教育公平何以可能——兼论教育公平制度的设计

发布时间：2018-05-08 20:13

本文选题：教育公平 + 质量　；参考：《大学教育科学》2011年05期

【摘要】：教育公平是一个动态的概念。目前我国对教育公平的关注开始转向质量方面。根据国内一些学者通过教育基尼系数对我国教育公平程度的测量,我国教育公平程度总体水平在不断提高,但面临着区域教育不公平和城乡教育不公平的窘境。一些学者从宏观与微观两个层面分别对教育公平问题进行了研究与探讨,提出了各自的观点。在此基础上,笔者认为,制度设计应是实现教育公平的关键。不同历史时期有不同的制度设计理念,就目前而言,教育公平制度设计应着重于建立健全科学民主的教育决策机制以及弱势群体和落后地区补偿制度,不断扩大、丰富教育资源并持续优化教育公平的制度环境。
[Abstract]:Educational fairness is a dynamic concept. At present, the attention of our country to the education equity begins to turn to the quality aspect. According to some domestic scholars' measurement of the degree of educational equity through the Gini coefficient of education in China, the overall level of educational equity in our country is constantly improving, but it is facing the dilemma of regional education inequality and urban and rural education inequality. Some scholars have studied and probed into the issue of educational equity from both macro and micro levels, and put forward their own viewpoints. On this basis, the author believes that the system design should be the key to the realization of education equity. Different historical periods have different ideas of system design. At present, the design of educational equity system should focus on the establishment and improvement of scientific and democratic educational decision-making mechanism and compensation system for vulnerable groups and backward areas. Enrich educational resources and continuously optimize the institutional environment of educational equity.
【作者单位】：湖南省教育科学研究院;《当代教育论坛》编辑部;
【基金】：全国教育科学“十一五”规划教育部青年专项课题“我国中部地区农村义务教育质量保障机制研究”(EGA070269) 湖南省教育科学“十一五”规划重点课题“建设教育强省背景下高中阶段教育发展战略研究”(XJK08AJJ002)
【分类号】：G521

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