The outline of the paper on educational equity and government responsibility needs a three-level title.

-What do you think of educational equity?

Tongling City, Anhui Province, a city named after its rich copper mines, has attracted much attention in recent years because of the balanced development of compulsory education. After more than ten years of reform and exploration, Tongling City has created a "Tongling Model" that "there is no difference between good schools and bad schools, only the difference between far and near" by rationally allocating educational resources and vigorously promoting educational equity. The prevailing "school-choosing style" in many places has faded out of people's sight here, and children grow up healthily in a fair and relaxed environment.

Education is related to the prosperity of the nation, the well-being of the people and the future of the country, and educational equity is an important foundation of social equity. Promoting education equity and letting all children * * * enjoy the same blue sky is the ardent expectation of hundreds of millions of families, the inevitable requirement of running a satisfactory education for the people, and the important embodiment of letting all people * * * enjoy the fruits of reform and development.

● Why is the issue of educational equity concerned by the society?

Since the founding of New China, especially in the past 30 years of reform and opening up, great achievements have been made in education. We have organized the largest education in the world and basically formed a socialist education system with China characteristics. Free and compulsory education in urban and rural areas has been fully realized, and the gross enrollment rate of high school education has increased from 1949 to 79.2%; The rapid development of vocational education has significantly improved the structure and quality of the new labor force; The scale of higher education ranks first in the world, with a gross enrollment rate of 24.2%, which has entered the stage of popularization. The people's education level has improved significantly, and the average educational years of the population above 15 have increased from 1949 to10.6 years to 8.7 years. The development of education has guaranteed the broad masses of people's right to education, improved the quality of the whole nation and made great contributions to economic development and social progress.

At the same time, we should also see that the current educational reform and development is not compatible with the economic and social development and the requirements and expectations of the people, especially the issue of educational equity is still very prominent. According to a survey at the end of 2009, 56.5% people think that there is unfair education. This reflects people's great concern about educational equity.

At present, people's strongest response to the issue of educational equity is that there are great differences in the opportunities, levels and quality of receiving education, especially quality education. This difference is manifested between regions, between urban and rural areas, between schools and between different social groups. Some phenomena in real life will make us feel this intuitively and personally.

For example, the high temperature of "school choice fever" does not drop. In many cities in China, it is very common for primary and secondary schools to choose schools. In order to get children into schools with good reputation and good quality, thousands of parents work hard for months every year, and usually have to pay a large "school selection fee". In order to increase the capital of "choosing a school", children have to participate in various "pit classes" and cram schools to obtain various certificates, and the tendency of "primary education" and "junior high school education" is becoming more and more serious. These phenomena have been repeatedly banned for many years and become a major "stubborn disease" in the field of education.

Ask questions from netizens

Netizen: Why do many parents worry about their children's heavy academic burden, but on the other hand, they try their best to send their children to various cram schools?

A: This phenomenon is also a manifestation of unfair education. Due to the scarcity and relative concentration of high-quality resources in some schools, many parents have to let their children use various "cram schools" to obtain various "certificates" in their spare time in order to increase their children's "chips" in choosing schools. This is a blind "herd mentality" and a distorted behavior under the background of "school-choosing fever", which should be fundamentally alleviated by promoting the balanced development of compulsory education, especially by increasing high-quality educational resources.

For example, the fair educational opportunities of the disadvantaged groups are not fully guaranteed. Some migrant children of migrant workers are still studying in schools where the conditions for running schools are not up to standard, the national aid system does not cover ordinary high school education, and the education level of disabled children still lags behind that of ordinary children.

For another example, candidates in different regions have unfair opportunities to receive higher education, and students in some regions have fewer opportunities to enter school. This phenomenon has been controversial for many years, and the resulting problem of "college entrance examination immigration" has occurred from time to time.

Education is pinning the expectations of hundreds of millions of families for a better life. Solving these problems is directly related to the vital interests of the masses. For individuals, it is related to everyone's development and affects people's life to a great extent; For the whole society, it directly affects social fairness and justice and social harmony and stability. Because of this, the issue of educational equity has been widely concerned by the broad masses of the people.

● What are the reasons that affect educational equity?

"The central government gives us welfare, farmers don't pay taxes on farming, and dolls don't need money to go to school. It is really a harmonious society. " This is the aspiration of many people in rural areas of China in recent years. It can be said that with the implementation of a series of policies and measures such as free compulsory education, it is no longer a problem to "have access to school" and "afford to go to school". In fact, people's opinions on education and their appeals for education equity are mainly the expectation of "going to school".

What factors have affected educational equity at present?

Economic and social development is unbalanced. Due to natural conditions, historical basis and specific policies, there is a big gap between urban and rural areas and regional development in China. The responsibility for developing education, especially basic education, lies mainly with local authorities. The local education level is directly restricted by the local economic and social development level, and the development gap between regions and between urban and rural areas will inevitably lead to the gap in education development. In 2008, the average budget for junior high school students in Shanghai was 15473.62 yuan, while that in Guizhou was only 23 10.83 yuan, a difference of nearly 6 times. It can be said that the problem of unfair education is largely a direct reflection of the imbalance of economic and social development in the field of education.

Insufficient investment in education. "Poor countries run big education" is a true portrayal of China's education development. Although the investment of governments at all levels in education is increasing, the proportion of national financial education funds in GDP has been low, only 3.48% in 2008, which is lower than that of most developed countries and some developing countries, and there is still a big gap with the needs of China's education development. Insufficient investment in education seriously restricts the improvement of educational conditions and the expansion of educational resources, especially high-quality educational resources.

Unreasonable allocation of resources. China began to implement the key school system in 1950s. With a small total investment in education and a shortage of educational resources, concentrating financial and material resources to run a number of primary and secondary schools has played a positive role in "producing more talents quickly". At the same time, the key school system has also led to an imbalance in the allocation of resources among schools. In recent years, the state has abolished the key school system, intensified the transformation of weak schools, and insisted that public education resources be tilted to rural areas, central and western regions, poverty-stricken areas, border areas and ethnic minority areas. However, the brand-name effect accumulated by key schools themselves for a long time still exists, and the inherent concepts formed by people are difficult to change. These schools can still attract a large number of social resources and outstanding students, which aggravates the uneven distribution of educational resources and even causes polarization between schools in the same area.

The policy system is not perfect. After basically popularizing the nine-year compulsory education and realizing the popularization of higher education, China's education development has entered a new stage, but the urban-rural dual economic structure that affects and restricts education equity still exists. Some unreasonable systems that have lagged behind economic and social development, such as the household registration system that divides urban and rural areas, have aggravated educational injustice; The provincial government's overall management mechanism to promote the integrated development of urban and rural compulsory education has not yet been established. At the same time, some emerging problems, such as the children of migrant workers receiving "post-junior high school education", have no legal and institutional norms.

The people's educational needs are growing day by day. With the development of economy and society, education level has gradually become an important factor affecting personal career, income and even social status. As an important family "investment" concept, education has been deeply rooted in people's hearts, and people's attention to children's education has never been higher. Coupled with the popularity of the only child, people hope that children can receive high-quality education. This will inevitably lead to the contradiction between people's increasing demand for high-quality educational resources and insufficient supply, and make the issue of educational equity increasingly prominent.

In order to promote the development of educational science at a new historical starting point, the central government has made a major decision to formulate the Outline of the National Medium and Long-term Education Reform and Development Plan (20 10-2020). From August 2008, the formulation of the Planning Outline took 1.09 months. After 40 rounds of major revisions, opinions were solicited from all walks of life twice, which was deliberated and approved in principle at the executive meeting of the State Council on May 5, 2065, with 438+00. In this programmatic document, which describes the road map of China's education reform and development in the future 10, it is clearly stated that "promoting equity is the basic education policy of the country", and the concept of educational equity runs through. It shows the attitude and determination of the party and the government to vigorously promote educational equity, and makes people further see the bright future of realizing educational equity.

Viewpoint voice

Giving everyone equal opportunities does not mean nominal equality-equal opportunities, but ensuring that everyone can receive an appropriate education.

Only a fair education can create a fair society, and only a generation with fair education is a generation with self-confidence and physical and mental health.

Let the school become a paradise for students, let academics become the yearning of scholars, and let teachers become people's heartfelt honorifics.

The outline of educational planning is the touchstone of reform and innovation and a successful attempt of democratic decision-making.

Our education should not only enable all school-age children to go to school, but also make them eager to learn and enjoy quality education.

How to promote the balanced development of compulsory education?

For the unfair problems existing in the current educational development, the most direct and strongest reflection is the unbalanced development of compulsory education. As a basic public service provided by the government, compulsory education is compulsory, free and universal, and it is the field that should best reflect educational equity. Grasping the balanced development of compulsory education will grasp the key to promoting educational equity.

In recent years, while promoting the comprehensive popularization of compulsory education, the party and the government have actively promoted the balanced development of compulsory education. In 2005, the Ministry of Education specially issued "Several Opinions on Further Promoting the Balanced Development of Compulsory Education", clearly requiring that the focus of compulsory education shift to balanced development. The Compulsory Education Law of People's Republic of China (PRC), revised in 2006, brought balanced development into the legal track, emphasizing the legal obligations of governments at all levels. The planning outline puts forward the goal of realizing the basic balance of compulsory education in the region around 10 and a series of specific policies and measures.

At present, there are still some outstanding problems in the balanced development of compulsory education. For example, the gap between urban and rural areas and regional development is still large, the allocation of resources among schools in the region is uneven, there is a shortage of quality education resources, and the radiation area is narrow. We should take the protection of citizens' right to education according to law as the basic requirement, focus on improving the quality of education and promoting connotation development, promote the equalization of basic public education services through rational allocation of educational resources, and raise the balanced development of compulsory education to a new level.

The first is "improving quality". After everyone goes to school, people's concern about educational equity is mainly reflected in the quality of education. Promoting balanced development should be based on improving quality and pay more attention to the connotation development of education. Comprehensively implement the Party's educational policy, promote quality education, deepen the reform of teaching content, curriculum system and teaching methods, and promote the all-round development of students' morality, intelligence, physique and aesthetics. Effectively reduce the burden of students' schoolwork, free students from the pressure of exam-oriented education, study lively, and grow up healthily and happily.

The second is to "narrow the gap". After the full realization of free compulsory education in urban and rural areas, the unbalanced development between urban and rural areas and between regions has become one of the main contradictions in compulsory education. To promote balanced development, we must vigorously strengthen the support for the development of compulsory education in rural areas and central and western regions. In terms of financial allocation, school construction, teacher allocation, etc., it is inclined to the countryside to form a pattern of integrated urban and rural development as soon as possible. Increase the central financial support, improve the counterpart support system, and promote the development of compulsory education in poor areas. Many places have actively explored this, such as Chengdu actively coordinating the development of urban and rural education and vigorously promoting the integration of urban and rural education; Guangdong Province launched the activity of "Thousands of Schools Help Thousands of Schools" and organized 1000 compulsory education schools in developed areas to help weak schools in underdeveloped areas, which achieved good results.

The third is "reconfiguration". Rational allocation of resources is the fundamental measure to promote the balanced development of compulsory education. Wuqi County, Shaanxi Province invested more than 500 million yuan to unify the school-building standards of the county and realize the equalization of school-running conditions; Tongling City, Anhui Province encourages teachers to take classes across schools and take part-time jobs, which promotes the enjoyment of high-level teacher resources. We should promote the balanced allocation of educational resources in the region from the aspects of hardware and software, and strive to run every school well. Promote the standardization of schools, cancel the setting of key schools and key classes, unify the standards of public funds and per capita education funds, and intensify the transformation of weak schools. Implement the exchange system between teachers and principals in the region and strengthen the construction of teachers in weak schools. Strengthen the construction of educational informatization and build a platform for sharing high-quality educational resources.

The fourth is to "build a mechanism." The balanced development of compulsory education is a long-term process and a complex systematic project, and a long-term mechanism must be established. It is necessary to break the division between schools and between urban and rural areas and form a mechanism for the simultaneous development of compulsory education in urban and rural areas and regions. Conscientiously sum up the practices and experiences of school district management, group running, nine-year compulsory education in rural areas, directional distribution of enrollment indicators of demonstration high schools and key high schools to junior high schools, and innovate the operation mechanism of education management. Strengthen supervision and evaluation and establish an evaluation and incentive mechanism for the balanced development of compulsory education.

It should also be noted that promoting the balanced development of compulsory education is not egalitarianism, nor is it a school-running model with one thousand schools. While vigorously helping weak schools, high-quality schools are encouraged to continue to run their own level and characteristics.

● How to solve the problem of migrant workers' children's difficulty in going to school?

With the acceleration of China's urbanization process and the transfer of surplus labor, the number of migrant workers working in cities has increased year by year, and the education problem of migrant workers' children has become increasingly prominent. According to statistics, in 2009, the school-age children of migrant workers in compulsory education in China reached 997 1 10,000. How to give these children a stable desk so that they can receive compulsory education and grow up healthily like children in cities is a major issue that must be solved to promote educational equity.

In order to solve this problem, the party and the government have taken a series of important measures. As early as 200 1, the "two-oriented" policy was clearly put forward, mainly focusing on the governments and public schools in the inflow areas, and ensuring the rights of children of floating population to receive compulsory education according to law. In 2003, the General Office of the State Council issued a document, demanding that children of migrant workers be enrolled in schools through multiple channels, and that they be treated equally with local students in terms of admission conditions. In 2006, the newly revised Compulsory Education Law of People's Republic of China (PRC) stipulated that the schooling of children who moved with them in places where they were not registered should be included in the scope of government management. In 2009, the central government allocated 2 billion yuan to supplement the public funds of urban compulsory education schools that receive the children of migrant workers and improve the conditions for running schools. Various localities have also introduced policies to protect the rights of migrant workers' children to receive compulsory education.

Through these efforts, the problem of migrant workers' children's difficulty in going to school has been greatly alleviated. However, at present, there are still some problems in some places, such as "high threshold" for admission to public schools and low teaching quality for children of migrant workers. And with the acceleration of rural labor transfer, this problem will become more prominent. How to further solve the problem of migrant children going to school?

Strengthen the responsibility of the government in the inflow area. The majority of migrant workers have made important contributions to the economic and social development of the cities in which they flow, and the governments in the inflow areas should earnestly take responsibility to ensure that the children of migrant workers receive compulsory education on an equal footing. Incorporate compulsory education for children of migrant workers into the local education development plan, and guide and urge public primary and secondary schools to do a good job in receiving schooling, education and teaching. Establish a guarantee mechanism for children of migrant workers to receive compulsory education funds, include the required funds into the scope of local financial security, and give subsidies to schools that receive more children of migrant workers. Set the charging standard for children of migrant workers to receive compulsory education, treat them equally with local students, and take measures to help children of migrant workers with financial difficulties enter school.

Give full play to the role of public schools as the main channel. Fully tap the potential of public primary and secondary schools, rationally adjust and improve the school layout, build, renovate and expand a number of schools, and accept as many children of migrant workers as possible. Lower the entrance threshold, simplify the admission procedures, and do not arbitrarily set restrictions on admission conditions. Compulsory education for children of migrant workers should be treated equally with local students in terms of fees and management. , shall not charge extra tuition and other fees in violation of state regulations.

Support social forces to run schools. It is not realistic for migrant workers' children to enter public schools completely in a short period of time, so we must further play the role of private schools for migrant workers' children. It is necessary to bring schools for children of migrant workers into the category of private education management, formulate examination and approval methods, formulate standards, and give support and guidance in terms of school venues, school funding, teacher training, education and teaching. Strengthen the supervision of such schools, standardize their school-running behavior, and promote the improvement of their school-running level and education quality.

Promote the reform of the household registration system. To solve the problem of migrant workers' children's enrollment, we must fundamentally solve the "identity" problem of migrant workers. In June, 2065438+00, Guangdong Province issued relevant regulations to implement the policy of migrant workers' points system to enter cities and towns. As long as they accumulate 60 points, migrant workers can apply for household registration, and the problem of schooling for their children will be effectively solved. Gradually relax the conditions for the settlement of small and medium-sized cities and towns, gradually solve the problem of eligible agricultural transfer population settling in cities and towns, and attract eligible migrant workers to become urban residents, so that their children can truly enjoy the "treatment in the same city."

In addition, as many children of migrant workers begin to enter high school, the problem of their receiving "post-junior high school education" is becoming increasingly prominent. Due to the high borrowing fees, household registration barriers, the restrictions of the college entrance examination policy and the differences of teaching materials and courses in different places, it is more difficult for them to receive high school education in the inflow areas. It is necessary to study and formulate ways for the children of migrant workers to take entrance examinations in the local area, so that the doors of high schools and secondary vocational schools in the inflow areas are also open to them.

● How to ensure that students from poor families can afford to go to school?

On August 16, 2009, Xiao Zhang from Guang 'an, Sichuan Province came to the freshmen registration office of China University of Science and Technology with an admission notice. Xiao Zhang, who was still worried about tuition fees when he just left home, was relieved: after showing relevant certificates, he successfully went through the admission procedures through the "green channel". You can enter the campus without spending one yuan. In order to ensure the smooth enrollment of students from poor families, colleges and universities across the country have generally established a "green channel" system. For all students with financial difficulties, they should go through the admission procedures first, and then take different measures to give financial aid according to the verified situation.

"Don't let a child drop out of school because of family financial difficulties" is an important embodiment of educational equity and an inevitable requirement for effectively protecting the right to education of all people, especially vulnerable groups. Due to various reasons, there are still some students in urban and rural areas in China whose family economy is relatively difficult. The school attendance of these children has always touched the hearts of the party and the government. In recent years, the national subsidy policy system has been continuously improved: tuition and miscellaneous fees are completely exempted in the compulsory education stage, free textbooks are provided for rural students, and living allowances are provided for boarding students with financial difficulties; Secondary vocational schools have established a relatively complete security system, with nearly 1.2 million students receiving state grants every year, accounting for 90% of the students in school. At the same time, from the fall semester of 2009, tuition fees for students from rural families with financial difficulties and students majoring in agriculture in secondary vocational schools will be exempted. In institutions of higher learning, the national scholarship system and the national student loan system have been established and improved, with an annual subsidy of about 4.5 million people, with a total subsidy of more than 20%.

The financial aid policy system for students from poor families is the institutional arrangement with the strongest state aid, and it is also the institutional arrangement in which students from poor families benefit the most and the people are most satisfied. We should constantly improve this policy system, implement various funding measures, and guarantee the basic right of every student to receive education. No matter what stage of education, students should not be prevented from going to school because of family financial difficulties.

Expand the scope of funding. The scope of funding should be extended to all levels and schools on the existing basis. Encourage all localities to provide subsidies for children from poor families to enter the park; Promote the inclusion of students from poor families in ordinary high schools into the national student aid system; Gradually expand the free scope of secondary vocational education, and expand the scope of policy implementation to children of low-income families in cities and towns on the basis of exempting students from rural families with financial difficulties and students majoring in agriculture; Improve the graduate student funding policy and set up a national scholarship for graduate students. Only in this way can we gradually establish a whole-process funding system from pre-school education to graduate education and realize "all insurance should be guaranteed"

Raise the standard of financing. Due to the limited financial resources of the country, the current subsidy standards for students from poor families are not high. With the development of economy and society, we should continuously increase financial aid so that these children can not only go to school, but also learn to learn gradually. Improve the living allowance standard for boarding students with financial difficulties in rural compulsory education families and improve the nutritional status of students. According to the level of economic development and financial situation, establish a dynamic adjustment mechanism of national scholarship standards.

Implement financial guarantee. To improve the funding system, capital investment is the foundation. The central and local governments should fully arrange the funds they should bear and allocate them in time. Provincial governments should do a good job in overall planning and coordination, improve the provincial transfer payment system, and ensure that the funds they should bear are fully implemented. Colleges and secondary vocational schools should extract 4%-6% of their business income for aiding students. Strengthen the management, use, audit and supervision of various funds, improve the efficiency of fund use, and make good use of the limited financial resources of the country.

Mobilize social forces. For a long time, social forces have played an important role in subsidizing students from poor families to go to school. For example, since the implementation of the Hope Project for 20 years, more than 5.6 billion yuan has been raised, and more than 5,900 Hope Primary Schools/KLOC-0 have been built, helping more than 3.4 million out-of-school children. We should continue to vigorously promote the civilized atmosphere of respecting education and helping the poor in the whole society, improve various guidance and incentive policies, and form a good atmosphere in which all sectors of society care about education and help students from poor families.

"Under the same blue sky, * * * grows and progresses together" is the common wish of hundreds of millions of children all over the country; "Strive to run every school well and teach every student well" is the solemn commitment of the party and the government. With the development of China's economy and society, with the joint efforts of the whole party and society, the goal of making all children stand on a fair starting line and letting the flowers of the motherland enjoy a blue sky will surely become a reality gradually.

Deep reading

Outline of the National Medium-and Long-Term Education Reform and Development Plan (20 10-2020) (draft for public comment), People's Daily, 20 10, March 1.

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