2. Unfair education With the continuous progress, development and reform of education in China, while education in China is booming, the education of disadvantaged groups is still facing a certain degree of unfairness. Vulnerable groups usually refer to people who are at a disadvantage in society because of some obstacles or lack of economic, political and social opportunities. Poverty in economic life, low quality of life and vulnerability to risks are its essential characteristics. The unfairness of disadvantaged groups is manifested in many aspects of society, and the unfairness of education is one of them. The unfairness of education for disadvantaged groups is mainly manifested in the following aspects: 1. Unequal educational opportunities. First of all, influenced by innate quality and gender factors, disabled children and girls are at a disadvantage in educational opportunities; Secondly, influenced by geographical factors, there is a gap between the enrollment rate and dropout rate of students between the east and the west and between urban and rural areas. 1999 The number of senior high school students in cities accounted for 38.7%, in counties and townships for 47.8%, and in rural areas for 13.5%. The absolute difference in the development of primary education among provinces has narrowed in scale, but it has been expanding in quality. Thirdly, influenced by the family environment and living environment, the phenomenon of unequal educational opportunities is also obvious, especially the enrollment of children of floating population. There are three kinds of children of migrant workers going to school: one is to drop out of school completely; Second, borrowing from public full-time schools in floating population areas, but the borrowing fee is high and there is unfair treatment; The third is to attend the "school for children of migrant workers", which is the choice of most children of migrant workers. However, most of these schools are run by the people, and the teaching quality is difficult to guarantee, and some of them still have health and safety hazards. In addition, the phenomenon of rich choice of schools and unfair distribution of higher education opportunities in China's education system also directly leads to the inequality of educational opportunities. 2. Inequality in the education process. Mainly in education funds, teachers, school conditions, teaching relationship, education evaluation and so on. Among them, education funds are the fundamental factor, which determines the quality of teachers and the conditions for running schools; The investment in education depends not only on the importance attached by the local government to education, but also on the level of local economic development. According to the per capita GDP, China's provinces and regions can be divided into developed regions, moderately developed regions and underdeveloped regions. There are obvious differences in education investment in different regions: 1994, the per capita education expenditure of primary education and secondary education in the first region was 864.63 yuan, in the third region it was 1550.8 1 yuan, and in the fourth region it was 433.84 yuan and 7/yuan. 1999, the average public funds for junior high school students and primary schools in China were 375 yuan and 184 yuan respectively, while the figures in rural areas were 264 yuan and 14 1 yuan. Due to the lack of funds, quite a few areas do not have the basic conditions to run compulsory education well, and the quality of education is difficult to guarantee. In addition, the "one size fits all" education fees make it difficult for many students to receive equal education. As we all know, primary and middle school students in poor areas drop out of school because of family burden. 1994, the enrollment rate of junior high school graduates in the first-class area was 85. 13%, and that in the third-class area was 39.36%. The standard deviation of the enrollment rate of junior high schools in each area remained around 15%. The fees charged by colleges and universities are even more daunting for poor students. In 2000, the tuition and miscellaneous fees of ordinary colleges and universities ranged from 3,000 to 6,000 yuan, accounting for 22.2% of students' recurrent expenditure, far higher than other countries and regions.

3. Inequality in educational outcomes. It mainly refers to the requirement that every student can't reach the basic level he can reach, can't get all-round development and can't guarantee the overall quality of education and teaching. As far as the social vulnerable groups are concerned, it is mainly manifested in the regional differences in college entrance examination scores, different family backgrounds, different classes of children's chances of success, unfair employment opportunities and so on. In cities and regions where colleges and universities are concentrated, college entrance examination scores are usually low. For example, in 2003, Beijing 455, the key line of literature and history, was lower than 559 in jB province 100, which was less than the qualified line of 480 in this province. In addition, private colleges or secondary colleges that cooperate with universities have relatively low scores, but higher fees. Children from poor families are also within reach. Second, the disadvantaged groups should get more education equity. 1. Vulnerable groups bear the social cost of Xia Duo and deserve to be treated fairly. In the period of social transformation, the Matthew effect in market competition makes people with capital, power, ability and geographical advantages in a favorable position and accumulate advantages. Once the first step is awarded, they will take the lead step by step; On the contrary, it is difficult for those who lack capital, power, ability and geographical advantages to change their situation. Theoretically speaking, the social cost of reform should be shared by all members of society, but in fact, it is the socially disadvantaged groups who bear the greatest impact of reform risks. Therefore, in a sense, the disadvantaged groups have paid more for the reform than the strong groups and deserve to be treated fairly. The fairness of education is the most basic fairness. As the saying goes, "It is better to be fished by others than to be fished by others", and education plays a fundamental role in changing the poverty situation of the weak in society and their descendants. 2. Only by protecting the interests of vulnerable groups can society develop steadily. The relationship between the strong group and the weak group in society is very sensitive, and a weak group can not be guaranteed and discriminated against in today's economic globalization. A large number of vulnerable groups also put us at a disadvantage in international competition. Protecting and helping the disadvantaged groups and promoting and realizing educational equity are not only beneficial to the disadvantaged groups, but also related to whether the whole society will benefit. Professor Wang Sibin from the Department of Sociology of Peking University once aimed at proper education and fair treatment. In the near future, there will be a large number of new illiterate troops in many cities. They have lived on the edge of the city since childhood, and they are "second-class citizens" who grew up in discrimination and exclusion, and they will form new serious social hidden dangers. Properly solving this urgent problem is not only a matter for government functional departments, but also the common responsibility of the whole society.

Iii. Strategies for solving the educational equity of disadvantaged groups 1. For economically disadvantaged groups. First, improve the legal system and strengthen law enforcement. Establish a system of laws and regulations to guarantee the equal right to education of vulnerable groups, and at the same time severely crack down on violations of the right to education of vulnerable groups. Secondly, reform the investment system and increase capital investment. In particular, it is necessary to solve the problem of insufficient funds for basic education, implement free nine-year compulsory education as soon as possible, and governments at all levels should become the main channel to ensure investment in education funds. Third, formulate preferential policies and set up specialized agencies. It is necessary to formulate preferential policies and supporting management systems for vulnerable groups and their children, and at the same time establish special management institutions to be responsible for unified policy formulation and organization and coordination. For example, there should be a reemployment training policy for laid-off workers, a scholarship program for children of vulnerable groups, a student loan program, and a tuition fee reduction program for poor students. 2. For the regional vulnerable groups. First, adjust the educational situation and rationally allocate educational resources. For a long time, our educational resources have been invested more in higher education, more in "key schools", "model schools" and schools in cities and towns, and there are also problems such as excessive burden and inefficient use of educational funds. In many primary schools, most of the limited funds are occupied by huge "headcount fees". Therefore, we should adjust the allocation of educational resources, improve investment efficiency, increase support for economically underdeveloped areas and poor areas, and promote the balanced development of basic education. Secondly, adjust the charging policy, establish a reasonable charging system and improve various rescue mechanisms. At present, the standard of admission fee is a key factor that restricts the study of children of disadvantaged groups, especially since the implementation of the policy of combined fees in colleges and universities. It is possible to charge the necessary fees. The key is to formulate reasonable charging standards and improve various systems such as scholarships, student loans, transfer payments, education vouchers, and education fee reduction and exemption. Thirdly, on the basis of changing special circumstances, resolutely cancel the differences between urban and rural areas, gender differences and physical defects in enrollment. According to the unbalanced development of education among bases, we should tilt to backward areas, expand the scope of enrollment, and meet people's equal educational needs and the demand for talents in regional education. Finally, reform the personnel system and establish an overall optimized and orderly flow of employment mechanism. The current talent flow mechanism is not conducive to the balanced development of education, and most excellent teachers are concentrated in cities or towns. Therefore, it is the key to solve this problem to provide economic concessions and establish an effective teacher exchange rotation mechanism.

3. For vulnerable groups with limited mobility. First of all, fundamentally speaking, we should break the current compulsory education enrollment policy based on the household registration system and implement the compulsory education system for school-age children according to the principle of residence. Governments at all levels should also include non-registered population (floating population) in the scope of services, and include their children's schooling in the enrollment plan of local basic education public schools. Basically cancel the borrowing fee, but consider collecting part of the education fee from the industrial and commercial tax and rent paid by the floating population as the education fee for children. Secondly, public schools should become the main channel to attract the children of floating population to enter school, build an equal, non-discriminatory and non-discriminatory public school enrollment system, and narrow the regional differences in enrollment. Considering the professional education environment (continued on page 295), the psychological barriers for children of floating population to enter public schools should be eliminated. This is not only conducive to the physical and mental development of migrant children, but also helps urban students to establish a proletarian outlook on life and the world. Finally, adopt flexible school-running methods and flexible management methods to provide thoughtful learning services. For example, let foreign children study in regular classes in public schools; Establish schools specially run by the government, individuals or non-governmental organizations for migrant children; Fees can be charged monthly, quarterly and semester, and day or boarding can be implemented. In short, the government's social management system should adapt to the rapidly changing social and economic situation in China and carry out corresponding reforms and improvements.

￥

5.9

Baidu library VIP limited time discount is now open, enjoy 600 million +VIP content.

Go get it now

On the Unfair Education of Vulnerable Groups

On the Unfair Education of Vulnerable Groups

With the continuous development and reform of China's education, China's education has flourished, but the education of vulnerable groups still faces a certain degree of unfairness. Vulnerable groups usually refer to people who are at a disadvantage in society because of some obstacles or lack of economic, political and social opportunities. Poverty in economic life, low quality of life and vulnerability to risks are its essential characteristics. The unfairness of disadvantaged groups is manifested in many aspects of society, and the unfairness of education is one of them.

Page 1

The unfairness of education for disadvantaged groups is mainly manifested in the following aspects.

1. Unequal educational opportunities. First of all, influenced by innate quality and gender factors, disabled children and girls are at a disadvantage in educational opportunities; Secondly, influenced by geographical factors, there is a gap between the enrollment rate and dropout rate of students between the east and the west and between urban and rural areas. 1999 The number of senior high school students in cities accounted for 38.7%, in counties and townships for 47.8%, and in rural areas for 13.5%. The absolute difference in the development of primary education among provinces has narrowed in scale, but it has been expanding in quality. Thirdly, influenced by the family environment and living environment, the phenomenon of unequal educational opportunities is also obvious, especially the enrollment of children of floating population. There are three kinds of children of migrant workers going to school: one is to drop out of school completely; Second, borrowing from public full-time schools in floating population areas, but the borrowing fee is high and there is unfair treatment; The third is to attend the "school for children of migrant workers", which is the choice of most children of migrant workers. However, most of these schools are run by the people, and the teaching quality is difficult to guarantee, and some of them still have health and safety hazards. In addition, the phenomenon of rich choice of schools and unfair distribution of higher education opportunities in China's education system also directly leads to the inequality of educational opportunities.