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Analysis On The Situations Of China's Education Equity And Suggestions To Realize Education Equity

Posted on:2011-07-13Degree:MasterType:Thesis
Country:ChinaCandidate:Y ZhangFull Text:PDF
GTID:2167330332482384Subject:Educational Economy and Management
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Educational Equity is a problem that Chinese people have been attempting to resolve for a long-term, even all over the world. During the time of economic and social transition in China, the education inequity performed obviously and prominently, therefore, pursuit education equity becomes one of the main problems of China's social development at this stage. Education equity is an important component of social justice, is an important cornerstone of China building a socialist harmonious society. Domestic and foreign scholars in different research areas make a lot of research on educational equity, including the content of education, the relationship between education equity and efficiency, the relationship between education equity and lack of government responsibility and so on. Researching on the Construction and measurement of Educational Equity Indicators are pretty small, particularly the research of Chinese scholars on this issue is much more less. This paper attempts analyzing the current education equity status deeply on the basis of existing results, making use of economy theory, education theory and statistical theory, integrating the theory and practice, and combining the analysis methods of qualitative and quantitative, to assess comprehensively degree of China education equity, to study empirically the influencing factors for the degree of China education equity, and to propose suggestions for realizing the China education equity, which can provide the theoretical support for China's reform and development of the education system and promote China as soon as possible to achieve education equity.Education is a wide concept including the formal education and informal education, in this paper, education will be defined within the formal education, which refers to formal school organization for young people (usually those who are young people no starting their careers) in education. The paper starts from China's educational status of equity and inequity. Firstly, it analyzes the performance characteristics of education equity and inequity with the method of combination of qualitative and quantitative, which include the education gap between regions, rural-urban gap and the gap between the groups. And then it clarifies the reasons of China education inequity, that is, China's education policy and education system is the main reason, the unclear boundary and lack of government responsibility in China are the dominant reasons, China's economic transition is the development reason, and Chinese tradition concept is a historical reason. Secondly, according to China's socio-economic status and the data statistical caliber, making use of the empirical analysis, this paper builds the absolute indicator system and relative indicators for China education equity, and selects one of the relative indicators and Gini Coefficient usually used internationally to measure the China's Education Gini coefficient within the data of 1999-2008, in order to assess the degree of the education equity. Drawn from the analysis, during ten years of 1999-2008, the China's educated average years from 7.179 to 8.270 showing an overall trend increasingly, China's Education Gini Coefficient shows the reduction trend year by year from 0.285 in 1999 to 0.226 in 2008. This paper attempts establishing three Panel Data to study the various factors of influencing education equity, with Education Gini Coefficient as the explained variable and selecting the internal and external model variables as the explaining ones, the internal factors including the ratio of budget fiscal expenditure and education expenditure, the ratio of education expending and GDP, per capita education expending, illiteracy rate and the proportion of college and over population; the external factors comprise per capita GDP, urban-rural income ratio, and the level of public services. The conclusion from the empirical analysis shows, except the ratio of budget fiscal expenditure and education expenditure, the relationship of the other model variables and Education Gini Coefficient is significant. Among them, the relationship between the ratio of education expending and GDP, the population ratio of the college and above, per capital GDP, level of public services is negatively correlated with the Education Coefficient; per capital education expending,illiterately ratio, urban-rural income ratio of the external factors and the Education Gini Coefficient show a positive correlation.This paper, according to the results of empirical analysis, the paper proposed the suggestions to achieve education equity in China from four aspects, namely, strategy, education internal policy, education external policy and other aspects of suggestion. The author believes realizing the education equity of china; it is required to raise the education expending, perfect the fiscal transit system, diminish the urban-rural gap, strength the government responsibility, and ensure the education equity through laws and regulations.
Keywords/Search Tags:Degree of Education Equity, Educational Policy Indicator, Education Gini Coefficient, Education Policy
PDF Full Text Request
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