"I have carefully calculated that when the primary school students here finish the third grade, the children will have already completed the' 25,000-mile long March'." A headmaster from a poor area was surprised to find that the students here were "white and fat", while the students in his own mountain looked "thin and small".
"The education level in our village is at least 20 years worse than that in the county town, which is much worse than that in Beijing." President Guo Changju from Hezhang, Guizhou lamented this.
This is the feeling expressed by two rural principals who walked out of poverty-stricken mountainous areas for the first time and saw the bustling street scene and advanced education in Beijing at the symposium of primary school principals in poverty-stricken areas in Beijing.
This year's government work report pointed out that it is necessary to "strive to promote the balanced development of compulsory education", "further promote educational equity and provide strong human resources support for national development". The issue of educational equity affects the hearts of CPPCC members attending the two sessions in Beijing.
The educational gap cannot be ignored.
In recent years, with the establishment of the strategy of promoting educational equity, China has successively implemented a series of major measures to promote educational equity, and the conditions for running schools at all levels and the educational situation of disadvantaged groups have been improved to some extent. However, the problem of educational unfairness among different regions, different classes, different fields of education, different schools and different groups of people has not been fundamentally solved, especially between urban and rural areas and between schools, and there is still a big gap in funding, school conditions and education quality.
Lu Youying, a teacher in Guangxi, said: "Primary schools in Beijing often hold parent-teacher conferences, and parents and teachers can communicate many problems. But in our school, 90% of the students are left-behind children, and even parents can't be found. "The teacher-student ratio of primary schools in poverty-stricken areas is generally above 1: 30, and both teachers and principals have multiple roles. They teach, cook, serve as dormitory security guards, and also act as "parents" of children.
Fu, a member of the Chinese People's Political Consultative Conference, pointed out in his speech that there is a shortage of teachers in almost all schools in poverty-stricken areas, so that in the 2 1 century, there are still many substitute teachers with junior high school education in charge of rural education. Many of them earn only tens to hundreds of yuan a month. Rural schools have insufficient funds for education, poor conditions for running schools, unstable teachers and low wages. "One city, one heart" is not at ease with rural education. The lack of quantity and variety of teaching equipment seriously affects the balanced development of compulsory education in urban and rural areas.
In the proposal submitted by the Central Committee of the Democratic Progressive Party, it is pointed out that the imbalance of compulsory education leads to high fever in urban primary schools and junior high schools, and "large classes" and "super schools" in key schools can be seen everywhere. The number of students in rural primary and secondary schools has decreased, teachers have lost, and parents have gone to the city to accompany them. Not only that, the unfair and unbalanced compulsory education has also led to vicious competition for further education, enrollment of privileged schools (strip students, ticket students), marginalization of vocational education, and younger study abroad.
Unfair education stems from unfair distribution of resources.
The proposal of the Democratic Progressive Party Central Committee pointed out that the key to the uneven development of compulsory education is the unfair distribution of government educational resources. Taking investment as an example, the education expenditure of key middle schools in some counties accounts for the whole county 1/2. Teachers in physical education, music, fine arts, science and other disciplines in rural primary schools are extremely scarce. Only 24. 1%, 16.6%, 14.7% and 28. 1% have enough teachers in the above subjects, and most schools cannot offer these courses in full accordance with the national curriculum standards. About 40% rural students have never done physical experiments, and more than 60% rural students have never done biological experiments.
The speech of the NLD Central Committee also paid attention to the imbalance in the distribution of educational resources.
On the one hand, there is a serious imbalance between regions, between urban and rural areas, between schools and between groups. The development of education and the allocation of resources show a downward trend from east to west, from urban to rural, from higher education to basic education, from key schools to non-key schools, and from public schools to private schools. Relevant data show that in 20 10, the per capita public finance budget of primary and secondary school students in China is 10 times different from that in the eastern and central and western regions; Rural areas are less than 60% of cities. In 20 10, the number of students in private high schools in China only accounted for 12.7% of the number of students in ordinary high schools in China.
On the other hand, the resource structure is seriously uncoordinated. The public high-quality education resources are too concentrated, and the private high-quality education resources are always scarce, which forms a huge difference in enrollment and further education opportunities. Individual key middle schools are constantly upgraded to "super middle schools", and black holes generally suck away excellent teachers and students, resources and opportunities for further studies. According to the survey, from 2008 to 20 10, the students admitted to Peking University and Tsinghua in two "super middle schools" in Shaanxi Province accounted for more than 60% of the places in the province.
Multi-pronged solution to educational injustice
Lin Fanglue, a member of the Chinese People's Political Consultative Conference, believes that to fundamentally improve the unfairness and imbalance of China's education development, efforts must be made to reduce the constraints of external social factors such as economy, power and location on education equity, and to build an institutional cornerstone for promoting education equity. At present, we can focus on the strategy of "three plus three MINUS" to promote educational equity.
First, increase investment in education in underdeveloped areas and reduce the restriction of economic development level on promoting educational equity. At present, what needs priority and key reform is China's education investment system, especially to change the current situation that basic education is mainly invested by local governments, and the poorer local education resources are, the more backward education development is, and narrow the gap between urban and rural areas and between regions.
The second is to increase the transparency and fairness of the educational financial distribution mechanism and reduce the constraints of non-institutional factors such as power on promoting educational fairness. In order to effectively eliminate the restriction of non-institutional factors such as power on educational equity, we must strengthen institutional norms, improve the restriction and supervision system of power operation, and especially focus on reforming the mechanism of educational financial allocation to ensure the fairness and transparency of educational financial allocation.
The third is to strengthen the protection of teachers' treatment in rural grassroots and hard and remote areas, and reduce the restriction of low economic and social development level in such areas on attracting excellent teachers.
Fu, a member of the Chinese People's Political Consultative Conference, suggested promoting the balanced development of compulsory education by promoting the standardization of schools, promoting the rational allocation of teachers' resources, sharing high-quality resources, and rationally arranging schools.
Ashe Laogui, a member of ethnic minorities from Liangshan Yi Autonomous Prefecture in Sichuan Province, believes that to promote the balanced development of compulsory education, special attention should be paid to the balanced development of compulsory education in the western region, especially in the western ethnic minority areas. Starting from the reality of compulsory education in the western region, especially in the western minority areas, we should further rationally allocate educational resources, effectively promote the balanced development of compulsory education, and strive to promote educational equity.
In a word, the urgent task is to solve the problem of balanced development of compulsory education in counties as soon as possible. Let children in the same county receive equal education as much as possible, and then gradually promote the balanced development of compulsory education in provinces, cities and even the whole country.