Could Government-run Public Education Guarantee Educational Equity: An Observation and Analysis Based on a Club Model
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摘要: 通过公办教育实现教育公平是世界各国公办教育制度设计与实践的基本出发点, 也是公办教育至今没有实现的制度目标。本文通过构建权利与公平的"俱乐部模型", 对公办教育在教育公平问题上的制度性局限进行了分析, 由此得出"公办教育是产生教育不公平的制度性前提, 公办教育难以保障教育公平"的惊人结论, 并初步探讨了克服这一制度性局限的基本思路。Abstract: Inequity in education is a universal phenomenon, yet previous studies have paid too much attention to the superficial phenomenon, but failed to come up with a shared framework to analyze the mechanism where educational inequity is generated. This article attempts to construct a Club Model based on the observation of the real-world club, so as to clarify the source of people's rights. To discuss equity or educational equity, it's necessary to compare different subjects based on their equal rights, which means that clubs tend to divide people into different groups of subjects with given rights. Only in the same club is it possible to discuss whether its members share the equal rights. This makes it easy to understand that rights and justice are all public goods provided by clubs, and it's possible to discuss educational equity or educational inequity under a framework and offer some suggestions about policy-making to improve educational equity.Using the Club Model, this article discusses three propositions. First, justice could be achieved on the premise of people's acquisition of rights, only when justice is based on legal rights can it be deemed as guaranteed justice. Second, to achieve justice, the amount of public resources should be taken into consideration, as no rights of equity could be realized without enough public resources. Third, there are two kinds of justice, competitive justice and shared justice. Last, there are three strategies which can help reduce or eliminate inequity, and this article suggests a more logical alternative to achieve the goal other than the universal way of realizing educational equity.The analysis shows that inequity throughout K-12 tends to be the byproduct of government-run public education. There exists an inner relationship between government-run public education and educational inequity. Public education forms the institutional premise of how educational inequity is generated. The development and the realistic logic of government-run public education have become an effective mechanism to minimize or eliminate educational equality.Furthermore, this article explores two public education systems deemed as almost-equitable. One is the Finish small class, small school Model. The other is Education Vouchers Model. In the case of China, it might be a better choice to take the advantages of both models.In conclusion, the article provides an institutional design based on the Club Model. It's suggested that a voucher system should be in place for all children to attend the compulsory education. This system could be established through the joint fiscal appropriation by the central provincial and local governments. Meanwhile, it is expected that such a system could provide an unparalleled advantage for increasing the chance of educational equity, educational efficiency and giving more freedom to parents and children in selecting their dream schools.
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Key words:
- K-12 education /
- educational inequity /
- Club Model /
- Education Vouchers Model
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表 1 普通小学、初中、高中生均公共财政预算教育事业费增长情况(单位:元)
地区 普通小学 普通初中 普通高中 2014年 2015年 增长率 (%) 2014年 2015年 增长率 (%) 2014年 2015年 增长率 (%) 全国 7681.02 8838.44 15.07 10359.33 12105.08 16.85 9024.96 10820.96 19.90 北京市 23441.78 23757.49 1.35 36507.21 40443.73 10.78 40748.25 42192.74 3.54 天津市 17233.85 18128.16 5.19 26956.43 28208.67 4.65 30090.12 32848.08 9.17 河北省 5349.05 6752.72 26.24 7749.39 9557.77 23.34 7748.15 9992.14 28.96 山西省 7359.19 9269.24 25.95 9016.90 11403.16 26.46 7405.44 9122.71 23.19 内蒙古自治区 10181.40 11972.33 17.59 11954.80 14362.59 20.14 10613.62 13192.30 24.30 辽宁省 8354.27 9138.21 9.38 11163.16 12706.60 13.83 8727.42 10347.31 18.56 吉林省 10192.63 12136.74 19.07 12707.69 15539.57 22.28 7939.88 10472.36 31.90 黑龙江省 11062.98 12939.48 16.96 12187.65 14435.89 18.45 9062.28 10861.60 19.86 上海市 19519.88 20688.35 5.99 25456.58 27636.22 8.56 30819.14 35632.31 15.62 江苏省 11175.06 11988.81 7.28 16690.42 19048.59 14.13 14642.12 18039.48 23.20 浙江省 9811.88 11599.79 18.22 14204.93 16616.16 16.97 13772.12 18280.68 32.74 安徽省 6658.15 7766.51 16.65 9210.80 11114.71 20.67 6669.11 7789.21 16.80 福建省 8175.63 9102.81 11.34 11544.45 13199.18 14.33 9595.11 11645.63 21.37 江西省 6851.82 7462.02 8.91 9002.57 9665.37 7.36 9241.34 9783.59 5.87 山东省 7253.54 8135.32 12.16 11333.87 13408.97 18.31 9060.24 11182.55 23.42 河南省 4447.63 4575.27 2.87 7139.84 7262.97 1.72 5989.64 5870.64 -1.99 湖北省 7020.68 8790.99 25.22 11347.73 14435.84 27.21 7835.42 11535.98 47.23 湖南省 6363.41 7154.49 12.43 10068.21 10472.97 4.02 6799.98 7694.07 13.15 广东省 7738.55 8757.95 13.17 9264.05 11456.70 23.67 8979.99 10863.23 20.97 广西壮族自治区 5945.96 7061.36 18.76 7360.62 8745.99 18.82 6835.22 8177.45 19.64 海南省 8825.64 10460.87 18.53 10594.56 13205.91 24.65 12147.02 13715.56 12.91 重庆市 7259.92 8431.67 16.14 9224.77 10834.51 17.45 7792.64 9413.67 20.80 四川省 7530.41 8984.53 19.31 9111.07 11477.01 25.97 6955.99 9054.49 30.17 贵州省 6789.79 8645.83 27.34 6924.70 8704.94 25.71 6820.40 8184.95 20.01 云南省 6200.67 7532.21 21.47 7586.92 9335.79 23.05 6796.01 8231.96 21.13 西藏自治区 17905.94 25750.22 43.81 16631.68 23845.23 43.37 20187.23 26541.85 31.48 陕西省 10196.97 10896.37 6.86 12330.50 13619.44 10.45 9119.50 10703.71 17.37 甘肃省 7289.18 9118.26 25.09 8377.71 10187.13 21.60 6677.62 8220.29 23.10 青海省 9438.49 10472.79 10.96 11949.57 13295.04 11.26 11726.99 12795.38 9.11 宁夏回族自治区 6470.11 8034.85 24.18 9689.53 11047.18 14.01 8622.80 9845.02 14.17 新疆维吾尔自治区 11292.19 12929.81 14.50 14452.18 16999.84 17.63 11991.78 14630.08 22.00 资料来源:《2015年全国教育经费执行情况统计公告》(教财【2016】9号) 表 2 2013年22省区280个“义务教育基本均衡县”小学生均教学仪器设备值差异系数
区域 差异系数 区域 差异系数 区域 差异系数 区域 差异系数 湖南16县 0.56 河南18县 0.59 山西1区 1.37 湖北29县 0.45 安徽6区 0.69 宁夏3县 0.56 江苏62县 0.49 广西3县 0.42. 河北10县 0.61 浙江33县 0.61 陕西5县 0.44 重庆4区 0.41 福建21县 0.69 西藏2县 0.72 成都19县 0.48 新疆5区 0.22 黑龙江5县 0.79 天津11县区 0.71 青海两区三行委 0.29 海南4区 0.59 山东21县 0.58 辽宁7区 0.37 资料来源:根据教育部“国家教育督导检查组对山东省21个县 (市、区) 义务教育均衡发展督导检查反馈意见”等测算。 -
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