to ensure the rational distribution of funds. To establish the policy of financial support for compulsory education in backward areas, to establish a system of regular teacher mobility and to give teachers treatment to local civil servants; The balanced level of the development of compulsory education is regarded as one of the criteria for examining the governing ability of the regional government.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2007
【分類號】：G522.3
【引證文獻(xiàn)】
相關(guān)碩士學(xué)位論文 前3條
1 張艷珍;二元經(jīng)濟(jì)對高等教育入學(xué)機(jī)會公平的影響研究[D];山西財經(jīng)大學(xué);2011年
2 朱海英;改革開放后我國農(nóng)村義務(wù)教育財政體制研究[D];河北大學(xué);2011年
3 郭苑;我國城鄉(xiāng)勞動力市場一體化的就業(yè)結(jié)構(gòu)優(yōu)化效應(yīng)研究[D];南昌大學(xué);2012年
，本文編號：2298068
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