Font Size: a A A

The Reserch Of Balanced Allocation Of Urban And Rural Teachers Resource In Chengdu

Posted on:2016-11-20Degree:MasterType:Thesis
Country:ChinaCandidate:S JiangFull Text:PDF
GTID:2297330473955970Subject:Public administration
Abstract/Summary:PDF Full Text Request
Education has its timeliness. Some educational problems will appear along with the change of social policy, economic situation, and the development of education, thus becoming the focus of social contradictions. The problem of balanced education is gradually accumulating from 1990 s, and now has become a real concern. Under Chinese government’s strategy of balance urban and rural development, the implementation of the balanced development of education has become an inevitable choice for the reform and development of education. In general, there exists a serious imbalance in our compulsory education resources, such as financial resources, material resources and teacher resources. Among all the factors that influence the operation and development of education, teacher resource is always at the core position. The uneven allocation of teachers in numbers, qualities and structures between urban and rural areas, different districts and schools in the stage of compulsory education is getting more and more serious and must be solved as soon as possible. In recent years, Chengdu, as a national urban and rural comprehensive reform pilot area to promote the practice of balanced distribution of teacher resource, have made great achievements, and gathered some experience of effectively narrowing the gap between the level of education between urban and rural areas, different districts and schools.Based on Rawls’ s theory of justice, public product theory, public choice theory and the fairness of education, this paper starts with the concepts and theoretical definition urban and rural balanced allocation of teacher resources. Then, after the complete research of the national and local coordination and balanced allocation of urban and rural teachers resources practice, this paper makes a thorough and systematic analysis of Chengdu’s practice, effect and typical experience of balanced urban and rural teachers resource allocation combined with a national urban and Rural Comprehensive Reform Testing District background, so as to provide a reference and reference blueprint for the further implementation of regional allocation of teacher resources in the comprehensive education reform and play a positive role in promoting the sharing of high-quality education resources, the development of balanced education and education fairness.
Keywords/Search Tags:balanced education, teacher resources, balanced allocation
PDF Full Text Request
Related items