A Research On Resource Allocation Standards Of Compulsory Education

Basic public services as the most basic of public services,directly related to socialequity and justice. Nation attaches great importance to its equalization. Basic publicservices in the field of education is to provide compulsory education equalization, thegovernment has proposed a balanced development of compulsory plan."Nationallong-term education reform and development program (2010-2020)" clearly put forwardthe balanced development of compulsory education strategic task. The governmentshould balance allocation of teachers, equipment, books, school buildings and otherresources. Balanced allocation of resources is essential in balanced development ofcompulsory education. The government promote balanced development of compulsory,which in essence is balanced allocation of resources. Which standard should thegovernment allocate resources according to? It becomes an important issue in theresource allocation of compulsory education.The historical development of the research about resource allocation standards ofcompulsory education, experienced a cost perspective, revenue perspective, fairperspective and adequate perspective.Attributes of the properties of public goods incompulsory education, coupled with the difficulties of measurement on cost andrevenue lag decides education resource standards can not be analyzed from a cost andrevenue perspective. Sufficient as resource allocation standards for compulsoryeducation, needs a strong level of socio-economic development as a backing. China isfar from economic development to that extent. Based on that, a fair perspective is moresuitable to the current level of economic development in China, and is also more in linewith the balanced development strategy of compulsory education. There are manytheories about education fair, based on comparative analysis of the four equity theories,this paper choose Rawls’ theory of justice as a theoretical basis for research.The research about resource allocation standards of compulsory education, shouldbe placed in the background of the times in our society. Since the founding of China, thepolicies of education resource standard have undergone two major institutional change phases.The first stage is from1949to2000, resource allocation policies of compulsoryeducation pursued the efficiency logic, urban education is run by the state and countryeducation is run by the farmers. The second stage is after the tax reform in2000,resource allocation policies of compulsory education pursued fairness logic,compulsory education realizes free, nation implements preferential policies todisadvantaged schools and vulnerable groups. Impacting the deep structure of thestandard policy change in the resources allocation in China,is the main political policiesto improve people’s livelihood, balanced and coordinated development of economicpolicy and the equality and fraternity culture mode.Resource allocation standards of compulsory education in the developed countriesgive our country a lot of inspiration. Financial resource allocation standards ofcompulsory education in the USA, are from the pursuit of efficiency and fairnessstandard to the adequacy, combine the fairness and efficiency. States reflects theprinciple of fiscal neutrality of Rawls’ theory of justice, and also practice three financialresource allocation models,eg. the cost function method, demonstration school districtdesign method and the cost of education experts estimating. Japanese teachers resourceallocation standards, highlight the difference principle in Rawls’ Theory of Justice,through the development of a series of laws and regulations and regularteachers’flowing system, the government ensures compulsory educational schools inremote areas having adequate and high-quality teachers, narrowing the differencesbetween schools, the quality of teachers and school education.At present, the county as a unit of analysis of financial resource allocation standardof compulsory education is particularly important. According to Rawls’ three fairness inthe theory of justice,this paper firstly regards the county as the unit of analysis, analyzesfinancial resource allocation of compulsory education between counties in W province,and then regards a school as the unit of analysis, analyzes financial resource allocationof compulsory education internal county. this paper scans fully financial resourceallocation of compulsory education in country. This paper, using the mean, standard,median, range, limit poor difference coefficient, mclane index,vorster root index, therelation between each student budget expenditure on education and per capita fiscal expenditure, calculates three fair condition of education financial resources allocation.The results shows that ordinary junior schools’ allocation of financial resources is moreequitable than the ordinary primary schools’; horizontal equity between the county ismore equitable than vertical equity; various counties and cities basically follow the roadwhich is from the "the low balanced" to "high equilibrium" path. Bases on equity ofcompulsory education in country, this paper presents some suggestions to construct newcompulsory education financial resource allocation standards: according to the principleof fiscal neutrality of Rawls’ theory of justice, improving the fiscal transfer system; indifferent types of compulsory education, more emphasizing financial investment onordinary primary schools; in different regions of compulsory education schools,increasing financial input in rural schools.The teacher resource allocation is the core of the resources allocation.It is animportant guarantee for achieving educational equity. This paper takes W province asthe example, according to the existing teachers standard, calculate compulsoryeducation teachers super (lack of) status of120counties in W Province.The resultshows that number of most compulsory schools’teachers is more than the standard. Thisoverstaffing situation does not meet the reality of rural primary situation. Based on thedifference principle of Rawls’ theory of justice, the proportion of classes and studentsand the average number of classes, this paper designs new common standards andmodel of teacher resources standard in order to change the current standard onlyaccording to the number of student and ensure the normal operation of primary schoolsteaching in rural areas.