教育资源配置与教育机会均等

教育机会均等作为教育民主化的一个重要方面，是当今国际教育界普遍关注的课题，也是许多国家教育政策追求的主要目标之一，本文从教育资源配置的角度阐述了教育机会均等的内涵，提出了为追求教育机会均等，配置教育资源时所应遵循的原则，以及在当前情况下如何优化配置教育资源以促进我国教育机会均等的实现。     

教育资源配置的竞争机制研究

教育资源配置是社会资源在教育和其他生产部门之间以及教育内部的分配。教育资源配置可以采用计划和市场两种基本方式,相比之下,市场方式可以更好地解决教育资源配置中的信息和执行动力问题。我国现行教育体制存在办学准入限制、学校非自主办学和学费管制等问题,这阻碍了教育资源的竞争性流动,使教育资源配置效益难以优化。这就需要充分发挥市场机制在教育资源配置中的作用,从竞争性教育产品市场、竞争性教育生产要素市场、学校自主办学、政府调控下的学费自主定价机制四个方面来构建有效的教育竞争机制。     

论基础教育阶段教育资源的均衡配置

本文首先解说基础教育阶段教育资源的均衡配置就是将社会配给给基础教育的总资源相对平等地分配给各地的中小学，并分析其合理性；其次，详细描述我国基础教育阶段财力和人力资源配置失衡的表现及成因；最后，从政府责任和教育行政部门作为两个角度，提出实现基础教育阶段教育资源的均衡配置的思路。     

试析教育资源配置方式的转变

试析教育资源配置方式的转变北京师范大学杜育红关键词：教育资源配置方式转变一、问题的提出关于教育与市场经济的关系一直是近几年教育界讨论的热门话题，最初的讨论主要集中于教育如何适应市场经济，怎样引入市场机制上，其核心是教育资源配置方式问题，即教育资源配置...     

浅谈我国市场经济条件下的教育资源配置机制

浅谈我国市场经济条件下的教育资源配置机制郝庆堂王华春赵文利沈锋秦瑞莲关键词：市场经济教育教育资源配置机制目前，在我国市场经济条件下，研究教育资源配置方式，首先遇到的就是深化教育体制改革，转换运行机制问题。为了充分的发挥市场机制在教育资源配置中的重要作...     

经济发展水平的地区差异对教育资源配置的影响

本运用基尼（Gini)系数的方法对我国省际之间经济发展状况、城市化水平和教育发展水平进行了实证研究，从经济地理、公共财政、城市化，以及劳动力要素的流动等方面讨论了我国教育资源配置的公平和效率问题。     

教育资源配置与教育机会均等

教育机会均等作为教育民主化的一个重要方面 ,是当今国际教育界普遍关注的课题 ,也是许多国家教育政策追求的主要目标之一。本文从教育资源配置的角度阐述了教育机会均等的内涵 ,提出了为追求教育机会均等 ,配置教育资源时所应遵循的原则 ,以及在当前情况下如何优化配置教育资源以促进我国教育机会均等的实现     

中等职业教育资源配置的问题与对策

中等职业教育资源配置的问题与对策盐城市教委杭永宝盐城市中专解太林职业教育资源是指用于职业教育事业的人力、物力、财力的总称。职业教育资源配置是通过计划和市场机制而实现的,它遵循社会资源配置的一般规律,但也有其自身的特点：一是一般不以盈利为目的;二是职业...     

我国公共教育资源配置研究

1978年以来我国初等教育规模不断减少、中等教育规模先降后升,1994年后稳步增长,而高等教育规模快速发展。但与中等教育规模变动不适应的是,我国预算内教育经费在中等教育的分配比例呈逐年降低的趋势,由1993年的39%下降为2006年的35%。为提高我国公共教育资源配置的合理性,建议根据中等教育规模稳步增长的要求,加大中等教育经费配置,推动中等教育发展。     

基于教育资源配置角度的我国教育公平问题研究

教育公平是教育民主化进程中一个重要原则,是教育改革和发展的动力.我国教育公平问题最突出表现之一就是教育资源配置不合理.本文主要从教育公平与教育资源的涵义出发,分析我国教育资源配置的特征,试图从合理配置教育资源的角度找到解决我国教育公平问题的途径.     

Freeing educational resources

Conclusion It may appear that this paper poses a dilemma for an existing institution dependent for support upon other institutions, among which many of the most powerful are dedicated to the maintenance of privilege rather than to the equalization of educational opportunity. In major part this charge must be admitted. Nevertheless, there are in every institution degrees of freedom. Many individuals, occupying key roles in all of the most powerful institutions in the world, are deeply ambivalent. They recognize that the present struggle for power and privilege cannot long continue its present course and even that any such continuance is fraught with grave dangers for mankind.Furthermore, the ideologies which most institutions propound already express the values which these institutions subvert in operation, and the proclamation of these ideologies is not wholly hypocritical. There is room for manoeuvre, therefore, and while not everything is possible, much can be done to free educational resources from their present shackles, and even to use them in weakening these shackles further.Everett Reimer(born in the United States). Director of the Alternatives in Education Programme at the Centro Intercultural de Documentación (CIDOC), Cuernavaca, Mexico. Former consultant to the Secretariat of Education in the Commonwealth of Puerto Rico. Author of An Essay on Alternatives in Education (with Ivan Illich) and other publications.This article was written for a series of studies prepared for the International Commission on the Development of Education, at Unesco.     

中美高等学校教育网站比较研究

美国在高校教育网站发展方面积累了相当的成功经验 ,适当借鉴 ,有利于建设符合我国国情的高校教育网站。本文比较、分析了中美两国高校教育网站发展的异同并提出相关建议。     

Bildung and educational action research: resources for hope in neoliberal times

This paper draws upon empirical research to provide insights into current teacher learning practices under broader neoliberal conditions, and how the latter might be resisted. The paper contrasts neoliberal approaches to teachers’ learning with the Nordic tradition of educational action research and ‘Bildung’ as alternative resources to guide teachers’ and principals’ collective learning practices in schools, and draws upon empirical research to provide evidence of the benefits and challenges of doing so. The paper draws upon research into the learning practices of primary teachers in Australia, early childhood teachers in Sweden, and principals in Finland. The research reveals the influence of more Bildung-informed conceptions of educational action research, even as these are challenged by existing administrative cultures, and neoliberal pressures. The research presents ‘resources for hope’ to promote collective learning based on democratic values, not in an idealized or abstract manner, but in a way which is simultaneously cognizant of empirical realities.     

Census data as educational resources

This paper looks at the potential for the use of census data as educational resources. It defines census data, and outlines briefly the historical antecedents. Several examples of census data software packages are described to examine ways in which these can be used in schools: the packages considered are based on data from the English village of Somerleyton in 1851, the Australian town of Bathurst in 1828, and recent Australian Commonwealth census data. Roles for census data software in supporting development of research skills, hypothesis formation, analysis and synthesis of information, and other aspects of enquiry learning are outlined. The paper also considers ways in which examination of census data can assist in the development of insights into and understanding of societies past and present. Sources of census data for many countries can now be found on the Internet; examples of these are illustrated in the paper     

Some reflexcttons on educational research

This paper was written for delivery to the NSW Institute of Educational Research soon after my retirement and the cessation of funding for ERDC. Copies were circulated, I believe, to Institute members and I circulated a few. Grant Harman, editor of Educational Researcher saw a copy recently and suggested publication. I was happy to agree and had added some further brief reflections from retirement.