In essence, educational balance refers to the educational ideal that educational institutions and educatees treat each other equally in educational activities and the educational policies and legal systems that ensure its actual operation under the control of the principles of educational fairness and equality. Its most basic requirement is to distribute educational resources equally between educational institutions and educational groups, to achieve a relative balance between educational demand and education supply, and finally to realize the distribution and use of educational resources by people. Personally, educational balance refers to the equality of the rights and opportunities of the educated, and refers to whether students can get balanced and all-round development in moral, intellectual, physical and artistic aspects; From the school's point of view, educational balance refers to whether the allocation of educational resources is balanced among regions, urban and rural areas, schools and various types of education; From the social point of view, education balance refers to whether the total amount and structure of labor force cultivated by education are relatively balanced with the needs of economic and social development. At present, the balanced development of basic education that people pay attention to mainly refers to the balanced development of education between different regions, between urban and rural areas, between different schools in the same region, and between different groups in the same school.

What is educational balance?

Balanced education means * * * providing every child with equal learning conditions, rights and opportunities, which is in line with the principle of fairness in socialist countries. It is our ideal and goal to enable all children, regardless of whether they live in cities or villages or their family background, to receive a good education. It is the basic embodiment of equal education for all school-age children and adolescents, and it is also the unshirkable responsibility of local education administrative departments at all levels to ensure the basic conditions for the educated to receive basic education, such as school buildings, equipment and teachers, and to allocate educational resources in a balanced way. This is balanced education, and it also produces the educational concept of running all schools well and teaching all students well.

What is the balanced development of compulsory education?

Basic knowledge of balanced development of compulsory education

First, what is the balanced development of compulsory education? What is a basic equilibrium?

The balanced development of compulsory education is to rationally allocate educational resources, comprehensively improve the overall quality of teachers, narrow the gap between schools, urban and rural areas and regions, run every school well and teach every student well.

The balanced development of compulsory education is not only a fixed policy, but also a spiral development process. The improvement of educational investment, educational facilities and teachers' resources is only a "preliminary balance", and the "basic balance" is to improve the development level and quality of compulsory education in an all-round way.

Second, how to grasp the basic connotation of balanced development?

Balanced development is a new concept of educational development, a new measure to solve the current educational problems in China, and an inevitable requirement to realize educational equity and build a harmonious society. The basic connotation mainly includes three levels: first, the balanced development between regions, and special attention should be paid to school construction in remote mountainous areas at present; Second, the balanced development of schools in the region, at present, we should pay special attention to the construction of weak schools; The third is the balanced development among groups. At present, we are paying attention to the education of vulnerable groups. Its ultimate goal is to rationally allocate educational resources, run every school well, teach every teacher well, and realize educational equity.

3. What is the guiding ideology for the balanced development of compulsory education determined by the state? Overall planning, urban and rural planning, local conditions, classified guidance, step-by-step implementation. 4. What are the main contents and standards of the supervision and evaluation of the balanced development of compulsory education? The main contents of the supervision and evaluation of the balanced development of compulsory education can be summarized as follows: one

Threshold, two contents, one reference.

(1) A threshold (evaluating basic school-running standards). Before evaluating a county (district), it is required to evaluate whether the schools in the compulsory education stage under their jurisdiction meet the basic school-running standards of this province. Only counties (districts) that meet this condition are eligible for balanced supervision and evaluation.

(2) Two contents (core contents of balanced supervision and evaluation) 1. Evaluation of inter-school balance of county compulsory education (differentiation coefficient). The comprehensive difference coefficient between primary school and junior high school is calculated according to eight indicators, such as the average teaching auxiliary room area, the average sports field area, the average value of mathematical instruments and equipment, the number of computers per 100 students, the average number of books and picture books per student, the teacher-student ratio, the average number of teachers with higher academic qualifications and the average number of teachers with professional and technical positions above the intermediate level. The criteria to achieve basic equilibrium evaluation are: the comprehensive difference coefficient of primary school is not higher than 0.65, and the comprehensive difference coefficient of junior high school is not higher than 0.55.

2. Evaluation of balanced development of county-level compulsory education (four aspects). Mainly through the admission opportunity, guarantee mechanism, teaching staff, quality, management four aspects of 17 indicators, each indicator is given a certain score, the total score is1000; Counties with a score of 85 or above can be considered as meeting the requirements of this assessment. Considering the different provincial conditions, it is required that the provincial level may appropriately increase the county (district) level work assessment indicators when formulating implementation measures.

(3) References. Refers to the public's satisfaction with the balanced development of compulsory education in a county, which is an important reference for evaluating and judging whether a county has achieved a basic balance.

5. What role will the supervision and evaluation of the balanced development of compulsory education play?

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1. urge local governments to further implement the policy requirements of national laws and earnestly perform their duties of promoting the balanced development of compulsory education.

2. Help all localities to conduct self-examination, self-assessment and self-diagnosis. 3. Promote the early realization of the goal of balanced development of compulsory education. 6. What is the guiding ideology of the supervision and evaluation of the balanced development of compulsory education? (1) Strengthening the responsibility of * * *, ......

Three Balances of Balanced Education

At present, the connotation of educational equity is recognized as three levels: first, to ensure that everyone enjoys the right and obligation to receive education; The second is to ensure that educational opportunities and conditions are relatively fair; The third is the relative fairness of educational results, that is, the fairness of educational quality. From these three levels, with the implementation of nine-year compulsory education in China, this problem has been basically solved in China. What needs to be solved now is the problem of resource allocation, the difference of educational conditions and the difference of educational results. At the invitation of relevant media, the author recently published two articles, namely, Three Themes of Education, Respect for the Elderly, Charity and Harmonious Society, and Developing Balanced Education and Promoting Educational Equity, which aroused certain repercussions in the society. So, how can we better solve these problems? What are the key issues that affect education equity in China? What are the good measures and methods? To solve these problems, we must first balance the relevant points and then prescribe the right medicine. In the Theory of Balanced Management, the author once pointed out that balance is one of the most basic natural laws, and everything follows the development trend of "balance-imbalance-balance". And these things have related equilibrium points in the development process, and the essence of balanced development is to find equilibrium points. When the equilibrium point appears, the purpose of equilibrium is achieved. As far as the development of balanced education is concerned, the author thinks that its equilibrium point is nothing more than three aspects: schools, teachers and students. Here, the author talks about his own views on these key equilibrium points and solutions in order to attract more attention. First, increase public investment, implement one-vote veto and run "every school" well. Education is related to the future of the country. Since the founding of New China, with the great attention of the Party and * * *, China's education level has been significantly improved. At present, the popularization of education is close to the average level of middle-income countries. The popularization rate of nine-year compulsory education has reached over 95%, and the illiteracy rate of young and middle-aged people has dropped below 5%. This is not unrelated to the substantial increase in investment in education. However, it is a fact that the high growth rate of education investment in the whole society "masks" the relatively slow growth rate of public finance investment. China's public resources investment is seriously insufficient. According to official data, China's actual public education investment accounts for only 2.4% of GDP, which is lower than that of India's 2.7% and equivalent to half that of the United States. As far as the proportion of public education investment in China is concerned, it is also at a low level in the world. In 2005, the proportion of public finance expenditure in developed countries was 86%, the average level in developing countries was about 75%, the world average was about 80%, and China was only 46%. In fact, as early as 1993, China has clearly stated that by the year 2000, the national financial education funds should account for 4% of GDP. 1995 promulgated and implemented the education law, and made corresponding provisions. However, this goal has not been achieved until now. Therefore, first of all, we should further increase the financial investment in education, so that incremental public resources can play an active role in the equalization of educational services; Secondly, we should do a good job in the allocation of public resources, such as rural areas between urban and rural areas, western areas, vocational education between different types of education, weak schools between schools, and difficult groups among groups. Thirdly, we should further broaden investment channels and increase investment in non-tax revenue. As some experts suggested, it should include "3 trillion", that is, more than 1 trillion social security funds, more than 1 trillion land transfer fees and more than 1 trillion profits paid by state-owned enterprises. At the same time, the author believes that education, as a basic national policy of our country, should be regarded as a "hard indicator" of * * * assessment, just like family planning and safe production, and a one-vote veto system should be implemented. As long as the investment is not in place, the year-end assessment will be "no play". At the same time, an effective education management system should be established and improved. For example, the basic model of "ISO 900 1 quality standard system" should be used for reference to establish and improve the "ISO 900 1 quality standard management system" for education management, that is, to establish a virtuous circle system that starts with the construction of school infrastructure and goes through basic elements such as resource allocation planning, teacher introduction, teaching process control, teaching quality inspection and supervision, corrective and preventive measures control, and education result evaluation. Second, strengthen the education system, allocate teaching resources and train "every teacher". 2 1 century, especially since the 16th National Congress of the Communist Party of China, under the guidance of Scientific Outlook on Development, education has been given priority, education equity has been promoted, and education quality has been improved, and the education system reform has entered a new era. But there are also some problems that need to be solved urgently, the most prominent of which is. ......

What does educational balance mean?

The standard of balance, personally, should include: the narrowing of urban-rural differences and regional differences; Cancel the distinction between key schools and ordinary schools; The allocation of teachers is reasonable and fair; Students can enter the school nearby; By analogy, it should be an all-round and multi-level balanced development, and schools, teachers and students can develop in a balanced way.

What is the balanced development of compulsory education? What does the balanced development of compulsory education include?

The balanced development of compulsory education is to rationally allocate educational resources, comprehensively improve the overall quality of teachers, narrow the gap between schools, urban and rural areas and regions, run every school well and teach every student well. In other words, the compulsory education schools in the region have invested a lot in running funds, hardware facilities, teachers' equipment, running level and education quality.

The body is in a relatively balanced state, which is compatible with the fairness, universality and foundation of compulsory education.

The balanced development of compulsory education includes:

① Balanced development among regions; (2) Balanced development among schools in the region; ③ For the balanced development among groups, special attention should be paid to the education of vulnerable groups at present. Its ultimate goal is to rationally allocate educational resources, run every school well, teach every student well, and realize educational equity.

What is the balanced development of compulsory education?

The balanced development of compulsory education is to rationally allocate educational resources, comprehensively improve the overall quality of teachers, narrow the gap between schools, urban and rural areas and regions, run every school well and teach every student well. In other words, the compulsory education schools in the region are generally in a relatively balanced state in terms of school funding, hardware facilities, teachers' equipment, school-running level and education quality, which is compatible with the fairness, popularization and foundation of compulsory education.