On Education Equity Indicator System

As we all know, education equity is a shared pursuit of the international society since the 1960s, and researching education equity becoming one of the basic concepts for education reform and making policies. For a long time, with the transformation of the theories of education equity to the practice, education equity concept is unclear and understanding of the education equity is subjective, which hinder the people from understanding and evaluating correctly, also hinder the practice of education reform, even cause some fair policies to deviate from the education equity.At present, the study on education equity from three areas in domestic academic fields: one is review and recognition of education equity status, including research and development of measurement standards; the second is analysis of the causes and mechanisms about education equity; the third is related countermeasures and suggestions. But on the whole, the applied study is relatively small, and lack deserving attentions to the specific monitoring and evaluation indicators. The scientific and reliable educational equity indictor system is essential for monitoring and evaluating education unfair in the whole country and all regions. Therefore, it is urgently necessary to construct the systematic, scientific and reliable educational equity indicator systems and the national center for education statistics. Only in this way, our education research and formulation is more scientific, democratic and reasonable.In this study, based on the international and domestic theory of education equity, with reference to research results of mature education indicator systems of some international organizations and counties, the Delphi method is used to design the education equity indicator system. The theme combines the Delphi method and constructs the education equity indicator system, analyzes the inter-school differences in compulsory education, and concludes with policy recommendations in order to advocate the smooth development of compulsory education.The study is divided into six parts as follows:Part one is introductory remarks. It explains reason and background of selecting the subject, introduces major mainly content and methods.Part two is pondering the theory of education equity. The dissertation briefly illustrates the basic concepts, the international and domestic theory and the characteristic of education equity. On the basis of describing the theory, it helps us to understand education equity.Part three is commenting on education equity indicator systems. It illustrates the mature education indicator systems of some international organization and education equity indicator systems in Europe and Latin America in detail, analyzes the relative research results of our country in order to draw the advanced experience from them.Part four is constructing education equity indicator system. The dissertation combines the Delphi method and the theory of education equity to design the concise and feasible education equity indicator system, and explains the specific indicators in detail.Part five is giving a demonstrative analysis. Because of the complexity of the problem, restricted time and study conditions, the dissertation only analyzes the inter-school differences in compulsory education and makes some conclusions.Part six is a brief summary. The author thinks there are some problems in this study waiting for further research, and the government and the social should to create conditions and atmosphere for the study of education indicators.In a word, because of the complexity of the problem, restricted time and study conditions, this study still have many deficiencies, but the author hope to contribute to the theory and the practice research of our education equity indicators. The research of education equity indicators is difficult and complicated, but the author believes as long as the community effort, we will certainly make great breakthroughs in the field in future.