Research On Promoting The Equalization Of Public Services Of Basic Education In Tibet Autonomous Region

The importance of enhancing the overall value of social human capitals is self-evident in the context of new economic circumstances and the promotion of the innovation-driven strategy.Needless to say,It is inseparable from the vigorous development of education,especially the modern,large-scale and common public education which run by government.Basic education is the cornerstone of the overall project of education,which regarded as the key point of enhancement overall quality of the people in our country.Therefore,the basic education of public services is an important and indispensable duty of the government.China is a vast country with much too different characters among provinces and regions.The inherent endowment as well as resource conditions of the development of the basic education are not same,making the basic education quite imbalanced among regions.In this context,it is absolutely valuable to take attentions over basic education development issues of some places where there appear the most unequal background,the most difficult areas and the most vulnerable people.In this sense,it is of great value to study the equalization of basic education services in the Tibet Autonomous Region.The equalization of basic education services is related to the future of Tibet and the prosperity and stability of Tibet.In recent years,the level of equalization of basic education services in Tibet and other provinces in the country has been widening more and more.If not controlled,This situation would leave a negative impact on the stability of our country and the development of the economy and society in Tibet.Therefore,this paper generally concentrates on these issues: to evaluate the current situation of equalization of basic education in Tibet,to analyze the dilemmas and challenges of equalization,to find the factors that affect the equalization of basic education,and to put forward policy suggestions for the present and the future.First of all,based on the theory rationality,this paper analyzes the values,content&structure and resources of theory of the equalization of basic education from the theories of equalization of public services,fairness and justice theory,state finance theory,educational equity theory,educational economics theory and human capital theory.Secondly,combining with the history of development of basic education in Tibet Autonomous Region,this paper will illustrate the development process of equalization education.Then,based on the previous research,this paper will evaluate the current situation of fairness.By using themethods such as education of Gini coefficient,TOPSIS content analysis and DEA policy efficiency envelope analysis,this paper will give entire explanations of fairness of opportunity,fairness of quality as well as fairness of results of basic education in Tibet.Then,based on the results and problems of the previous chapter,this paper will conduct a series of comprehensive study on the factors which influencing the equalization of educational services in Tibet by empirical analysis and causality analysis.Through the Malmquist equalization index analysis,static panel data regression model as well as VAR vector autoregressive model to explore,verify and test the key factors that affect the equalization of educational services in Tibet.Furthermore,based on the empirical results proved above,this paper will draw lessons from several good experiences of public service of equalization of basic education from the domestic and the abroad,summarizing something that is beneficial to Tibet.Finally,considering the actual backgrounds and characteristics of the present and the future for the development of basic education in Tibet,this paper will put forward some realistic,unique and operationalized policy recommendation on how to further promote the equalization of basic education services in Tibet.It has concluded some research findings or conclusions as follows:First of all,we argues that Tibet has formed the model of equalization of basic education which the central government system and resource investment play as the key role,the Tibetan local government closely match up with the policy framework,the basic adaptation between the Han and Tibetan education management mode and the exogenous incentive path of the human capital.Secondly,in terms of the evaluation of equalization of basic education services in Tibet,it is considered that(1)for fairness of opportunity,although there is a significant progress in Tibet,it is slow and appears a problem of marginal regression in some periods.There are also some problems in the distribution of the level of education in Tibet.The higher the education level,the less the number of people,the lower the proportion of the education years,which looks like symmetric exponential functions.(2)for fairness of quality,the quality of basic education services in Tibet is uneven.From the point of view of the city,the fairness of quality of underdeveloped areas are better than developed areas because the substitution rather than income effect of fiscal transfer payments work significantly,which,consequently making the fairness of quality of these areas unfair.(3)for results of fairness,including Nagqu,Ali,Nyingchi and other places are successful to achieve equalization,but Lhasa,Shigatse and Shannan fail for that slightly.Furthermore,from the factors that affect the development of the equalization of basic education in Tibet,the following conclusions are obtained:(1)From the characteristics of the single policy elements,all the changes in the efficiency of the equalization policy are significantly affected.There is no significant effect on the efficiency of per capita education consumption expenditure on the equalization policy of basic education in Tibet.Therefore,the government's policy and the private expenditure of the family should be reasonable.Moreover,government's investment need to take into account the efficiency.The private expenditure of the family should be sure that the basic standard are maintained;Then,improving the ratio of teachersstudents will play a significant role in improving the institutional and cultural environment of the equalization of the Tibetan areas.The average wage of the education industry and theaverage relative wage of the education industry have a significant effect on the overall factor change rate and technological progress.So,be hard to enhance the relative wage of the education industry will strengthen the equalization of policy development capacity.The local government should control the jumping of individual wages,reduce the gap between urban and rural wage changes.Transportation expenditure of finance is significant for each change in efficiency.Cultural investment for the various changes in the efficiency is significant,indicating that raising per capita cultural investment,will contribute to the education of equalization policy efficiency.Finally,the impact of per capita transfer payments on the efficiency of education equalization policy is not significant,and this finding is similar to the previous results of national data analysis.(2)from the logic of the policy combination,the average wage of the education industry,the per capita consumption expenditure on education,the ratio of teachers/students,the transfer of per capita transfers,the investment in financial education,and the impact of per capita cultural investment on primary school enrollment rate are decreasing one by one.Therefore,if the government try to adjust the existing policy to affect the primary school enrollment rate,should better adjust the policy priorities flexibly.At the same time,policy intervention in private education consumption is also one of the important tools which can not be ignored at all.Finally,taking full account of the actual conditions and predicament of the current development of Tibet,the future development model of basic education in Tibet should follow an endogenous path of development.Such as(1)perfect the management and Incentive mechanism of educational expenditure(2)innovate the relationship of levels of Tibetan government and reform the governance logic of county affairs over basic education(3)optimize educational administration by reforms of decentralization(4)try to innovate policy tools and cooperative development mechanism of education equalization(5)improve the traditional rigid teaching mode by differentiating cultivation methods as well as(6)guide and manage religious& ethnical factors on the impact of education,making it accessible to mobilize policies with endogenous development model.