In the past ten years, the level of education popularization has been continuously improved, citizens' educational opportunities have been further expanded, and their educational level has been further improved. In 20021year, there were 529,300 schools of all levels and types in China, with 295,438+00,000 students; Compared with 20 12, there are more than 6,300 schools and more than 28 million students.

There are 295,000 kindergartens in China, with 48.052 million preschool children, and the gross enrollment rate is 88. 1%, which has increased by 23.6 percentage points in ten years and achieved basic popularization. In the compulsory education stage, there are 207,000 schools with 65.438+600 million students, which has achieved comprehensive popularization. There are 22,000 high school education schools with 39.764 million students, with a gross enrollment rate of 9 1.4%, an increase of 6.4 percentage points in ten years.

There are 30 12 institutions of higher education, with a total enrollment of 44.3 million students, with an increase of more than 1 1 10,000 students in ten years, and the gross enrollment rate is 57.8%, which has increased by 27.8 percentage points in ten years and nearly doubled. The popularization of education at all levels has reached or exceeded the average level of middle-and high-income countries, among which the popularization of compulsory education has reached the average level of high-income countries in the world, and higher education has achieved a historic leap from popularization to popularization.

In 20021year, the average years of education of the working-age population reached 10.9 years, an increase of10 years compared with 20 12 years. Among them, the proportion with higher education is 24.9%, which is higher than 20 12 by 10.3 percentage points.

The essence of education

1, superstructure theory holds that education is the superstructure of society. Reason: Education is a kind of ideological culture, and its nature and changes are determined by and serve the socio-economic foundation. Education is restricted by productivity, but it must be mediated by economic base.

2. Productivity theory. It is believed that education is productive force, education can produce labor force, and it is labor force reproduction; The development scale, speed, teaching content, means and form of education are restricted by productivity; Education is determined by production relations, but all production relations and superstructure are ultimately determined by productivity.

3. Dual attribute theory. Education has both the attributes of productivity and superstructure.

4. Compound phenomenon theory. It is believed that the essence of education is "multi-quality", with the nature of superstructure and productivity, and has the functions of serving class struggle, developing economy, spreading culture and promoting human development.