Analysis Of The OECD's Educational Equity Policy

Educational equity is an important part of social equity, and it is the extension of social equity in the field of education. As a basic value orientation of modern education, educational equity is considered as the "greatest tool" of achieving social equity. Since the latter half of the 20th century, the international organizations have been making unremitting efforts in promoting educational equity. Among them, there is an Organization for Economic Cooperation and Development, established in 1961, whose educational equity policy has great influence in the international arena. Analyzing the educational equity policy of OECD not only can help understand the latest development of educational equity policy and enrich the educational equity theory, but also can help draw on the best practice of educational equity policy worldwide so as to bring new ideas to China's educational equity policy practices.OECD's educational equity policy has phase characteristics. Driven by the social needs, from 1960s to 1980s, the OECD's educational equity policy research embed the equal educational opportunity in a broad social context; from 1980s to mid 1990s, as the employment problem aggravated and the influence of the modern human capital theory deepened, OECD's educational equity policy tended towards economic-driven, OECD paid more attention to the role of educational equity in improving the individual productivity and national economic development; since the late 1990s, along with the establishment of the knowledge economy and globalization, OECD's educational equity policy has been tending towards data-driven. The collection of the data of educational equity has been the core of OECD's educational work, and the educational equity policy becomes'evidence-based'. In such a process of historical development, OECD gradually formed a new understanding of educational equity. OECD's educational equity includes two dimensions:fairness and inclusion, which contain four parts:equity of access or equality of opportunity, equity in terms of learning environment or equality of means, equity in production or equality of achievement, and equity of realization or exploitation of results. OECD's understanding of educational equity has distinct characteristics:first, it focuses on the equality of achievement and the equity of realization; second, it emphases on the unification of educational equity and educational efficiency; and the last, it emphases on the research of external factors that influence educational equity. As the reification of the connotation of educational equity, the educational equity indicators constructed by OECD manifest these characteristics.In 1999, China and the OECD started the dialogue relationship within the field of education. Through the Global Forum on Education, Enhanced Engagement, Regional Approaches, etc., OECD's educational equity policy has exerted an influence on the theory and practice of educational evaluation, the construction of educational indicators and the tertiary education of China.