流动儿童教育财政的困境与出路

现行的"两为主"流动儿童教育政策面临诸多财政困境,流入地政府和公办学校积极性都不高,主要因为:(1)国家对义务教育投入不足,流入地政府无法承担流动儿童巨额的义务教育费用。(2)以户籍为主的义务教育经费划拨方式不合理,流动儿童离开户籍所在地以后,客观上减轻了流出地政府的义务教育财政负担,而流入地政府并没有得到流动儿童相应的义务教育财政经费。(3)流入地公办学校规模有限,经费不足,无法满足所有流动儿童上学需要。(4)各种民办学校尽管承担了相当数量的流动儿童义务教育,却没有得到相应的财政支持。本文通过对公共财政基本理论的分析,提出解决流动儿童教育财政困境的基本思路:加大公共财政对义务教育的投入力度;明确各级政府财政分担责任;适时引入"教育券"制度;公平对待各类民办学校。     

流动儿童教育面临结构转型——武汉市流动儿童家长调查

通过对武汉市流动儿童家长实证调查,本文从入学难度、财政负担、家校联系和家庭教育选择等方面剖析了流动儿童义务教育面临的挑战。研究表明,当前流动儿童教育正经历一次结构转型,即流动人口从对儿童入学机会的关注逐步转变到关注教育过程、教育质量和初中后入学机会。流入地政府需要在教育财政、课程设置、考试评价等方面制定相应政策以回应上述挑战。     

“流动儿童”挑战城市义务教育——武汉市进城务工农民子女义务教育调查

作为中部地区特大中心城市,近年来.武汉市针对农民工子女教育问题采取的一系列改革措施,在全国范围内引起广泛关注。 华中师范大学学校社科处组织的联合调查组对此问题进行了深入调查。 四大问题困扰流入地政府 1、流动儿童教育中的财政支持。 中国义务教育财政分权背景下,流动儿童教育机会的供给主要以流入地政府为主。因此流入地政府财政实力直接影响流动儿童教育的可持续发展。武汉     

流动儿童的教育财政问题探析

流动儿童进入流入地,入学需求开始大于公立学校所能提供的受教育机会,这种过度教育需求使得流动儿童的教育在我国成为一个特殊问题.新的教育供求关系的出现,在很大程度上是与我国的教育财政资源配置方式密切相关的.为解决流动儿童的教育财政问题,需采取流动儿童的教育财政实现由"供给型财政"向"需求型财政"的转变;实行以流动儿童基础教育为导向的财政转移支付;有条件地给予民办学校以财政支持;成立专门的流动儿童教育管理机构等措施,力求在最大限度上实现流动儿童教育财政的充分、公平和效率.     

我国流动儿童教育政策演进的伦理分析

对民国时期以来特别是改革开放以来我国流动儿童教育政策演进过程和特点进行伦理分析,围绕流动儿童教育政策伦理困境与出路问题进行深入剖析。提出:解决教育行政决策伦理困境问题,有赖于社会各方利益诉求之间的妥协与和解,各级教育行政部门负有特殊责任;要建立流动儿童教育决策"伦理相关的动机观"、"伦理相关的社会成就观"和底线公平伦理观;构建教育行政决策的伦理准则,对决策活动进行道德审查;公平优先,兼顾效率,应成为最重要的伦理准则;应采取弱势强补、逆境决策策略,对社会发展进行伦理"底线约束",防止社会发展的断裂;完善中央与地方政府教育责任分担机制,强化国家责任,形成合理的教育利益博弈机制。     

流动儿童义务教育公用经费分担的政策趋向与工具设计

纵观近二十年流动儿童教育政策发现,公用经费的分担经历了办学者和学生家庭自筹、流入地政府负责、中央与地方政府按比例承担等阶段。政策始终以教育公平为旨归,致力于改善"薄弱环节";经费结构和责任范畴的划分趋于精细化;财政分担主体由市场转向政府;中央渐进介入,分担主体重心升高。从政策工具视角审视政府的行动逻辑可知,流动儿童公用经费分担政策的改进是以权威型工具为根本,以能力型工具为支撑,以诱因型、劝说型和学习型工具为指引,并不断调整原有工具的使用频率与作用形式。混合型政策工具将是应对"政策效果递减"和实现教育体制转变过程的必然选择。     

新城镇化背景下流动儿童义务教育入学困境与出路

“两为主”政策出台后,流动儿童义务教育入学问题得以缓解,但并没有根本解决。新城镇化背景下,其困境表现为以流入地城市分类为特征的差异性新“症候”:“隐性”限制流动儿童入学,部分流动儿童返乡成为“留守儿童”;通过“购买民办学校服务”的形式回应“两为主”政策,“以公办学校为主”被弱化;疲于完成“两为主”政策,挫伤流入地政府积极性,教育质量受到影响。形成如此困境的深层原因为：城镇化政策对教育政策的限制、财政政策对教育政策的负面影响。综合教育改革的视域则为摆脱当下困境提供了可行性思路：通过顶层设计理顺教育政策和城镇化政策的关系、调整财政政策使流入地政府的责权更趋合理。     

当前农村流动儿童的教育政策研究及其建议

随着中央对“三农”问题的日益重视以及我国城镇化和产业化进程的不断加快,与农民工这一群体相关的问题日益受到政府、学者的关注,其中包括流动儿童教育问题。针对1995年至2006年间国家相继出台的关于流动儿童教育政策以及在“两为主”原则的教育政策下,分析流动儿童在政策层面下存在的问题及其原因,并为完善教育政策提出有益的建议．     

体制机制创新,破解流动学前儿童教育难题

随着流动学前儿童数量的剧增,流入地有限的教育资源难以满足流动儿童入园需求,要破解流动学前儿童的教育问题,需要体制机制上的创新。当前各地的过渡性策略是因地制宜,多途径缓解流动儿童教育问题,最终的解决策略是将学前教育纳入义务教育体系。     

中美流动儿童教育政策比较研究

为解决流动儿童教育问题,中国和美国都颁布了很多教育政策,并取得了一定的成效。通过比较,中美两国的流动儿童教育政策在政策目标、经费分担、政策内容及配套机制等方面存在诸多差异。研究两国政策的异同,对完善我国流动儿童教育政策有三点启示:根据流动儿童需求制定政策目标;加强教育经费转移支付;提供补偿性教育服务。     

Welcoming mobile children at school: institutional responses and new questions

Switzerland, like other countries in Europe, has long depended on migration and mobility for its economy. Facilitating the integration of migrant children in school, primarily through the acquisition of the local language, has therefore been a priority for policymakers. In recent years, mobility has been on the increase and mobility trajectories have become more diverse. A growing percentage of families arriving in the country have experienced repeated mobility and may not plan to settle in Switzerland for good. This paper examines institutional responses to the increasing number of mobile children in Swiss public schools, in particular, the manner in which such children are welcomed. It presents the main findings of an exploratory research project focused on children in repeated mobility, defined as having lived in multiple countries before their arrival in Switzerland, regardless of family background or legal status. Adopting a sociocultural psychological approach, the paper examines the macro-social level of cantonal educational policies regarding welcome processes, the meso-social level of local school policies, and the microsocial level of teachers’ practices and interactions in classrooms that welcome mobile children. Data include documentary analysis, interviews, and observations. Our analysis shows that a deficit view of mobile children and the preoccupation with language proficiency dominate policies and practices, resulting in the diversion of mobile children into special integration classes (so called “classes d’accueil” in the French speaking region, and “Integrationsklasse” in the Swiss German-speaking region). Mobility is conceptualized by Swiss policymakers, school directors, and teachers in terms of its challenges. In particular, school directors and teachers conceptualize mobility as increasing heterogeneity of the classroom. However, the situation varies greatly according to the personal orientations of school directors and teachers’ personal engagement. The paper emphasizes the ambiguous role of the integration classes: while they may impair the long-term chances of educational success by reducing academic expectations for non-native-speaking mobile children, they may also be used as “third spaces” which afford pedagogical freedom for dedicated teachers, potentially of benefit for children. The paper examines these propositions in the light of sociocultural educational literature and draws upon the case of welcoming mobile children to question a series of assumptions about the ultimate purposes of public schooling in Europe today.

     

异地高考政策对随迁子女高等教育机会的影响——比较乡-城、城-城两类流动人口的差异

大多数学者认为异地高考政策更加有利于家庭条件较好的随迁子女,少数学者则认为该政策能有效保障农村随迁子女的教育权益,但已有文献仍缺乏关于异地高考政策对两类流动人口高等教育机会影响差异的比较研究。基于2017年中国流动人口动态监测调查数据,本文探讨了异地高考政策对城乡随迁子女高等教育机会的影响,并探究了该政策的调节作用。研究发现,异地高考政策对农村随迁子女高等教育机会的促进作用显著高于城镇随迁子女,且这种效应仅在高政策门槛地区存在,低门槛地区不存在。从政策的调节作用来看,异地高考政策有助于提高农村流动人口子女随迁的意愿,且对农村随迁子女高等教育机会的促进作用要显著高于农村留守子女。同时,异地高考政策可显著降低农村随迁子女家庭社会经济地位对其子女高等教育机会的影响。为此,各地方政府应坚持并完善异地高考政策,充分发挥该政策促进高等教育公平的杠杆作用;流入地政府要进一步提高本地高中教育服务能力;中央政府要进一步推进、完善高考录取制度改革。     

非营利组织在城市社区公共产品供给中的地位与作用

近些年来,随着人们对公共产品需求的增加,政府一方面采取一系列的措施来加大对城市社区公共产品的供给,另一方面通过一系列政策引导社会组织等多元主体提供公共产品。非营利组织利用自身优势在社区公共产品的供给中发挥了较好的作用,有效地弥补了政府和市场在提供公共产品方面存在的缺陷,成为政府与社区居民之间信息传达的桥梁,促进了社区公共产品的有效配置与功能的最大化发挥。     

民办教育政策的经济学分析

利用经济学的基本原理和分析方法对我国民办教育政策进行初步分析, 可以看出,要发挥公共政策对于民办教育的积极影响,政府应该站在更高层面上制定民办教育政策,要兼顾教育选择、效率和公平。教育目标是使受教育者得到全面的发展,而公立教育和民办教育只是实现教育目标的两种手段,因此,制定民办教育政策时,首先要考虑受教育者的需求和利益。除了管制这个政策工具外,政府应该注重使用财政、公共设施建设等其他政策工具,对民办教育系统进行有效的调节和干预。     

Educational Reforms and Coping Strategies under the Tidal Wave of Marketisation: A comparative study of Hong Kong and the mainland

It has been a global trend, since the 1980s, that the process of marketisation has been influential in the decision making of social policies around the world, and that this tidal wave is now crossing over to the Asia-Pacific region as well. Education policy, as one of the important social policies for many developing countries, has been influential in the forefront of national development in terms of manpower training, as well as in other arenas of economic and social developments. In this way, these countries are trying to improve the quality of their educational services so that they can be more competitive in order to cater for the demands in the international markets. One of the outcomes of this global trend is the international quality assurance movement in streamlining the educational institutions as well as in using different coping strategies to promote quality education for all concerned. For the Chinese mainland, it seems that the central government is adopting a policy of decentralisation in getting local governments to use multiple channels of resources and other methods to provide for their own educational services. Hong Kong as a Special Administrative Region (SAR) of China, however, has adopted quite a different approach by employing the principle of managerialism in order to enhance its competitiveness in providing quality education to meet the increasing market demands. Hence, the present study is to compare and contrast the educational reforms and coping strategies that have been adopted by the socialist mainland, on the one hand, and the capitalist Hong Kong SAR, on the other hand, in order to face this new challenge of marketisation.     

Portuguese,French and British discourses on colonial education: Church–State relations,school expansion and missionary competition in Africa, 1890–1930

This article draws a comparison between the Portuguese in relation to British and French discourses on overseas educational policies at the turn of the nineteenth to the twentieth century until the 1930s. It focuses on three main colonial educational dynamics: school expansion (comparing the public and private sectors); State–Church relations (comparing these relationships at the European and colonial levels); and missionary competition (comparing Catholic with Protestant strategies towards educational incorporation). Colonial discourse is seen here as a power‐knowledge discourse aimed at constructing the colonial subjects as individuals, enabling them to imagine themselves as belonging to a particular cultural polity. The article intends to show how cross‐national discourses on education affect the principles on which theories of schooling are built and the ways in which they influence the first attempts to systematize pedagogical and school models in the colonial peripheries. On the other hand, it tries to understand, within government technologies of domination, the conflicting views, negotiations and ambiguities between global policy formulation and local school system implementation. In this sense, the author sought to analyse the different ways in which concepts such as ‘assimilation’, ‘civilizing mission’, ‘adapted education’, and ‘learning by doing’ were mobilized and appropriated into the colonial education discourses in order to legitimize particular governmental strategies. Two main ideas run through the text: the first attempts to demonstrate the existence of discontinuities between official educational ideologies at home and local system and school expansion strategies in the colonies. The second claims that educational borrowing from other colonies at the Empires' peripheries was, more often that is thought, a crucial feature of colonial educational discourse.     

地方政府在高等教育评估中的作用

随着我国高等学校教育评估的推进与深化,地方政府在评估中的作用不是被削弱了,而是在加强,这主要表现在三个方面:一是地方政府的宏观管理是高等学校教育评估工作顺利进行的根本;二是地方政府的组织协调是高等学校教育评估工作顺利进行的关键;三是地方政府的政策法规是高等学校教育评估工作顺利进行的保障。     

创新职业教育文化 提升高职社会吸引力

职业教育社会吸引力不高,既有现实层面政府相关政策不够到位的原因,在深层次上,也是中国文化传统中智慧主义和反智慧主义负面因素＂共谋＂的结果。要提升当今高职的社会吸引力,需要政府出台相应的重视职业教育的＂硬＂措施,提高职业教育的＂硬＂实力,也需要解放思想、创新职业教育文化、建构职业教育文化＂软＂实力。     

流动儿童义务教育阶段入学政策的利益相关者分析

流动儿童义务教育阶段入学政策"两为主"实行近10年以来,该政策的落实情况和执行效果不容乐观。现行政策涉及多方利益主体,诸如政府、学校、城市儿童家长、流动儿童家长等,他们基于各自利益的得失,对现行政策抱有不同的态度,影响政策的执行和调整。政策的本质是利益的分配,政府在对教育利益进行权威性分配时,必须遵循:强调政府责任,平等保障学生接受义务教育的权利,实现教育公平等原则。     

新自由主义与民族保守主义的钟摆交替:欧美国家国际学生流动政策的逻辑与演变

国际学生在一国发展中的战略地位毋庸置疑。在国际学生的招收和使用上,国家和政府不是被动的接收者,政府在国际学生的招收和使用方面扮演重要的建构性角色。通过梳理和解读国际学生流动政策和措施,文章进一步厘清了21世纪以来欧美发达国家国际学生流动政策背后的新自由主义和民族保守主义逻辑。欧美发达国家一方面意识到争夺国际学生对于在"全球人才竞赛"中增强国家竞争优势至关重要;另一方面为照顾本国日益消极的舆论和选民日益高涨的民族主义情绪,严格缩紧国际学生的移民签证。在不同阶段或者不同执政党领导时期,国际学生流动政策呈现出以国家利益为轴心,在新自由主义与民族保守主义之间来回摇摆的演变态势。如何在激烈的"全球人才竞赛"中保持优势与照顾到更加民族主义的国内舆论之间保持平衡,成为欧美国家国际学生流动政策的重点和难点。