Who proposed the marketization of education?

Hello: Recommended articles and addresses: Author: Nanfengchuang reporter Chen Chuyue In the spring of 2005, there were faint thunderstorms on the horizon of China's education industry. This is the 100th year since the imperial examination system of "eight-legged essay selection" was abolished. Many people invariably raised a rather bitter question: "The imperial examinations in ancient China were able to roughly reflect social fairness, but our socialist countries today can't do it?" A year earlier, the United Nations Special Representative for Educational Rights The investigator came to China for an inspection. When she left, she made a comment that choked all those who heard about it: "In terms of ensuring the right to education, your country is not even as good as Uganda in Africa!" In February 2005, the former Party Committee of the Hunan Provincial Education Commission Secretary Zhu Shangtong and five veteran comrades in the education field jointly wrote an article in the media to ask about the issue of educational fairness in China. The article issued an unprecedented sharp question: "Has the proportion of children of the rich and powerful today entering good schools increased? Have they all passed the exam? Are so many of us educators accustomed to this, or do we feel ashamed?" On March 3, 2005, "People's Daily" published an article entitled "Education Equity: The Cornerstone of a Harmonious Society" As a short comment, the article quoted the newly released "Research Report on Equity in Higher Education in my country", which pointed out that among the freshmen recruited by Tsinghua University and Peking University since the 1990s, the proportion of rural students has been on a downward trend. The author commented: "One of the basic functions of education is to narrow the gap between rich and poor and promote social equality... If education instead widens the social gap, wouldn't it deviate from the original intention?" The "Two Sessions" in the spring of 2005 called for "education justice" Hearing endless suggestions. The most eye-catching is undoubtedly the reform proposal of the "Spring and Autumn College Entrance Examination" proposed by 31 National People's Congress deputies led by Hong Kezhu, a doctoral supervisor at Wuhan University. In an interview with a reporter from Nanfengchuang in Guangzhou, Representative Hong once again said that “without educational equity, there will be no harmonious society”! The pressure on education administration is undoubtedly particularly great. In recent interviews with the media, Minister of Education Zhou Ji repeatedly stated that “education equity must be regarded as a very important task.” At the same time, he also pointed out: "To change the status quo, we must further reform education investment, planning, and policies. This is not just a matter for the education department, but requires the joint efforts of the whole society." "Three major injustices" plague education To sort out people's current doubts about the fairness and impartiality of education, there are roughly three levels. The first is the imbalance in educational opportunities between urban and rural areas - according to surveys by relevant national research groups, as academic qualifications increase in recent years, the gap between urban and rural areas has gradually widened. Now, the number of urban people with high school, technical secondary school, junior college, undergraduate, and postgraduate degrees are 3.5 times, 16.5 times, 55.5 times, 281.55 times, and 323 times that of the rural population respectively. Nanjing scholar Zhang Yulin studied the enrollment situation of Peking University and Tsinghua University in the past 20 years, and the situation is amazing: taking 1999 as an example, rural students accounted for only 17.8% of the undergraduate students enrolled by the two universities, which is in line with the fact that the rural population accounted for nearly 70% of the country's total population. A stark contrast. Secondly, the admission quota for national elite schools is unfair to the vast number of “people from other provinces”. For ordinary citizens, one of the most important symbols of national justice is that the highest academic institutions open their doors to citizens from all over the country. But the reality is that for children from most provinces to get into prestigious universities, they have to put in much more effort than children from big cities. As for how this enrollment indicator is generated? By what standard? Many university presidents themselves cannot explain it. During this year's "Two Sessions", deputies to the National People's Congress and members of the Chinese People's Political Consultative Conference (CPPCC) all proposed that "regional discrimination should not be allowed in the allocation of quotas for high-level recruitment," which aroused keen public attention. A reporter from the Beijing News interviewed the heads of several well-known universities such as Peking University. They all admitted that There are indeed imbalances in enrollment indicators across regions, but when asked "whether they are fair", most of them are vague. Xu Zhihong, president of Peking University, said that without quota allocation, “Tibetan students will have no way to study at Peking University.” The current system “ensures that the best students from each province enter the best universities in the country. In this sense, , is fair." Wang Dazhong, the former president of Tsinghua University, said: "For top domestic universities such as Tsinghua University, Peking University and Fudan University, it is difficult to say which one is fair: 100 places for one province and 50 places for another province. There is no absolute standard of measurement. ." In comparison, Fudan University President Wang Shenghong's answer was more clear: "Shanghai supports Fudan very much, so Fudan enrolls relatively more students in Shanghai." Wang said frankly that universities generally have certain autonomy. Priority will be given to the location of the university. But the public clearly does not agree with the principals' views. A survey by China Youth Daily showed that 89.3% of people believe that the current distribution of enrollment quotas in key universities across the country is unfair. Some critics pointed out: “This is in the name of ‘helping the weak’ but actually doing ‘helping the strong’.

" At the "Two Sessions" this spring, Hong Kezhu, a representative of the National People's Congress from the Hubei Youth League, made a detailed analysis of the current unfair enrollment quota situation in his famous proposal on the reform of the "high-level recruitment system": "According to incomplete statistics Over the past 20 years since the college entrance examination system was restored, Tsinghua University and Peking University have enrolled less than 100 students each year in each school in Hubei Province, while in Beijing it has been no less than 500 students. The difference in the number of students enrolled is five times; while the total population of Hubei Province is 75 million, Beijing The total population of the city is 15 million, a difference of 5 times. That is, under the same conditions, if Hubei Province has only one enrollment indicator, but Beijing has 25 indicators, how seriously unfair is this! According to statistics, the average score of candidates from Hubei Province to Tsinghua University and Peking University is 160 points higher than that of candidates from Beijing! Scholar Zhang Yulin also dissected the "Tsinghua" myth: In the past 20 years, the enrollment quota offered by Tsinghua University to Beijing has always exceeded the total number of students in the four provinces of Jiangsu, Anhui, Hubei, and Sichuan. In 2001, it accounted for 18% of its total enrollment. %, while the number of high school graduates in Beijing accounted for only 0.9% of the national total. The result must be a huge disparity in admissions ratios and score lines in various places. Zheng Yefu, a professor at Peking University, also pointed out: "The so-called quota system is mostly. It is only in China's contemporary college entrance examination that the opposite is true of favoring the disadvantaged groups. It openly takes care of the stronger groups - candidates in big cities! "In addition to the urban-rural differences and unfair enrollment indicators, there is another kind of injustice, which is caused by various special enrollment methods - and is often linked to "educational corruption." Zhu Shangtong, "Five Elders in Hunan Education "It has been observed that there are currently several types of admissions for college admissions with reduced points: one is "directed students". Provincial colleges and universities can drop 20 points according to the prescribed admission line. The "prices" of fees vary, ranging from 15,000 yuan to some. It is an open secret that "targeted students" in key prestigious schools are not "targeted", but such false quotas are still solemnly issued by relevant departments year after year; the second is "secondary colleges", where each school charges fees. Standards vary, generally around 30,000 yuan, and the admission threshold depends on the number of students, which can be reduced by 100 points or more. The fourth is "junior college to bachelor's degree", which charges junior college students to sell undergraduate qualifications, which is generally around 10,000 yuan. In short, such behavior is nothing more than "selling test scores." Many parents have also observed that in college admissions, the number of "online" students is often greater than the number of final admissions, which creates a lot of "flexibility". Give priority to candidates with special backgrounds; as for the flow of "mobile quotas", "recommended students" and various "special students", they are often not the children of ordinary civilians. The "undercover admissions" of universities and the large-scale fraud of "sports students" in Xi'an are just the tip of the iceberg! The "three major injustices" of educational inequality and widening class gaps will undoubtedly greatly increase the barriers to entry for poor children. The barriers to mobility have increased. To go to college, you now have to compare not only your intelligence and hard work, but also your status, household registration, network, and financial resources. Education should be a powerful tool to promote social justice, for every citizen regardless of wealth or status. , providing a vision of improving destiny, but in the face of the "three major injustices", the light of education has dimmed. It has lost the moral color given to it by the traditional value system, and instead created and widened the class gap. Chinese Academy of Social Sciences, July 2004. The "Social Mobility in Contemporary China" research report released on the 28th shows that the career inheritance of the children of the socially advantaged classes in our country has been significantly enhanced. Survey data shows: "The chance of children of cadres becoming cadres is 2.1 times higher than that of ordinary people. "Lu Xueyi, a researcher at the Chinese Academy of Social Sciences, pointed out: The three systems of household registration, employment, and personnel, as well as the unreasonable social security and education systems, have hindered social mobility and hindered the formation of a modern social class structure. Observers also pointed out that China After more than 10 years of reform, the household registration system, social security system, employment system, personnel system, etc. are gradually becoming fair and just. However, in contrast, the fairness of education in China has worsened, resulting in serious inequality in the educational resources held by citizens. Inequality among citizens in terms of personal skills and labor resources is one of the biggest obstacles to reasonable social mobility. Scholar Zhang Yulin wrote with irony: “In the past 10 years, when teachers from key schools in large and medium-sized cities can go to Singapore and Malaysia. Thailand's tourism, thus showing the affluence and chicness of the urban middle class, countless rural teachers who have suffered from wage "arrears" constitute an eye-catching group in the petition teams from various places. " Rural teachers, a force that once played a role in social integration in traditional societies, are now turning in an "unstable" direction. This is obviously an "ominous signal." "The current unfair educational resource allocation system, It is rare throughout the world. Scholar Lu Xueyi sighed.

Scholar Zhu Xueqin also pointed out: Colleges and universities are the last stop for education. They should make up for the educational injustices that existed objectively in the previous stage and make up for the past mistakes as much as possible. How can we continue to artificially expand educational inequality? The last "bastion" of the planned economy? We can’t help but ask: What are the systemic flaws that create unfairness in the field of higher education, making it increasingly difficult for children from rural families to enter college, making it increasingly difficult for young people from other provinces to enter prestigious universities in metropolitan areas, and making it increasingly difficult for children from rich families to Get a diploma by changing tricks? Many researchers have pointed out that China’s current “unequal education” system is largely due to the remnants of the “city first orientation” under the planned economic system. According to the “Research Project on Social Structural Changes in Contemporary China” by the Chinese Academy of Social Sciences According to a survey by the "Group", the total investment in education in 2002 was more than 580 billion yuan, of which 77% was spent on the urban population, which accounted for less than 40% of the total population, and the rural population, which accounted for more than 60% of the total population. Only 23% of investment in education is obtained. Relevant data show that the urban-rural split school system puts rural children at a disadvantage from the beginning, leaving about 80% of the rural school-age population unable to take the college entrance examination. In addition, what is puzzling is that China’s higher education receives far more public resources than basic education. In order to establish so-called “first-class institutions of higher learning,” hundreds of millions of financial allocations are often invested in schools with quite good conditions. universities, while the funds for the renovation of dangerous classrooms in rural primary and secondary schools must be raised through farmers’ financing. This means that in order to create a grand and decent university, the by-product may be the decline of rural primary and secondary schools! From the data point of view, the average ratio of public to private education funding for primary school students, middle school students, and college students in China is 1:1:23, while in the United States it is 1:3:2. Other observers point out that China’s education and finance officials have long had a preference for creating artificial “key points.” So we heard this absurdity: an ordinary middle school has to use 100,000 yuan of discretionary funds to meet the normal operating needs of 1.3 million yuan; while its neighboring key middle school can get more than 10 million yuan of "education support". Correspondingly, in the same city, the income of teachers and staff in key middle schools may be five or six times more than that of adjacent ordinary middle schools. The same goes for rural areas. Most of the funds for high school education in the county are usually invested in one or two high schools, striving to cultivate a few top students and a few number one students. As a result, "one pole is raised and a large area is destroyed." In other words, education in rural areas not only endures the injustice given by the city, but also sadly copies this unfair pattern into itself. What is the logic of this behavior? The most likely possibility is that those in charge of educational resources tend to allow their children to enroll in prestigious and key schools, thus making the trend of "supporting the rich and weakening the rich" even more intense. In a certain province, such a situation occurred. The financial department allocated an additional 500,000 yuan to a key middle school every year in exchange for the opportunity for children in this system to be given priority in admission. In the era of market economy, with the widespread mobility of rural labor and accelerated urbanization, this kind of education policy that favors urban residents and deliberately creates school grades has obviously lost its practical rationality. The Chinese government is obviously aware of this. The Ministry of Education recently stated that the increased investment in education will be mainly used in rural areas to fundamentally promote educational equity. At the higher education stage, we will strive to establish a complete national student aid system... This can not but be said to be a good start, but it is still far from a fair solution to the problem. Observers pointed out that the reform of China's college entrance examination system has been underway for nearly 20 years. It was not until the end of 1998 that the Ministry of Education announced the college entrance examination reform plan and proposed that "it will take three years to basically build an admissions examination system with Chinese characteristics." Since then, various admissions examinations have been formed across the country, including "3+2", "3+comprehensive" and "comprehensive ability test" for recommended students. However, the reform has not touched on major issues such as the unfair geographical distribution of enrollment indicators, which has been the most criticized. Professor Hong Kezhu of Wuhan University bluntly stated to "Southern Window" that China's current college entrance examination system is only fair in form, but in practice it adopts provincial quotas and demarcated admissions methods. Therefore, there are huge differences in the admission rates and score lines of each province. It aggravates the existing educational inequality between regions and is not conducive to the current national strategy of building a harmonious society and the rise of the central and western regions. Professor Hong pointedly pointed out that national universities are maintained by government finances paid by all people and should be open to all people equally. Now, some universities use the pretext of helping cultivate talents in backward areas to create differences in academic scores. "A large part of their real purpose is to safeguard the privileged interests of big cities and the special interests of small groups." Regarding the "illusionality" that has always existed in China's education reform, Professor Chen Danqing, who resolutely resigned from the Academy of Arts and Design of Tsinghua University in January 2005, had this penetrating analysis in his resignation statement - various "prescriptions" for recent education reform have been transferred from Western advanced experience. Although it is easy to implement, it is difficult to achieve results, because the deep structures behind the Western system - academic autonomy, private education, market mechanisms, etc. - are not available in China. It only introduces "dogma" one-sidedly and imposes wishful thinking. Therefore, it is inevitable to imitate the two. Not similar.

However, the 50-year cultural gap, educational lag, overhanging administrative structure, and shallow knowledge reserves have not been fundamentally changed. With the effect of "medicine and disease" being the same, all kinds of dogma are like rapid fire and strong medicine. Too much is not enough, especially when it is added. The source of the disease... Some people call the education system the last "bastion" of the planned economy. Obviously, it can no longer cover up the numerous cracks, nor can it stop most people from questioning and criticizing it. Be wary of corruption that spreads to the end of the system. If the flaws of the system have not been corrected for a long time, a large number of corrupt behaviors will naturally breed. Educational corruption in China was discovered late and is quite large-scale. It can be said that all kinds of educational corruption have pushed the accumulated unfairness of education to an embarrassing new level - it has almost torn off the gentle gown that people once respected. In 2004, the education industry ranked among the “five major areas of corruption” in the investigation report of the Central Commission for Discipline Inspection; the college entrance examination fraud incident in Puyang County, Henan, the irregular enrollment incident in the Instrumental Music Department of the China Conservatory of Music, and the “scandal” in the enrollment of Beihang University in Nanning... all caused deep concern. Fairness of education in China. The researcher pointed out: On the one hand, due to historical evolution, China's education has been an absolute monopoly since the 1950s. Not only the school running system and management system, but also educational ideas and teaching content are all under strict control; at the same time, due to financial resources Diversification has gradually tilted relatively scarce resources towards the privileged class, making national education further and further away from the goal of balance. The chaos includes arbitrary fees and running of schools in primary and secondary schools - so-called "interest courses", "specialty classes", "private schools run by prestigious schools", and "secondary colleges", all of which are encroaching on the interests of the public. For colleges and universities, in recent years, there have been more and more tricks in admissions, subject setting, material procurement, infrastructure projects, and cadre appointment. Obviously, Chinese education is no longer the "Qingshui Yamen" it once was. However, relevant supervision and restriction measures were not followed up in time. This makes the education sector's restrictions on power lag behind the reform process of the entire Chinese society. It can be seen from just a small data: It is reported that in many universities in China, the proportion of non-teaching administrative and logistics personnel exceeds 60%. In addition, most people also ignore that corruption in education does not only exist in the more obvious links such as infrastructure and enrollment. Some insiders in the education industry pointed out that corruption has already penetrated the teaching materials and teaching aids - for profit-seekers, there is a huge gold mine here. According to estimates by Ren Jingxi, former chairman of the board of directors of Nanyang Education Group, primary and secondary students across the country spend more than 100 billion yuan on textbooks, teaching aids and other items every year. According to the Sichuan teaching material kickback case exposed in August 2004, the kickback rate for teaching materials and teaching aids is about 30%. At this rate, more than 30 billion in kickbacks flow into the hands of education administration departments and school leaders at all levels every year! Mr. Ren also pointed out that it was reported that over the past 10 years, arbitrary fees for education exceeded 200 billion yuan. However, these arbitrary charging items do not include rebates on designated teaching materials and teaching aids. If this figure is added, the arbitrary charging of education in the past 10 years should be 500 billion yuan! This figure is enough to feed huge profit-sharing groups and obstruct serious education reform - this is undoubtedly a more terrifying thing than the corruption and waste of 500 billion yuan. “The essence of corruption in education lies in the loss of control of power.” Wang magazine recently concluded when discussing the issue of “the fall of seven department-level principals in Shaanxi Province in three years.” Combined with the above-mentioned issue of textbook kickbacks, it should be noted that although the corruption of high-ranking officials is eye-catching, the most frightening thing is that a certain atmosphere of corruption pervades the entire system, and finally becomes an invisible, everyone-centered atmosphere. All operate by default. If every head teacher and classroom teacher enters the “book sales commission” link, becomes a “retail terminal” entering the classroom, and enjoys the benefits brought by the commission, then how can the so-called “teacher’s dignity” be established? Corruption will enter the blood vessels and nerve endings of the entire educational life! Therefore, in the reporter's opinion, the most critical thing to combat corruption in education is not to combat individual corruption in the meaning of behavior, but to combat systemic corruption that may be evolving into the rules themselves - a greater threat than the "black sheep" that is quietly popular. "Horse plague". The purpose of combating education corruption is not only to restore the fairness of education, but also to restore the ancient "teacher-student relationship": teachers' "cultivation" should come from the efforts of "preaching, imparting knowledge, and solving doubts". As for selling teaching materials and The "salesperson's salary" for stationery should not be collected even a penny! Bringing education issues back to the forefront of the times. There are urgent calls for "education equity" reform - there are many voices worth listening to, respecting and pondering: they come from the broad masses of the people, and they come from the hearts of citizens who are full of conscience and sense of responsibility. We should not forget the lawsuit “College Entrance Examination Students Sued the Ministry of Education” four years ago. This incident set the precedent for citizens to participate in national education reform. In August 2001, Luan Qian, a recent high school graduate from Qingdao, Shandong Province, and three other people Sue the Department of Education for unconstitutionality in its high-enrollment program. They believe that the rights granted to citizens by the Constitution include the right to equality and the right to education. However, this administrative action of the Ministry of Education has set different limits on the number of students enrolled based on region, which directly violates the equal rights of the majority of candidates, including the plaintiff. Right to education. Although this lawsuit ended with Luan Qian and others withdrawing the lawsuit, it caused great shock throughout the country. Subsequently, Shandong Province announced the elimination of the differences in score lines among regions within the province - this was the beginning of the loosening of admissions quotas in China.

Four years later, 31 National People's Congress deputies including Professor Hong Kezhu of Wuhan University put forward suggestions on "improving the college entrance examination system," including "abolition of regional indicators, implementation of joint entrance examinations for key universities, and unified admission scores across the country." After the proposal was announced, it won widespread support from the public, and newspapers all over the country devoted special pages to discussing it. Since the beginning of spring, more moderate or radical calls for reform have been accumulating and reverberating. Hunan's "five elders in education" suggested that the national budget law stipulates that the proportion of the state's annual fiscal education funds in the gross national product cannot be less than 4%, and the appropriate proportion of investment in rural compulsory education should be strictly stipulated; National Committee of the Chinese People's Political Consultative Conference Committee member Cui Lin proposed at the "Two Sessions" this spring: The tuition fees for the children of migrant workers should be the same as those for local students; public primary and secondary schools should become the main channel for absorbing the children of migrant workers to go to school as soon as possible; the famous education scholar Yang Dongping suggested that universities should be divided into national , provincial and municipal. Among them, national universities recruit students fairly from all over the country, while local universities can prefer local students. Yang also believes that the "key school" system in primary and secondary schools completely violates the compulsory education law, creates a strong craze for school choice, and should be stopped. Policies such as recommended students, students with special talents, students with orientation, students with national defense, and extra points for students with three good qualities should also be cancelled. Zhou Hongyu, a representative of the National People's Congress who is famous for his online political debates, pointed out that nine-year compulsory education should be implemented completely free starting in rural areas. Mr. Xin Lijian, a private educator in Guangdong, believes that only by establishing public finance at least at the provincial level and achieving an overall balance in education financial allocation can real civic education or national education be produced. The more vocal calls for education reform also include: - Establishing a central fiscal transfer payment system for compulsory education in economically disadvantaged areas; - Administrative departments can only invest in and macro-regulate schools in accordance with the Constitution and the Education Law, but cannot Carry out specific intervention and profit-making in the form of policies; - Universities should implement a system of separation of administration and school, and encourage free and innovative academic research; - Reform the method and content of the college entrance examination, compress the examination subjects and days, increase the number of college entrance examinations, and implement proficiency examinations , reduce the burden on students, examinations are organized by private institutions, and enrollment is independently controlled by universities; - Use social resources as much as possible to run universities, and eliminate discrimination against private education in college entrance examination enrollment, policy support, etc.; - Children of migrant farmers who work in cities They should have equal access to schools in their cities; - Legislation stipulates that communities participate in the management and supervision of compulsory education schools... In summary, what people are calling out to the education system is a new "public character". That is, a new national education system that provides fairly, fairly selects, and openly governs. "Education reform is related to the far-reaching interests of the nation and the country. It is reasonable to mobilize a wide range of social forces to participate in education reform, absorb the moral enthusiasm and intelligence of the greatest number of people, and jointly create a transparent and law-based public *** Education system - the ideal of a harmonious society resides in it," Professor Hong Kezhu called passionately. "Education without distinction." We look forward to the launch of the "Educational Justice" movement, which will return the right to equal education to the focus of the times.

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