Hello: Recommended article and address: Author: Chen Chuyue, a reporter from the window of the South. In the spring of 2005, there was a faint storm rolling on the horizon of education in China. This is the100th year after the abolition of stereotyped imperial examination system. Many people invariably put forward a rather bitter question: "China's ancient imperial examinations can still roughly reflect social fairness, but our socialist countries today can't?" A year ago, the United Nations special investigator for the right to education visited China. When she left, she left a comment that choked all the audience: "Your country is worse than Uganda in Africa in guaranteeing the right to education!" In February, 2005, Zhu Shang, former Party Secretary of Hunan Education Commission, and five old comrades in the education field jointly wrote an article in the media, asking about China's educational justice. The article sends an unprecedented sharp question: "Has the proportion of rich and powerful children entering good schools increased today? Have you all accepted? Are so many educators used to it, or are they ashamed? " On March 3, 2005, People's Daily published a short commentary entitled "Education Equity: the Cornerstone of a Harmonious Society". Citing the newly released Research Report on Higher Education Equity in China, the article points out that the proportion of rural students enrolled by Tsinghua and Peking University has been declining since 1990s. The author commented: "One of the basic functions of education is to narrow the gap between the rich and the poor and promote social equality ... If education widens the social gap instead, wouldn't it deviate from the original intention?" At the "two sessions" in the spring of 2005, the voices and suggestions of "educational justice" were endless. The most striking thing is the reform proposal of "college entrance examination in spring and autumn" put forward by 3 1 representative headed by Hong, a doctoral supervisor of Wuhan University. When Hong was interviewed by Window of the South in Guangzhou, he once again declared that "without educational equity, there would be no harmonious society"! There is no doubt that the pressure on the education administration is very great. Minister of Education Zhou Ji said many times in an interview with the media recently that "educational equity should be taken as a very important task". At the same time, he also pointed out: "To change the status quo, it is necessary to further reform education investment, planning and policies, which is not only a matter for the education sector, but also requires the joint efforts of the whole society." The "three major injustices" confuse education and sort out people's current doubts about educational fairness and justice. There are roughly three levels. The first is the imbalance of educational opportunities between urban and rural areas-according to the survey of relevant national research groups, in recent years, with the improvement of academic qualifications, the gap between urban and rural areas has gradually widened. At present, the number of urban population with high school, technical secondary school, junior college, undergraduate and postgraduate education is 3.5 times, 16.5 times, 55.5 times, 28 1.55 times and 323 times that of rural population respectively. Zhang Yulin, a Nanjing scholar, studied the enrollment of Peking University and Tsinghua in recent 20 years. The situation is amazing: Take 1999 as an example, only 17.8% of the undergraduates enrolled by the two universities are rural students, which is in sharp contrast with the rural population, which accounts for nearly 70% of the total population in China. Secondly, the national elite enrollment index is unfair to the majority of "outsiders". For ordinary citizens, one of the most important signs of national justice is that the highest institutions of higher learning only open their doors to citizens everywhere. But the reality is that children in most provinces have to work harder than children in big cities to get into famous universities. As for how this enrollment index is produced? According to what standard? Many university presidents themselves can't explain it clearly. During the "two sessions" this year, the National People's Congress (NPC) deputies and CPPCC members (CPPCC) put forward that "the allocation of high-tech indicators should not engage in geographical discrimination", which aroused strong public concern. The Beijing News reporter interviewed the heads of several well-known universities, such as Peking University. They all admitted that the enrollment indicators did exist in different places, but when asked about "fairness", most of them were vague. Xu Zhihong, president of Peking University, said that if there is no quota allocation, "Tibetan students can't go to Peking University", and the current system "ensures that the best students from each province enter the best universities in the country, in this sense, it is fair". Wang Dazhong, former president of Tsinghua University, said: "For top universities in China such as Tsinghua, Peking University and Fudan University, it is hard to say which is fair to give 100 places to one province and 50 places to another. There is no absolute measure. " In contrast, Wang, president of Fudan University, gave a clear answer: "Shanghai has great support for Fudan, so Fudan has a large number of students enrolled in Shanghai." Wang said frankly that colleges and universities generally give priority to the location of colleges and universities within a certain scope of autonomy. But the public obviously doesn't agree with the principals. According to the survey of China Youth Daily, 89.3% people think that the distribution of enrollment indicators of key universities in China is unfair at present. Some critics pointed out: "This is the reality of' helping the weak' and' strengthening the economy'." At the "two sessions" this spring, Hong, a representative of the National People's Congress from Hubei delegation, made a detailed analysis of the current unfair enrollment quota in his famous "Proposal on the Reform of the" High School Entrance Examination System ":"According to incomplete statistics, since the college entrance examination system was restored for more than 20 years, Tsinghua and Peking University have enrolled less than 100 students in Hubei Province and no less than 500 students in Beijing, with a difference of 5. The total population of Hubei Province is 75 million, and that of Beijing is150,000, a difference of five times. That is, under the same conditions, if there is only one enrollment index in Hubei Province and 25 in Beijing, how unfair it is! According to statistics, the average score of Hubei candidates in Tsinghua and Peking University is higher than that of Beijing candidates 160 points! " Scholar Zhang Yulin also dissected the myth of "Tsinghua": in the past 20 years, Tsinghua University's enrollment quota in Beijing has always exceeded the sum of Jiangsu, Anhui, Hubei and Sichuan provinces, and in 2006, it was 5438+0, accounting for 18% of its total enrollment, while the number of high school graduates in Beijing in that year only accounted for 0.9% of the whole country. The result will inevitably be the disparity in the proportion and scores of admission in various places. In this regard, Zheng Yefu, a professor in Peking University, also pointed out: "The so-called quota system is mostly biased towards vulnerable groups. Only in the contemporary college entrance examination in China did we do the opposite. It openly takes care of the candidates of the powerful groups-big cities! " In addition to the gap between urban and rural areas and the unfairness of enrollment indicators, there is also an unfairness, which is caused by various special enrollment methods-and is often linked to "educational corruption." Zhu Shang, who is also the "Five Old Educators in Hunan", observed that there are several types of demotion admission in colleges and universities at present: one is "directed students", and provincial colleges and universities can reduce their admission line by 20 points according to the regulations, with fees ranging from 1.5 million yuan, and some key universities can reach 1.5 million yuan. It is an open secret that "directed students" are not "directed", but this false indicator is still solemnly issued by the relevant departments year after year; The second is the "secondary college". The charging standard of each school is different, about 30 thousand. The admission line depends on the number of people, which can be reduced by more than 100 points. The fourth is "upgrading from junior college to undergraduate course", which charges junior college students the cost of selling their undergraduate degrees, which is generally around 6,543,800 yuan. In short, such behavior is just "selling test scores". Many parents have also observed that in college enrollment, the number of "online" students often exceeds the final admission number, which creates a great "flexible space" for candidates with special backgrounds. As for the "mobility index", "day students" and various "special students", they are often not ordinary children. In recent years, the fraud cases of "walking students" in Hunan Longhui No.1 Middle School, "shady enrollment" in Shanghai Jiaotong University and "sports special students" in Xi 'an are just the tip of the iceberg! Educational inequality widens the class gap, and "three unfairness" is the first step, which undoubtedly greatly raises the threshold for poor children to enter higher education and increases the obstacles to upward mobility. Going to college is not only smarter and more diligent, but also more important than status, hukou, connections and financial resources. Education should be a sharp weapon to promote social justice and provide a vision for improving the fate of every citizen, regardless of his wealth and status. However, in the face of the "three major injustices", the light of education is dim, losing the moral color endowed by the traditional value system, creating and expanding the class gap. The research report "Social Mobility in Contemporary China" published by China Academy of Social Sciences on July 28th, 2004 shows that the professional inheritance of the children of the leading class in our society has been significantly enhanced. According to the survey data, "the probability of children of cadres becoming cadres is 2. 1 times that of ordinary people. "Lu, a researcher at China Academy of Social Sciences, pointed out that the three systems of household registration, employment and personnel, as well as the unreasonable social security and education system, make social mobility not smooth and hinder the formation of modern social stratum structure. Observers also pointed out that after 10 years of reform in China, the household registration system, social security system, employment system and personnel system are gradually moving towards fairness and justice, but in contrast, the fairness of education in China is deteriorating. The serious inequality of the state's possession of educational resources has caused the inequality of individual skills and labor resources, which is one of the biggest obstacles to the rational flow of society. Scholar Zhang Yulin wrote sarcastically: "In the past 10 years, when teachers from key schools in large and medium-sized cities were able to go to' Xinmatai', thus showing the affluence and chic of the urban middle class, countless rural teachers who suffered from wage arrears formed a striking group among the petition teams in various places. "Rural teachers, a force that once played a role in social integration in traditional society, are now transforming in the direction of instability, which is obviously an ominous signal." At present, such an unfair distribution system of educational resources is rare in the world. "Scholars to lament lu. Zhu Xueqin, a scholar, also pointed out that colleges and universities are the last stop of education, so we should mend the objective educational injustice in the previous stage and try our best to remedy the former. How can we continue to artificially expand educational injustice? The last bastion of planned economy? We can't help asking: What institutional defects have caused unfairness in the field of higher education, making it more and more difficult for rural children to enter universities, making it more and more difficult for young people from other provinces to enter famous universities in big cities, and making rich children always get diplomas in various ways? Many researchers point out that the current unfair education system in China is largely due to the remnants of the idea of "giving priority to cities" under the planned economy system. According to a survey conducted by China Academy of Social Sciences "Research Group on Social Structure Change in Contemporary China", in 2002, the total social education investment was more than 580 billion yuan, of which 77% was spent on the urban population, accounting for less than 40% of the total population, accounting for 60% of the total population. Relevant data show that the system of running schools in urban and rural areas has put rural children at a disadvantage from the beginning, which makes about 80% of the rural school-age population miss the college entrance examination. In addition, it is puzzling that the public resources of higher education in China far exceed that of basic education. In order to establish a so-called "first-class institution of higher learning", hundreds of millions of financial allocations are often invested in universities with fairly good school conditions, while the funds for the renovation of dilapidated buildings in rural primary and secondary schools depend on farmers to raise funds. In other words, in order to build a magnificent and decent university, its by-product may be the decline of rural primary and secondary schools! From the data point of view, the proportion of public education funds per student in China is 1: 1: 23, while in the United States it is 1: 3: 2. Some observers have also pointed out that China's education and financial officials have long had a preference for artificially creating "priorities". Therefore, we have heard such an absurd statement: an ordinary middle school should use 654.38+10,000 yuan of disposable funds to meet the normal operation demand of 1.3 million yuan; And its neighboring key middle schools can get more than 6.5438+million yuan for "educational modernization project transformation". Accordingly, in the same city, the income of teachers and staff in key middle schools may be more than five or six times that of ordinary middle schools around them. The same is true in rural areas. Most of the county's high school education funds are generally invested in one or two high schools, trying to cultivate a few top students and a few top students. As a result, "a pole stands up and a large piece falls down." In other words, rural education not only bears the unfairness given by the city, but also sadly copies this unfair model to itself. What is the logic of this behavior? The biggest possibility is that the masters of educational resources tend to let their children go to prestigious schools and key schools, and they will work together to make the atmosphere of "helping the rich and the weak" worse. In a province, this happened. The financial department allocates an extra 500,000 yuan to a key middle school every year, in exchange for the priority of the children in this system. In the era of market economy, with the extensive flow of rural labor force and the acceleration of urbanization, this educational policy of favoring urban residents and deliberately creating school grades has obviously lost its realistic rationality. In this regard, the Government of China has clearly realized that the Ministry of Education recently indicated that the increased investment in education will be mainly used in rural areas, which will fundamentally promote education equity. In the stage of higher education, it is a good start to establish a perfect national student aid system ... but there is still a long way to go to solve the problem fairly. Observers pointed out that the reform of China's college entrance examination system was called for nearly 20 years, and it was not until the end of 1998 that the Ministry of Education announced the reform plan of college entrance examination, proposing that "the college entrance examination system with China characteristics should be basically established in three years". Since then, China has formed a variety of entrance examinations, including "3+2", "3+ comprehensive" and "comprehensive ability test". However, the reform has not touched on the most criticized major issues such as unfair geographical distribution of enrollment indicators. Hong, a professor at Wuhan University, bluntly told Window of the South that China's current college entrance examination system is only fair in form. In fact, it adopts the method of quota by province and admission by volume. Therefore, the admission rate and scores between provinces are very different, which aggravates the existing educational inequality between regions and is not conducive to the current construction of a harmonious society and the national strategy of the rise of the central and western regions. Professor Hong pointedly pointed out that national universities are maintained by government finances that are taxed by the whole people and should be open to all equally. Now, some universities make differences in scores on the pretext of helping backward areas train talents. "A large part of their real purpose is to safeguard the privileged interests of big cities and the special interests of small groups." Professor Chen Danqing, who resolutely resigned from Tsinghua University Academy of Fine Arts in 2005 1 month, made such an incisive analysis of China's "illusory" education reform-all kinds of "prescriptions" for recent education reform were transferred from western advanced experience. However, it is easy to implement, but it is difficult to produce results. Because of the deep structure behind the western system-academic autonomy, private education, market mechanism and so on. -China has none, but unilaterally introduced "dogma" and wishful thinking, so it is bound to be effective, and both are not similar. However, the historical burden of 50 years of cultural fault, lagging education, excessive administrative structure and shallow knowledge reserve has not changed in essence. They have the same effect as "medicine and disease". All kinds of dogmas, such as emergency medicine, are too bad, especially increasing the source of disease ... Some people call the education system the last "fortress" of the planned economy. Obviously, it can't cover up many cracks, nor can it stop most people from questioning and attacking it. The defects of the corrupt system that spread to the end of the system have not been corrected for a long time, which naturally breeds a lot of corruption. China's education corruption was discovered late, but on a large scale. It can be said that all kinds of educational corruption have pushed the accumulated education to an embarrassing new height-it almost tore off the sven gown that people once respected. In 2004, in the investigation report of the CPC Central Commission for Discipline Inspection, the education industry was listed as "the top five corrupt places"; The college entrance examination fraud case in Puyang County, Henan Province, the abnormal enrollment of instrumental music department of China Conservatory of Music, and the "scandal" of enrollment in Nanning, Beihang University ... all make people deeply worried about the fairness of education in China. The researchers pointed out: on the one hand, due to the historical evolution, education in China has been in an absolute monopoly position since the 1950s, and not only the school-running system and management system, but also the educational concept and teaching content are strictly controlled; At the same time, due to the diversification of financial resources, relatively scarce resources gradually tilt towards the privileged class, which makes national education farther and farther away from the goal of balance. Chaos includes unreasonable charges in primary and secondary schools and disorderly running schools-the so-called "interest classes", "characteristic classes", "prestigious schools run private schools" and "secondary colleges" are all big banks that encroach on public interests. For colleges and universities, there have been more and more problems in enrollment, discipline setting, material procurement, infrastructure projects and cadre appointment in recent years. Obviously, education in China is not the "clear water yamen" of the past. However, the relevant supervision and restriction measures have not been followed up in time. The power restriction in the field of education lags behind the reform process of the whole China society. It can be seen from a small data that it is reported that in many colleges and universities in China, the proportion of non-teaching administrative logistics personnel actually exceeds 60%. In addition, most people also ignore that corruption in education has long existed not only in infrastructure and enrollment. Some people in the education field have pointed out that corruption has already penetrated into textbooks-for profit-seekers, there is a super gold mine here. According to Ren Jingxi, former chairman of the board of directors of Nanyang Education Group, primary and secondary school students in China spend more than 654.38+00 billion yuan on textbooks, teaching AIDS and other projects every year. According to the case of Sichuan textbook rebate exposed in August 2004, the rebate rate of teaching AIDS is about 30%. According to this ratio, more than 30 billion kickbacks flow into the hands of educational administrative departments at all levels and school leaders every year! Mr. Ren also pointed out that it was reported that in the past 10 years, unreasonable fees for education exceeded 200 billion RMB. However, these arbitrary charges have not included the rebate of the designated teaching materials. If you add this figure, the unreasonable charges for education in 10 years should be 500 billion yuan! This figure is enough to fatten the huge profit-sharing group and hinder the real education reform-which is undoubtedly more terrible than the corruption and waste of 500 billion yuan. "The essence of educational corruption is that power is out of control." "Wang" magazine recently concluded when discussing the issue of "seven principal officials at the departmental level in Shaanxi Province were dismissed in three years". Combined with the textbook rebate mentioned above, it should be noted that although the corruption of senior officials is eye-catching, the most terrible thing is that a certain corrupt atmosphere permeates the whole system and eventually becomes an invisible and standardized operation that everyone acquiesces in. If every head teacher and classroom teacher enters the stage of "selling books with commission" and becomes a "retail terminal" to enter the classroom and enjoy the benefits brought by commission, how can the so-called "dignity of teaching and educating people" be established? Corruption will enter the blood vessels and nerve endings of the whole educational life! Therefore, in the reporter's opinion, the key to stop education corruption is not to stop individual corruption in the sense of behavior, but to stop systematic corruption that may be evolving into the rules themselves-the bigger threat than the "black sheep" is the quietly popular "horse plague". The purpose of stopping education corruption is not only to restore the fairness of education, but also to restore the ancient "teacher-student relationship": the "discipline" of teachers should come from the efforts of "preaching, teaching and dispelling doubts", and as for the "salesman's salary" for selling teaching materials and stationery, don't take a penny! Let the education problem return to the focus of the times. The reform of "educational equity" is imminent-there are many voices worthy of listening, respect and meditation: from the broad masses of the people, from the hearts of conscientious and responsible citizens. Let's not forget the lawsuit of "entrance examination students suing the Ministry of Education" four years ago, which opened a precedent for citizens to participate in the national education reform. In August, 20065438+0, Qian Luan, a high school graduate from Qingdao, Shandong Province, and other three people sued the Ministry of Education for violating the Constitution. They believe that the rights granted to citizens by the Constitution include the right to equality and the right to education, while the administrative actions of the Ministry of Education impose different restrictions on the number of students enrolled according to regions, thus directly infringing on the equal right to education of the majority of candidates, including plaintiffs. Although the lawsuit ended with the withdrawal of Qian Luan and others, it caused great shock in the whole country. Subsequently, Shandong Province announced the cancellation of the difference in scores in different regions of the province-this is the beginning of the loosening of China's enrollment indicators. Four years later, 3 1 NPC deputies, including Professor Hong of Wuhan University, put forward a series of suggestions on "improving the college entrance examination system", including "canceling the regional indicators, implementing the joint entrance examination in key universities, and unifying the admission scores nationwide". After the proposal was published, it won the support of the general public. At one time, newspapers all over the country set up special pages for discussion. Since the beginning of spring, more and more moderate or radical reform voices have emerged. Hunan's "Five Old Educators" suggested that the national budget law stipulates that the annual fiscal education expenditure of the country should not be less than 4% of the gross national product, and strictly stipulates the appropriate proportion of rural compulsory education investment; Cui Lin, a member of the Chinese People's Political Consultative Conference, proposed at the "two sessions" this spring that the tuition fees of children of migrant workers should be treated equally with local students; Public primary and secondary schools should become the main channel to attract the children of floating population to enter school as soon as possible; Yang Dongping, a well-known educational scholar, suggested that universities can be divided into national universities, provincial universities and municipal universities, among which national universities recruit students fairly throughout the country, while local universities may give priority to local students. Yang also believes that the "key schools" system in primary and secondary schools completely violates the Compulsory Education Law, which has caused a strong school choice fever and should be stopped. Policies such as walking students, special students, oriented students, national defense students and outstanding students should also be abolished. Zhou Hongyu, a representative of the National People's Congress who is famous for asking questions on the Internet, pointed out: Nine-year compulsory education should be completely free, not in rural areas. Mr. Xin, a private educator in Guangdong, believes that only by establishing at least provincial public finance and realizing the overall balance of educational financial allocation can real civic education or national education be produced. The higher requirements for education reform include:-establishing a central transfer payment system for compulsory education in economically disadvantaged areas; —— The administrative department can only make investment and macro-control in schools according to the Constitution and the Education Law, and cannot make specific interventions and profits by means of policies; -Universities should implement the system of separating government from enterprises and encourage free and innovative academic research; -Reform the way and content of the college entrance examination, compress the subjects and days of the examination, increase the number of college entrance examinations, and implement the ability examination to reduce the burden on students. The examination is organized by non-governmental organizations, and the enrollment is independent by colleges and universities; -make full use of social resources to run universities and eliminate discrimination against private education in terms of college entrance examination enrollment and policy support; Children of migrant farmers should go to school equally in their cities; -legislation stipulates that society participates in the management and supervision of compulsory education schools ... The most important thing is that people loudly appeal to the education system for a brand-new "publicity". That is, a new national education system with fair supply, fair choice and open governance. "Education reform is related to the far-reaching interests of the nation-state. Mobilize a wide range of social forces to participate in educational reform, absorb the moral enthusiasm and wisdom of the overwhelming majority of people, and jointly build a transparent and legal public education system-the ideal of a harmonious society lies here. " Professor Hong appealed emotionally. "There is no class in teaching." We are looking forward to the launch of the "educational justice" movement, so that the equal right to education will return to the focus of the times. ■ (.cn/viewthread.php？ Tid=56783) More related: /rs.php? q = % BD % CC % D3 % FD % CA % D0 % B3 % a 1% BB % AF % CA % C7 % CB % AD % CC % e 1% B3 % F6 % C0 % B4 % B5 % C4 & amp； Tn=sitehao 123 Goodbye.