The Discrepancy In Education Inequality Between Areas And Trend Analysis

Early in the18th century,education equity was endowed with the meaning of human right based on the men’s natural rights by the enlightenment thinkers of France, every citizen deserves the right of being educated. In the March of1990,more than one hundred and fifty countries or districts held the "World universal education conference,which passed the 《Universal education declaration》.The declaration put forward that every man——including children, youngsters and adults——should have the opportunity of being educated that may satisfy the needs of fundamental learning.With the arrival of knowledge economy,besides being a important right of human being,education of more of a driving force to impulse the productivity to improve.Form the angle of macroscopic view,it gives impetus to the country developing in the fields of economy and society; from the angle of microscopic view, it restricts the individual development and his life quality. Based on these consideration,education inequality has become the central concerns of government、 research institute and the social public.This paper chooses the average amount of years being educated to be the indicator to measure education outcomes by collecting many related literatures. This index is processed by mathematical method to get another comprehensive index—Education GINI index,which measures the extent of education inequality. In order to get knowledge of education inequality’s difference between districts,we build a hierarchical linear model. Firstly we use the cross-section data of2012to analyze the existence,and also we introduce some key factors to explain why the difference exists. Then we conduct the model with longitude data from2003to2012,on one hand,we discover the variation trend,on the other hand,we discover whether or not there is a difference in the descent speed between the east、 central and west district. And we get a rough conclusion that the difference indeed exists. To make a further analysis,we apply the economic convergence theory to education inequality to test if there exist an absolute convergence between31provinces or a club convergence between east、 central and west districts. In the end,We give our strategy and advice to solve the problem.