The influence of unbalanced educational development
abstract:
At present, China is in the period of social transformation. While the society is developing rapidly, it is also facing many contradictions and problems. The disharmony between urban and rural areas is a prominent contradiction in building a harmonious society, especially in some aspects: large income gap between urban and rural residents, medical problems, consumption gap, employment problems, and fairness in basic education. Education is an important means to improve citizens' internal quality and promote people's all-round development, and it should also be an important tool to narrow the gap and ensure social harmony. Promoting educational equity is an important foundation for building a harmonious society. It not only has universal moral significance, but also has far-reaching social practical significance.
Key words:
Harmonious society; Education gap between urban and rural areas; educational policy
The gap between urban and rural education mainly refers to the imbalance of urban and rural education, which will make the relationship between urban and rural areas in China develop in a more unbalanced direction. Increasing investment in education, adjusting investment structure, building a balanced mechanism and promoting the balanced development of urban and rural education are important ways to promote social harmony.
The gap and imbalance between urban and rural education development is reflected in many aspects, generally summarized as the inequality of educational opportunities and investment.
On the one hand, the inequality of educational opportunities is mainly reflected in:
First, the phenomenon of school choice is serious, which gradually leads to the emergence of two extreme phenomena: choosing the best among the best and dropping out of school-age children.
The education conditions in urban areas are good, and restricted by various policy conditions such as household registration, it is difficult for rural students or students in urban-rural fringe to enter school, while cities are experiencing the problem of "difficulty in choosing schools". In rural areas, many school-age children are out of school. Some children are put on hold because their parents go out to work, and some children can't go to school on time because of hard problems such as hukou, even if they follow their working parents to the city. There is also a common problem of choosing schools in cities. The overcrowding of good schools has gradually led to vicious competition. Some parents even look for portals to let their children enter the best schools, which is not conducive to social stability.
Second, children of migrant workers and children of floating population in urban-rural fringe attend school.
With the acceleration of urbanization, more and more rural people flock to cities, or gather in urban fringe to develop in urban-rural fringe, and the problem of their children's enrollment also arises. On the one hand, the government is unwilling to bear the cost because there is no local hukou. It is difficult for migrant workers who flock to the urban-rural fringe to find relevant departments to solve problems. On the other hand, local residents discriminate against and exclude the children of floating population, which makes these children of floating population and migrant workers receive unequal treatment. Local residents believe that the entry of migrant workers' children will reduce the level and quality of education in this area, and their prejudice against migrant workers is reflected in education. They believe that the mixed students will have an impact on the local educational environment, which is not conducive to creating a simple and healthy growth environment for the children of local residents.
On the other hand, the inequality of education investment is mainly reflected in:
Inequality of educational hardware and "software" resources. In terms of hardware, such as the investment in educational environment, such as the public construction of schools and the investment in teaching hardware facilities of schools. Software is mainly reflected in the uneven distribution of teachers. The strong teachers in cities attract many high-quality students, while the teachers in rural areas are relatively weak and the teachers' treatment is not high, which has formed an embarrassing phenomenon that schools are left out in the cold. In the urban-rural fringe, the teaching conditions are relatively weak and the teaching quality is relatively poor.
So what caused the gap between urban and rural education development? It should be analyzed from the following aspects:
Judging from the subjective factors, such as rural students dropping out of school, brain drain and school-age children dropping out of school, it is undeniable that the backward concept of educational consumption still exists. Students and parents in these areas have different ideas. Influenced by the family environment and surrounding atmosphere, coupled with the diversity of social concepts, many students do not think that further education is the best way for their own development, and studying is also to "earn big money", so going out to work with fellow villagers is even a better choice than going to school. Parents also think that it is a waste of money to educate their children. It is better to learn some skills to earn money to support their families. This view is common in poor and backward areas and families. But this is a small part of it after all, and more reasons come from the imbalance of education itself.
Objectively speaking, on the one hand, the problem of education policy is the cause of the education gap, on the other hand, the lack of educational resources also contributes to the expansion of the education gap.
The difference between urban and rural areas leads farmers to yearn for entering the city, and the acceleration of urbanization leads to a great demand for migrant workers in the east of the city, which leads to a large population gathering in the urban-rural fringe, while the carrying capacity of schools is limited, which conflicts with the enrollment needs of migrant workers' children. Urban school teachers and curriculum resources cannot be equally popularized in rural areas, which leads to an increasing gap between urban and rural education. There are more and more children studying in cities, but the teaching resources have not increased with the increase of the number of students.
Part of the reason is that the long-term household registration system has caused urban residents' sense of superiority and discrimination against rural people, making them exist only as workers rather than residents, and being treated differently as "second-class residents" by law enforcement officials. This dual structure is the fundamental reason for the difference between urban and rural education. Especially on the enrollment of migrant workers' children, it is difficult to fundamentally solve the problems caused by the hukou problem, such as many unfair phenomena in off-site examinations and so on. Even if many children of migrant workers can attend school, they may not be able to enjoy educational resources like children of urban residents.
Generally speaking, some solutions to narrow the gap between urban and rural areas:
First of all, give it a policy tilt. When formulating educational development policies, we should eliminate the backward concept of educational consumption and establish the concept of giving priority to educational development. At the same time, corresponding legal provisions should be formulated and implemented. Many times, although the central government has regulations, it has not formed legal provisions and lacks binding force. For example, there is no clear regulation on compulsory education funds, which is especially obvious in the enrollment of children of floating population in urban-rural fringe. These children should be treated equally with the children of local residents, and no other fees should be charged. On the issue of education funds, there should be clear regulations to avoid mutual prevarication between the place of immigration and the place of emigration.
Secondly, improve the corresponding system, such as the introduction of special provisions on the household registration system for educated children of migrant workers, and improve the household registration system. The rapid development of urbanization has led to the increase of population mobility. The demand of population mobility and the system of household registration requirements are incompatible and uncoordinated, which to a great extent complicates the enrollment procedures of migrant workers' children and provides loopholes for unreasonable collection of various fees.
Finally, increase investment in education and adjust the investment structure. The finiteness of resources requires rational allocation and effective utilization of resources. Education investment in rural areas needs to be adjusted according to local conditions and development. In terms of teachers, we will focus on the deployment of rural areas and strengthen the construction of school teaching facilities.
Social harmony is the essential attribute of Socialism with Chinese characteristics. Harmonious urban-rural relationship is an important part of social harmony in China. The unbalanced development of urban and rural education will hinder the process of industrialization and urbanization, affect the realization of China's modernization goals, and affect social stability and long-term stability. Solving the imbalance between urban and rural education is an important measure to improve the disharmony between urban and rural areas, so it is also an important problem that must be solved in the process of China's modernization, and it is a long way to go to promote the realization of Urban-rural Education Fairness.
Expansion: Investigation Report on Education Development
First, the basic situation of education development in our county
1, educational institutions and educational construction. There are primary and secondary schools 17 1 schools in our county, including 5 ordinary high schools, 2 vocational secondary schools 1 schools, 2 junior high schools 1 schools (all 20 township joint schools are merged into junior high schools according to regulations), 3 primary schools 135 schools, 3 teaching points and special education schools/kloc. And 1 normal school. The county has national key vocational secondary schools 1, provincial demonstration ordinary high schools 1, 44 municipal demonstration schools, 3 municipal famous schools, 3 municipal characteristic schools and municipal star schools 1.
In recent years, the county has merged 96 rural primary and secondary schools with poor filial piety and few students, and was rated as "the advanced county for layout adjustment of rural primary and secondary schools in the province". The investment is 33 million yuan, which is used for the new construction, expansion and repair of teaching AIDS such as teaching buildings, student dormitories, canteens and gymnasiums in senior high schools. Invested1530,000 yuan to renovate dangerous buildings in primary and secondary schools112,499 square meters, of which 5 1555 square meters were dangerous buildings of Grade D, which were commended by the municipal party committee and municipal government. Invested 6.428 million yuan to complete the task of building 60 rural primary and secondary distance education sites in the county (including 2 computer classrooms, 35 satellite teaching viewing points and 4 CD-ROM teaching playback points), and initially possessed the information technology education conditions.
2. Basic information of teachers. There are 6 183 primary and secondary school teachers in the county, including 4,509 in-service teachers and retired and diverted teachers 1674. According to education stage: 1877 primary school staff; Junior high school staff 1737, senior high school staff 776, other educational institutions 1 19. Of the 4,509 on-the-job teaching and administrative staff in the county, 549 are under 35 years old 1 person, 36-45 years old 1 person, 783 are 46-50 years old and 626 are over 50 years old. The qualified rates of primary school, junior high school and senior high school teachers reached 98.9%, 89.2% and 73.4% respectively. Among the full-time teachers (including those who are rehired), there are 5 special-grade teachers, 6 1 senior teachers, 2 135 intermediate teachers and 2,408 junior teachers.
3. The source of students and the quality of education. There are 64,645 students in the county, including ordinary high school1241kloc-0/,vocational high school 13965438, junior high school 22688 and primary school 28 155. The achievements of the Ninth Five-Year Plan have been consolidated and improved, with the enrollment rate of primary school-age children reaching 100% and the consolidation rate reaching 99. 1%. In the compulsory education stage, the qualified rate of students reached 99% and the excellent rate reached 87%. The enrollment rate of high school education reached 8 1%, which was 1 1 percentage point higher than that of the whole province. XX, 3,234 people in the county participated in the college entrance examination, and 2,540 people were admitted, with an admission rate of 79%, which was 8 percentage points higher than the provincial average, among which 822 people were admitted to the first and second books.
According to the estimation of the existing birth rate in our county, the average enrollment in our county is about 4,000 from XX, and it is estimated that the enrollment in the county will remain at around 40,000 by XX.
4. Education investment and expenses. In recent years, the county party committee and government have insisted on giving priority to education budget, capital allocation and additional funds, actively implemented the "two proportions" of education investment, strived to achieve "three growth", and basically achieved the goals of "ensuring the monthly payment of teachers' salaries, ensuring the renovation of dilapidated buildings in primary and secondary schools, and ensuring the normal operation of tuition and miscellaneous fees collection in primary and secondary schools". Last year, the county invested 88.55 million yuan in education, including 67.93 million yuan in finance, 0/20,000 yuan in loans, 4 million yuan in work-study programs and 4.62 million yuan in investment attraction.
County compulsory education stage to implement the "one fee system". In XX, the county collected tuition fees of No.1 Middle School and No.5 Middle School130,000 yuan (high school stage), miscellaneous fees of 9.28 million yuan and school selection fees of 4 million yuan. Of the miscellaneous fees collected by the county, 980,000 yuan is used for instrument and teacher training, and the rest is used for public funds for primary and secondary schools.
Second, the current difficulties and problems in the development of education
In recent years, although the education in our county has been developing continuously, there are still many difficulties and problems that cannot be ignored.
(A) the education management system is not smooth
For a long time, China has implemented the basic education management system of "under the leadership of xx, the local government is responsible and the county is the mainstay", which has had a far-reaching impact on consolidating the achievements of compulsory education and promoting the development of compulsory education. With the deepening of economic system reform, this management system has increasingly restricted the development of compulsory education. Because our county belongs to an economically underdeveloped area, the county-level finance is unable to undertake all the important tasks of education development, and the transfer payment amount of the superior is too small, so it is difficult to implement the responsibility of compulsory education development, and the scale, level and speed of development are far lower than those of economically developed areas.
Insufficient investment in education
1, subsidies and public funds other than teachers' basic salary are difficult to guarantee normally. XX financial allocation for education funds is 67.93 million yuan (including teachers' salaries of 65.43 million yuan), accounting for 6.565438+0% of the county's general budget revenue and 38.6% of the general budget expenditure, and the average teacher is 65.438+0092 1 yuan. However, due to the low fiscal revenue at the county level, it is impossible for the county financial resources to arrange teacher subsidies such as meals and living expenses (the county financial support personnel are not arranged, and 50% is planned this year). The public funds of the school are not fully in place according to the standards, and the standards for arranging special financial funds such as teachers' basic medical insurance, maternity insurance, housing provident fund and funeral pension are also low.
2. The renovation of dilapidated buildings in schools and the expansion of urban areas are under great pressure. In the past three years, the county has invested a total of15.3 million yuan in reconstruction funds, including 4 million yuan from the superior and1500,000 yuan from the county finance every year, with a gap of more than 7 million yuan. This year, the county's reconstruction and boarding middle school construction need a total of 6.95 million yuan, and the superior and county finances have arranged 565,438+million yuan, with a gap of 1.8 million yuan. In addition, we are currently facing the pressure of urban expansion and construction. Without the support of superiors and the charging policy, it is very difficult to rely entirely on the county-level financial burden.
(3) Heavy education debt In recent years, due to the construction of "two basics" standards, the expansion of high schools, the renovation of dangerous houses in primary and secondary schools and the implementation of modern distance education projects, the county's education debt is 56.59 million yuan, including compulsory education15.05 million yuan and high school education 41540,000 yuan. Restricted by the financial strength at the county and township levels, it is difficult to transfer and divest the subject of education debt, which greatly affects the order of education and teaching.
Insufficient quality education resources
1, it is difficult to expand the capacity of high school education. At present, No.1 Middle School is the only provincial-level demonstration ordinary high school in our county, with 3,800 students and an average campus area of 12.7 square meters. Due to the small canteen and accommodation area, it is difficult to accommodate this autumn enrollment. * * vocational secondary school, which has just been rated as "national key secondary vocational school", can only accommodate 2800 students at present. Due to the lack of training buildings and facilities, the specialty setting is not reasonable, and it is difficult to meet the rectification requirements of the Ministry of Education.
2. The classes of junior high schools and primary schools in urban areas are too large. At present, the average class size of Chengbei Primary School, Chengbei Middle School and Chengdong Primary School exceeds 80, 75 and 70 respectively, so the teaching effect is difficult to guarantee and the masses have great opinions.
3. The characteristics of the school are not special, and the famous schools do not call the roll.
Some schools have poor conditions for running schools and their characteristics are not obvious. Chengbei Primary School, a famous municipal school, has more than XX teachers and students, only more than 30 computers, which have been purchased for many years and are seriously damaged. It can't be updated and modern information technology education can't be guaranteed. At the same time, due to the lack of educational brands, it is difficult to guarantee the quality of students and improve the training level. Among the students in the third grade graduation exam 10 in our county, at least 5 students transfer to key high schools in Changsha and * * every year, while few students in our county are admitted to famous schools such as Tsinghua and Peking University every year.
The structure of the teaching staff is poor.
First, the age structure is unreasonable. Due to the expansion of junior high school and senior high school in recent years, the average age of rural primary school teachers in the county is over 48, which leads to the situation that "brothers and sisters teach senior high school, uncles and aunts teach junior high school, and grandparents teach primary school".
Second, the discipline structure is unreasonable. Although the overall number of primary and secondary school teachers in our county is saturated, according to the requirements of the new curriculum, there is a big gap between primary school English, information technology and junior and senior high school science teachers.
Third, the structure of learning plate is unreasonable. At present, there are more than 350 primary and junior high school teachers in the county, and 222 senior high school teachers are short of staff. In addition, due to the backward level of economic development in our county and the serious loss of outstanding backbone teachers, it is difficult to improve the overall level of teachers.
(6) The educational development environment needs to be improved.
The priority development of education has not been widely recognized by the society, especially the lack of attention and support for basic education. The surrounding environment of the school needs to be greatly improved.
Three. Countermeasures and suggestions for accelerating the development of education
1. Reform the current educational management system. Establish an education management mechanism that focuses on the province, and the central and provincial cities, counties, townships and villages are responsible at different levels and share responsibilities; Increase the central and provincial financial input, narrow the regional gap and realize the balanced development of education; In view of the reality of underdeveloped areas, we should effectively increase the proportion of transfer payment after the reform of rural taxes and fees; On the basis of fully implementing the "one-fee system", gradually raise the standard of public funds for primary and secondary school students and increase the amount of financial subsidies for provinces and cities; It is suggested that the Compulsory Education Law be revised and improved to further strengthen the responsibility of governments at all levels in running schools.
2. Deepen the reform of the school-running system. For the existing pre-school education and high school schools, through property rights change, state-owned private, private assistance, personal leadership and other forms, gradually realize the restructuring and enhance the vitality of running schools.
3. Try to solve the education debt.
First, pay close attention to cleaning up and verifying the education debt, find out the base of the county's education debt, and put an end to new debts; The second is to clarify the relationship between education debt and creditor's rights, and formulate the overall plan to eliminate the deficit and reduce debt; Third, it is suggested that the higher authorities issue relevant policies to support the resolution of education debt.
4. Establish and improve the scientific flow mechanism of teachers.
First, actively create conditions to attract a number of outstanding college graduates, and enrich the subjects such as English and information technology in rural primary and secondary schools.
The second is to set up subsidies for teachers in remote villages and towns, implement a promotion evaluation policy that favors teachers in remote villages and towns, encourage young and middle-aged backbone teachers to teach in remote rural schools, and further stabilize the rural primary and secondary school teachers.
The third is to set up a teacher's personnel management center, implement education and personnel agency, and gradually establish a talent exchange mechanism that can enter and exit, be promoted and demoted, and compete and interact with private and public schools.
The fourth is to fully implement the full employment system and competition mechanism.
5. Vigorously optimize the educational development environment.
First, seriously establish the archives of leading cadres' educational achievements.
The second is to strictly implement the "three systems". That is, the "inspection access system", "first inspection without penalty system" and "financial system of centralized payment of fines", and it is forbidden to charge fees, apportion fees and fines from schools.
The third is to further optimize the surrounding environment of the school. Mainly to strictly regulate and rectify the social environment and humanistic environment around the school.