The educational equity of migrant workers' children is the product of the current household registration system and the dual economic structure between urban and rural areas. Because China's long-standing household registration system artificially divides the population into agricultural population and non-agricultural population. This system artificially creates the situation of urban-rural division, and at the same time directly leads to the differences in social and economic policies between urban and rural residents in education, employment, medical care, pension, labor and social security. As far as compulsory education is concerned, it is precisely because of the existence of urban and rural household registration system that children of migrant workers cannot obtain the same educational rights as urban children in cities, and household registration has become a "bottleneck" for their fair survival and development in cities. This situation shows that the urban-rural household registration management system has seriously lagged behind the social needs and can not adapt to the rapidly changing urban-rural relationship in the reform and the social reality of accelerating population urbanization.
2. Defects of the compulsory education system
China's current compulsory education system of "local responsibility and hierarchical management" stipulates that school-age children should receive nine-year compulsory education at their domicile, and the required education funds should be raised by the local government. At present, the funds for compulsory education of school-age children in cities in China are basically the responsibility of governments at all levels, while the funds for compulsory education in rural areas are collected from farmers by township governments in the form of overall education, which is equivalent to farmers paying for compulsory education required by law. However, in reality, after migrant workers leave the countryside, the funds for compulsory education of migrant workers' children are not included in the finance of the cities where they flow in, which leads to a vacuum in China's current compulsory education system. On the one hand, they can't enjoy the financial subsidies from the government of the outflow area; On the other hand, they are not entitled to the preferential treatment of the government in the inflow area. If we increase investment in the education of migrant workers' children, it will increase financial expenditure and reduce the artificially overestimated education level, which will inevitably affect the political achievements and image of government departments. Moreover, if the local government follows the allocation standard of per capita education funds for students in this city, the education investment on the children of migrant workers will undoubtedly become a huge financial expenditure for the local government, and it will face great pressure to raise funds only by the local government.
3. The teachers in migrant children's schools are weak.
The low quality of school teaching and management personnel for children of migrant workers is an important factor affecting educational equity. Teachers in such schools have neither teaching experience nor teacher qualification certificates, and some are only junior high school students with no academic qualifications at all. There has been a saying among migrant workers: "Put down the butcher's knife and be a headmaster." It means that a person who kills pigs and sells meat can be a principal when running a school. "Becoming a monk halfway" is not qualified to run an education, and few people "charge" for further study. Most people just regard running a school as a "shortcut" to make money for themselves. At the same time, the professional structure of the teaching staff is also very problematic, especially in junior high schools. There are few teachers with professional counterparts. Most teachers are not taught by their own majors, nor have they been exposed to pedagogy, psychology, teaching theory, etc. They are engaged in education only to have a stable job. Third, the countermeasures of educational equity of children of migrant workers
As one of the main principles of educational democratization, educational equity has become an important symbol to measure a country's educational development level and one of the key topics of the "two sessions". It is true that, as far as the realistic conditions are concerned, the realization of educational equity for children of migrant workers is subject to many restrictions, but we must solve this problem as soon as possible through the following channels.
1. Reform the household registration system to realize urban-rural integration.
The reform of household registration management system is one of the most concerned issues for migrant workers. Although the household registration management system has been loosened in recent years, it has not changed fundamentally. Until the end of 1990s, the basic orientation of household registration system reform was still to liberalize household registration in small towns and strictly control large and medium-sized cities, especially mega-cities such as Beijing and Shanghai. The author believes that the fundamental way to solve the educational equity of migrant workers' children lies in the thorough reform of the household registration system and the establishment of a new unified household registration system in urban and rural areas, which fundamentally changes the situation of "cohabitation in the same city and group isolation".
2. Reform the allocation of funds for compulsory education and implement the "education voucher" system.
Education vouchers were issued in the 1990s.
Since the privatization and marketization of American public education reform, it has become a new way of education funding. MiltonFriedman, an American who won the Nobel Prize in Economics, first put forward the theory of "study voucher". Friedman's "education voucher" system means that the government directly distributes public funds for education to students or parents in the form of vouchers, rather than to schools; Students are free to choose schools and pay tuition and related fees with education vouchers; The school redeemed the cash inflow equivalent to the voucher value from the government. In this way, students can go to any school recognized by the government with education vouchers. At the same time, schools will increase competition, because students have full initiative, thus improving the overall quality of school education. The key to adopting this system is to ensure the implementation of educational funds for children of migrant workers. Students' independent choice of schools also helps to break the geographical and household registration restrictions and provide conditions for the children of migrant workers to enter school. This is undoubtedly a very meaningful measure to ensure educational equity.
3. Public schools should undertake the important task of receiving the children of migrant workers.
Studying in a public school is an important symbol of recognizing the legal status of the children of migrant workers in the inflow area. Equal admission reflects social equity and is also a positive embodiment of civil rights. Public schools should fully tap their potential, expand their enrollment capacity and accept as many children of migrant workers as possible. Schools should strengthen the management of fees, lower fees and reduce fees, reduce fees for poor students as appropriate, and help students from poor families attend school by setting up grants, providing textbooks free of charge, and donating school supplies.
4. Strengthen the training of school teachers for children of migrant workers.
To improve the teachers' level in migrant workers' children's schools, we must first improve the treatment of teachers in migrant workers' children's schools, such as hukou, housing, high salary and other practical issues, in order to attract highly educated and high-quality teaching talents. Secondly, teachers from migrant workers' children's schools can be invited to participate in public classes and teaching and research activities organized by public schools in the form of pairing assistance, or they can be sent to schools to implement measures such as principal appointment system and backbone teacher teaching system. Appoint the principal of a public school and several key teachers to the school for the children of migrant workers to manage and teach (their wages and benefits are still in the charge of the original school). Finally, the government can join hands with normal universities. The fresh graduates of major normal universities have nearly half a year's internship time. The government can advocate college students to carry out volunteer activities of teaching, and let some college students practice in schools for children of migrant workers (staggered time), which not only solves the problem that some college students are difficult to contact internship units, but also relieves the situation that teachers in such schools are weak to some extent.