education
Fairness faces resistance from political achievements, people, financing and social inertia. To develop educational equity, we must face up to the above resistance and start from four aspects to promote the development of educational equity.
Increase government investment in education
Increasing government investment in education is an important prerequisite for narrowing the educational gap between regions and schools and the key to promoting educational equity. In the long run, if the investment in education does not increase, education equity can only be achieved by changing the distribution mode of existing educational resources at the expense of the education quality of local schools; Or in the way of industrialization, the government is responsible for weak schools and the market is responsible for the development of education in high-quality schools, so it is difficult to achieve fair development of education.
China's financial expenditure on education has not yet reached the legal standard of 4% of GDP4% set by the State Council in the mid-1990s. In 2004, the proportion of fiscal education expenditure to GDP dropped to 2.79%. Although many people explain that this is due to the adjustment of GDP by the state, such a low investment in education is seriously out of harmony with China's social and economic development.
Under the premise of insufficient government investment in education, increasing government investment in some areas and schools will often have a "crowding out effect" on investment in other areas and schools. For example, China has formulated a policy to focus on developing education in the central and western regions and rural areas during the Eleventh Five-Year Plan period, and plans to increase investment in education in the central and western regions and rural areas by 200 billion yuan in the next five years. On the premise that the total investment in education is insufficient, this means that the investment in education in other regions and stages will be reduced.
In fact, the government should increase investment in education, and increase investment in weak schools without reducing the teaching quality of some schools, so as to narrow the gap between schools.
Guarantee of rural compulsory education funds
"two exemptions and one subsidy" shed the sunshine of educational fairness
"Two exemptions and one subsidy" have brought tangible benefits to farmers, and the burden on children to go to school has been significantly reduced. "Free tuition and fees, farmers get benefits" has become a new buzzword; "The new semester begins, two exemptions and one supplement are really lively. The new nursery rhyme "Mom and Dad laugh, students are happy to croak" is widely read.
Interpretation of the Decision of the Sixth Plenary Session: How to Guarantee and Promote Educational Equity?
Xinhuanet Beijing165438+1October 10 Education equity refers to the equality of educational opportunities and education of the same quality. Promoting and ensuring educational equity is an inevitable requirement for building a harmonious socialist society and also the goal of China's educational reform and development. The Sixth Plenary Session of the 16th CPC Central Committee put forward specific requirements and measures to guarantee and promote educational equity, mainly including:
First, fully implement the Party's educational policy, vigorously implement the strategy of rejuvenating the country through science and education and strengthening the country through talents, comprehensively implement quality education, deepen educational reform, improve the quality of education, build a modern national education system and a lifelong education system, and ensure that people have the opportunity to receive a good education.
Second, the public education resources should be tilted to rural areas, central and western regions, poverty-stricken areas, border areas and ethnic minority areas, so as to gradually narrow the gap between urban and rural areas and regional education development and promote the coordinated development of public education. Third, improve the education funding system and student funding system to promote the fair allocation of quality education resources.
Reform the mode of resource allocation
Reforming the allocation model of government education resources investment corresponds to increasing education investment. While increasing investment in education, the state should change the current hierarchical management mode of local governments, realize the overall allocation of compulsory education funds, and avoid the education gap caused by regional development differences.
The allocation of educational resources should be measured from two aspects: from the perspective of schools, the government's investment in education funds should be investigated; From the perspective of the educated, consider their educational opportunities.
From the perspective of education funds, the new Compulsory Education Law promulgated and implemented in September 2006 clearly expounds the issue of funding guarantee, pointing out that the funds for compulsory education are shared by the State Council and local people's governments at all levels according to their responsibilities, and the people's governments of provinces, autonomous regions and municipalities directly under the Central Government are responsible for overall implementation, requiring local people's governments at all levels to list the funds for compulsory education separately in their budgets, and the people's governments at the county level should arrange the funds for compulsory education in a balanced manner, except for rural schools and weak schools. The State Council and the people's governments of provinces, autonomous regions and municipalities directly under the Central Government standardize the financial transfer payment system, increase the scale of general transfer payment, standardize the special transfer payment for compulsory education, and support and guide local people's governments at all levels to increase their investment in compulsory education. Local people's governments at all levels ensure that the transfer payment funds of the people's governments at higher levels are used for compulsory education in accordance with regulations, and so on.
However, the implementation of these regulations is obviously subject to the local financial situation. Over the years, some local governments in China have written IOUs to teachers, defaulted on teachers' salaries, and misappropriated the transfer payment of compulsory education from the people's governments at higher levels, which was also explicitly prohibited by the original education law, but they were not punished for it. Whether the provisions of the new Compulsory Education Law can be implemented is the focus of promoting educational equity.
From the perspective of educational opportunities, the government should undoubtedly give the educated the same quality of compulsory education opportunities. At present, under the condition of unbalanced development of compulsory education, banning school choice can only cure the symptoms, not the root cause. On the other hand, we should pay attention to the unbalanced development of regional education, reflect individual equality and comprehensively reform the college entrance examination admission system.
The State Council Education Symposium: "Let all children read good books"
Wen Jiabao emphasized that in the stage of compulsory education, the limited national financial resources should be used for the most difficult children and the support for students with difficulties should be increased; In the stage of high school education, with the strengthening of national financial resources, it is necessary to further strengthen the implementation of the scholarship and bursary system. It is also necessary to strictly regulate the fees charged by primary and secondary schools in cities and resolutely curb the phenomenon of arbitrary charges.
Change the educational evaluation system
To promote educational equity, we must establish a new educational evaluation system, re-recognize the essence of education and the responsibilities that the government and schools should bear in the process of developing education.
Over the years, education has been alienated into "the arena of competition" and "the tool of competition". Those who receive "successful" education are all masters in the examination room, but they ignore the sound development of personality.
To achieve educational equity, everyone should not be squeezed into the "five good roads" (good kindergartens, good primary schools, good beginners, good high schools and good universities) from an early age-all kindergartens, primary schools and junior high schools should have the same educational quality, and only the differences in teaching characteristics will prevent children from running around early for better schools, nor will they be promoted to good primary schools and junior high schools from an early age.
Obviously, the school evaluation, teacher evaluation and student evaluation under educational equity cannot adopt the enrollment rate index, all kinds of unified examination index and competition index, but should focus on the creative education process of teachers, the teaching quality of teachers themselves, the all-round development of students and the role of schools in cultivating students' sound personality and all-round quality.
Of course, the change of educational evaluation system depends on the change of social orientation of educational function. If education has always played the role of the basic division of labor in society, and each division of labor is "high and low", then the educated can't get rid of the pursuit of academic qualifications and schools, and education can't get rid of the role of "survival and competition tool" in the unified talent model. Only when the whole society forms a rational view of human resources and attaches importance to people's own abilities can education enrich itself.
[Hot Perspective] Can "selective education" really transform underachievers?
There are two main causes of dependence on exam-oriented education in primary and secondary schools: one is the shortage of high-quality educational resources, and the other is the extremely uneven allocation of limited high-quality resources. The appearance of "poor schools" makes people begin to reflect on the current primary and secondary education. How to change the evaluation system of ordinary primary and secondary schools, evaluate the advantages and disadvantages of students, and how to treat "underachievers" are key issues. > > > detailed
Break the "small sense of fairness"
"Small fairness consciousness" includes two aspects, one is narrow sense of "regional consciousness". Almost all vested interests are reluctant to reform for fear of affecting their own interests. However, in the long run, education is a cause for generations, and everyone's descendants will be influenced by the educational environment. Therefore, creating a fair educational environment involves everyone's vital interests. The second is the narrow concept of "fractional fairness". Many people who oppose the enrollment reform suggest that a hard paper score is the fairest. In fact, this is due to the influence of long-term exam-oriented education, coupled with the immature methods of comprehensive assessment of students in China's education and the problem of social integrity. The score evaluation standard is no longer suitable for cultivating talents with distinctive personality development. It is fair to those who learn by rote, but unfair to those who like to create and pursue all-round development of personality. Therefore, it is very important to establish a new concept of equity to promote educational equity in China.
Therefore, in order to break the resistance of educational equity and promote the fair development of education in China, we need to follow the following paths: increasing educational investment-the central government allocates educational resources as a whole-bridging the gap between weak areas and weak education by changing school conditions and allocating excellent teachers-rotating teachers after the level of weak schools rises-entering schools nearby becomes a "market-oriented" independent choice-reforming the system of further education with a new concept of equity, changing the concept of social employment and returning to the essence of education.
It can be seen from the above path that without the laying of the previous path, a single talent model will intensify the competition in education; The government's ban on school choice cannot be enforced because of the fact that the quality of schools is different; The rotation of teachers is also difficult to sustain. Increasing investment in education and changing the allocation mode of educational resources are the key to eliminate the resistance to the fair development of education.