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Public Of The Status Quo Of China's Urban And Rural Education And Development Of Evaluation Studies

Posted on:2013-02-20Degree:DoctorType:Dissertation
Country:ChinaCandidate:F DengFull Text:PDF
GTID:1117330374962344Subject:Principles of Education
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Equity in education is the cornerstone of social equity, equity in urban and rural education is the key factor of educational whole equity. The urban and rural educational problem is more prominent in China than others such as geography, class, and gender. It's necessary to bridge the urban-rural gap in education now.The purpose of educational equity is to make the entire students get development. The educational and social developing level's advance each other is the ultimate goal of educational equity. The inequity of the urban-rural education injures the equal education rights and developing ability of people. The educational equity has three dimensions which are educational equality, efficiency and harmonious level each, other. They are very important and not assignable or sample alternative linear relationship. The composite state of equality and efficiency decides the equity level of education and future path. The reasonable state and ultimate level of equity of education is complex. We can use Meta-analysis method to confirm the index system and use the Gini coefficient, benefit analyses and statistical model to evaluate them.This paper measures the equality of educational equity of starting point, process and results and internal and external efficiency by using empirical methods, which proves that the inequality in enrolment rates and graduation rates injured the equal right to education of children in rural areas. With the increasing enrollment rate year by year, the incrementing gap effect weakens the ability of social mobility and level of human capital reserves. There is a closely relationship between urban and rural family economic status gap and post-compulsory educational opportunities acquirement, which makes the rural children be constrained by their family economic status. The great differences in the process of education funds distribution make multiple damage to the children'education quality in rural area. The gap in the school material level and teacher level enlarge the unequal status. The education staring and process equity problem finally lead to an unsymmetric situation in urban and rural human capital reserves and education quality of the population. These lack of education equality seriously restricted the increase of education efficiency and become the bottleneck of future education development. This paper measures the equality and efficiency of education and proves that the marginal return on capital in urban is lower than rural education, and the internal allocative efficiency and rate of utilization of education resource is very low both in urban and rural area. The rate of contribution to economy in ruban area is higher than rural area, and the gap of it will be enlarged in future.The fundamental factor contributing to this result is that a series of dual system policy to urban and rural after the founding of our new government, artificially caused fragmentation to enjoy the Identity, opportunities, social migration, and economic returns in the political, economic, cultural and education. That constrains and forms the inequality in basic conditions of educational equality and educational efficiency, and also limits the opportunities and capabilities of rural education's self-renewal, restructuring and development. The game theory analysis also shows that institutional factors have a self-curing and path-dependent feature, must be through innovation and system reorganization of government to lay the necessary foundation for the development of rural education. From the equity status research about China's urban and rural education and the coefficient model analysis of equality and efficiency showed that there is a complex combination between the education equaliyt and efficiency and has some form change. From the analysis of recent trends, the current equity state of urban and rural education will infulence long-term changes in the stock of human capital and social mobility, it will widen the urban-rural gap in education, economic, and cultural aspects and output efficiency, and ultimately damaging the development capacity of rural areas, blocking healthy and orderly flow between urban and rural areas, and destructing the virtuous interactive relationship between education and social development.As soon as possible to bridge the gap between the urban and rural education and realize the equity and collaborative development, we need a positive educational compensation measures. Only through positive educational compensation, the external function of education will be realized and forming a virtuous circle of education development. This paper compares different policies for promoting education equity of America, England, France, Japan, Korea, Russia and Brazil and suggests that we should take positive educational policies to bridge the current gap between urban and rural education, build positive compensatory system to narrow the gap of it in the condition of that we should formulate the operating mechanism with clear rights and responsibilities, innovative development and effective supervision to initiate educational special zones and efficient supervisive mechanism, and ultimately narrow the urban-rural gap in education and promote the three-dimensional education equity continuous.
Keywords/Search Tags:urban-rural education equity, education equality, educationefficiency, strong education equity
PDF Full Text Request
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