基于教育公平的政府援助与财政分配策略研究
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摘要
充分实现教育公平一直是国际社会关注的焦点,也是各国政府教育改革的重点与难点。基于此,联合国教科文组织统计研究所于2018年初发布了《教育公平测量手册》,旨在为各国政府开展教育公平的实践提供指导建议与策略。针对各国存在的教育不公平现状,政府应采取的援助措施与财政分配策略主要体现为三大方面:精准关注教育公平的影响因素,探寻教育不平等的起源与现实障碍;追踪政府教育援助的获益群体,查找教育资源分配不公的症结;实施基于公式性拨款的政府教育财政分配策略。
The full realization of educatione quity has always been the focus of the international community,as well as the focus and difficult part of education reform of governments of different countries.In view of this,UNESCO Institute for Statistics has published the Handbook on Measuring Equity in Educationin early 2018,which aims at providing guidance and suggestions for governments to carry out the practice of education justice.According to the unfair situation of education in various countries,the aid measures and financial allocation strategies that governments should adopt are mainly reflected in the following three aspects:paying close attention to the factors affecting education fairness and exploring the origin of education inequality and practical obstacles;tracking the beneficiaries of government education assistance and finding the original causes of the unfair allocation of education resources;and implementing the government education financial allocation strategies based on formula funding Strategies.
The full realization of educatione quity has always been the focus of the international community,as well as the focus and difficult part of education reform of governments of different countries.In view of this,UNESCO Institute for Statistics has published the Handbook on Measuring Equity in Educationin early 2018,which aims at providing guidance and suggestions for governments to carry out the practice of education justice.According to the unfair situation of education in various countries,the aid measures and financial allocation strategies that governments should adopt are mainly reflected in the following three aspects:paying close attention to the factors affecting education fairness and exploring the origin of education inequality and practical obstacles;tracking the beneficiaries of government education assistance and finding the original causes of the unfair allocation of education resources;and implementing the government education financial allocation strategies based on formula funding Strategies.
引文
[1]联合国教科文组织国际教育局.教育展望--教育公平与学习质量:基于证据的参与式过程[M].上海:华东师范大学出版社,2016:5.
[2][4][5][6][7][10][11][13][15][17]UNESCO,UNESCOInstitute for Statistics.Handbook on Measuring Equity in Education[R/OL].(2018-03-22)[2018-07-03].http://uis.unesco.org/sites/default/files/documents/handbookmeasuring-equity-education-2018-en.pdf:11,96-97,98,93-94,101,112,123-124,118-119,119,120.
[3]Alcott,B.and P.Rose.“Does private schooling narrow wealth inequalities in learning outcomes?Evidence from East Africa”[J/OL].Oxford Review of Education.Vol.42,pp.495-510.(2016-08-22)[2018-07-05]https://doi.org/10.1080/03054985.2016.1215611.
[8]Rolleston,C.,Z.James and E.Aurino.“Exploring the effect of educational opportunity and inequality on learning outcomes in Ethiopia,Peru,India,and Vietnam”.Background paper for Education for All Global Monitoring Report 2013/4[EB/OL].(2013-04)[2018-07-05].https://www.researchgate.net/publi cation/273631380_Background_paper_prepared_for_the_Education_for_All_Global_Monitoring_Report_20134_Exp loring_the_effect_of_educational_opportunity_and_inequality_on_learning_outcomes_in_Ethiopia_Peru_In dia_and_Vietna
[9]约翰·罗尔斯.正义论[M].何怀宏、何包纲、廖申白译.北京:中国社会科学出版社,1988:1.
[12]张宛洺.教育公平:政府责任与财政制度[M].北京:社会科学文献出版社,2013:6.
[14]Dongre,A.,A.Kapur and V.Tewary.How Much Does India Spend per Student on Elementary Education?New Delhi:Accountability Initiative[EB/OL].(2014-10)[2018-07-05].http://accountabilityindia.in/sites/default/files/working_paper_series1.pdf
[16]Accountability Initiative.Do Schools Get Their Money?PAISA 2014.New Delhi:Accountability Initiative[EB/OL].(2015-03)[2018-07-06].http://accountabilityindia.in/paisa/study/download/170.
[2][4][5][6][7][10][11][13][15][17]UNESCO,UNESCOInstitute for Statistics.Handbook on Measuring Equity in Education[R/OL].(2018-03-22)[2018-07-03].http://uis.unesco.org/sites/default/files/documents/handbookmeasuring-equity-education-2018-en.pdf:11,96-97,98,93-94,101,112,123-124,118-119,119,120.
[3]Alcott,B.and P.Rose.“Does private schooling narrow wealth inequalities in learning outcomes?Evidence from East Africa”[J/OL].Oxford Review of Education.Vol.42,pp.495-510.(2016-08-22)[2018-07-05]https://doi.org/10.1080/03054985.2016.1215611.
[8]Rolleston,C.,Z.James and E.Aurino.“Exploring the effect of educational opportunity and inequality on learning outcomes in Ethiopia,Peru,India,and Vietnam”.Background paper for Education for All Global Monitoring Report 2013/4[EB/OL].(2013-04)[2018-07-05].https://www.researchgate.net/publi cation/273631380_Background_paper_prepared_for_the_Education_for_All_Global_Monitoring_Report_20134_Exp loring_the_effect_of_educational_opportunity_and_inequality_on_learning_outcomes_in_Ethiopia_Peru_In dia_and_Vietna
[9]约翰·罗尔斯.正义论[M].何怀宏、何包纲、廖申白译.北京:中国社会科学出版社,1988:1.
[12]张宛洺.教育公平:政府责任与财政制度[M].北京:社会科学文献出版社,2013:6.
[14]Dongre,A.,A.Kapur and V.Tewary.How Much Does India Spend per Student on Elementary Education?New Delhi:Accountability Initiative[EB/OL].(2014-10)[2018-07-05].http://accountabilityindia.in/sites/default/files/working_paper_series1.pdf
[16]Accountability Initiative.Do Schools Get Their Money?PAISA 2014.New Delhi:Accountability Initiative[EB/OL].(2015-03)[2018-07-06].http://accountabilityindia.in/paisa/study/download/170.