Henan Grasps the Opportunity to Accelerate the Pace of Popularizing Nine Years of Compulsory Education

At the on-site conference convened at Ruyang on July 11, which was held on the subject of implementing the "Project for Promoting Compulsory Education in Impoverished Regions" and the World Bank Loan for the "Third Basic Education Project" for impoverished regions in Henan Province (hereafter, referred to as the "Two Projects"), the reporters who attended the conference were excited about the achievements that Henan Province has attained in the implementing of these "Two Projects," and, after the conference concluded, were moved to go down to the countryside, in spite of the harsh wilting heat of the summertime, to visit the places where the achievements had been made and to "get the story out."     

Take Hold of the Two Major Difficulties,Realize the Goals of Popularizing Nine Years of Compulsory Education

What struck us most deeply as we visited Anhui Province to learn about the conditions of popularizing nine years of compulsory education (NYCE) there was the courage to innovate on the part of the people of Anhui and their spirit of accomplishing things. In the face of the two major difficulties—the need to invest in the educational budget and the enhancement of the rate of popularization—the folks in Anhui not only came up with a way to resolve these problems but also put their noses to the grindstone and, in the most pragmatic manner, worked hard to produce remarkable results.     

Let Us Work Together with One Mind to Assault the Fortress of Popularizing Nine Years of Compulsory Education

As one of the most populous provinces in the country, Henan Province faces an enormous and arduous task for popularizing nine years of compulsory education (NYCE) throughout the province. In order to accomplish this historic mission, the provincial Party committee and the provincial government have proposed a strategy of "Prospering Henan Province Through Science and Education," in which, from first to last, we are placing education in a position of priority for development. In handling matters of the relationship among the various types and levels of education, we are firmly maintaining that compulsory education must be put in the position of being "the most important matter among all important matters," so as to promote the sustained, healthy, and secure development of compulsory education throughout the province. At this time, in terms of the major indicators, the degree of popularizing NYCE in our province is slightly ahead of the average levels and standards for the country as a whole. The average number of years of education received by the citizens of our province has increased from 6.3 years in 1990 to 7 years today, and thus there has been a relatively significant improvement in the educational quality of our citizens; this has, in turn, helped to promote the construction of the TWO Civilizations throughout our province.     

Make a Breakthrough at the Critical Points and Strive to Complete the Mission of Popularizing Nine Years of Compulsory Education on All Fronts

In order to accomplish the mission of popularizing nine years of compulsory education (NYCE) in Shaanxi Province according to schedule and also to ensure quality, we have, over many years, given full play to the functional role of the Education Commission and have put the popularizing of NYCE in the position of being "the most important of all that is important." We have been enthusiastic and have put all our strengths together to fight this battle; thus there has been a fundamental transformation of the outlook of basic education in some of the counties on the great plains of the Guanzhong region and especially in the impoverished regions.     

青藏高原普及九年制义务教育存在的问题与对策

青藏高原普及九年制义务教育具有重要的现实意义．在青藏高原普及九年制义务教育，首先必须正确全面地认识青藏高原普及义务教育过程中存在的问题和特殊的困难，才能采取切实可行的措施，最终普及九年制义务教育。     

Promote the Implementation of the Plan to Popularize Nine Years of Compulsory Education Concretely and in a Down-to-Earth Way

In recent years the Education Commission of Fujian Province has taken further steps toward placing the work of popularizing nine years of compulsory education (NYCE) in a position of being "the most important of all that is important" among the various items of enterprises to be developed; it has also upheld the drawing up of plans by each district and locality, and the provision of instructions and guidance to each region within the province depending on the category in which the region belongs, and has thus given great impetus to the promotion of smoothly implementing the plan for popularizing NYCE.     

普及义务教育:教育现代化的重要内容与策略

文章从历史的视角探讨了普及义务教育与教育现代化之间的关系,认为普及义务教育是教育现代化的重要内容与策略,并指出中国在教育现代化进程中应从普及义务教育做起,避免好高骛远的现象.     

Put Forth All Our Efforts to Fight Well the Battle to Popularize Nine Years of Compulsory Education

If we are to bring about the Four Modernizations, we must recognize that our key tools are science and technology and our foundation lies in education. Since the inception of our nation's reform and opening up to the outside world, the provincial Party committee of Fujian and the provincial government have consistently taken the popularization of nine years of compulsory education (NYCE) to be the basis of the growth and development of the entire educational enterprise and have given it their greatest attention. In accordance with the planning and preparations stipulated by the Party Central Committee and the State Council, our provincial Party committee and provincial government have focused solely on accomplishing the educational work of the entire province in the 1980s and 1990s. Then, in 1994, they further resolved that NYCE be basically popularized throughout the province by 1998 and proceeded to mobilize the entire society's forces to fight the battle to popularize NYCE. At this time, the battle has come to its final stage, and in all areas we are pushing toward the goals that have been set, in accordance with the plans and schedules, and fully aware of the need to ensure qualitative as well as quantitative accomplishment.     

贫困地区义务教育实行免费上学,何如?

我国地域辽阔，人口众多，东西部地区差异较大，因此，九年制义务教育的发展很不平衡。尤其是贫困地区，由于经济的发展严重滞后和教育的基础比较薄弱等诸多原因，“普九”工作的难度仍然相当巨大，形势不容乐观。在一些地方，中小学特别是初中在校学生辍学率远远高于国家规定的指标，而且还有不断上升的趋势。在贫困地区的一些乡镇初中，一般只有不到１／３的在校生能坚持读到毕业并参加中考。某乡初中有一年毕业班学生全部流失，无一人参加中考，造成了特大新闻。后来县里为此专门组织调查组下去调查了解，结果绝大多数家长和学生都回答说…     

"后普九"阶段义务教育公平的主要矛盾与政府责任

"后普九"阶段经济、社会和教育环境的变化,尤其是教育政策的缺陷使义务教育公平面临新的困境.推进"后普九"阶段叉务教育公平需要采取强化和界定政府的教育责任,通过确立以公平为基础的教育政策价值取向、转变政府的教育投入方式、建立新的教育发展评价标准、完善政府问责和监督体系等,不断提高义务教育公平质量,满足人们对义务教育公平的新要求.     

经济大国巴西为何迟迟没有普及义务教育

本文从各个角度对经济大国巴西迟迟没有普及义务教育的原因做了比较全面系统深入的分析,获得了某些规律性的认识.     

对推进义务教育均衡发展的思考

教育均衡发展是落实公平教育的核心．要推进教育均衡发展,首先要切准当下教育失衡的症脉．义务教育存在的问题。各级学校办学条件、师资配置、教育质量的失衡以及进城务工人员子女和留守儿童教育的艰困等诸多因素,都严重制约教育事业持续、健康而均衡地发展,也严重影响到国民素质的整体提高和社会的发展．如何遵循教育规律,公平合理的配置教育资源,缩小城乡教育差距,以及对均衡教育落实推进的督导乖评估等,都成为亟待解决的现实问题．     

延长义务教育年限至12年的可行性研究

中国2007年前实施的9年义务教育基本上是农民负担的,2007年之后的9年义务教育是低水平的。影响义务教育年限的因素有四点:经济因素、人口状况、国家传统、法律准备。将中国与实行12年义务教育的国家进行比较,同时对高中阶段教育的性质和当前义务教育实施中教育公平问题进行分析,结论是:落实9年义务教育是义务教育工作的当前目标,有步骤、分阶段地实施12年义务教育是长远目标。     

社会分层对受义务教育权平等实现的影响及其法律对策

受义务教育权首先是一种应然的权利集合,宏观表现为平等权和免费权两种权利,平等权又包括平等就学权、教育条件平等权、教育效果平等权三项内涵.从实然权利的角度来看,受义务教育权由于受到社会分层的影响,其应然权利束的实现受到了不同程度的限制.由此造成的不平等,应当通过相应的法律对策来加以解决,具体包括:通过制定《义务教育投入法》,明确并落实各级政府义务教育经费分担机制,以充分保障免费权、教育条件平等权的实现;通过松绑户籍制度,合理配置义务教育资源,在财税法上建立公平、规范的义务教育补偿制度和财政转移支付制度,以充分保障平等就学权、教育效果平等权的实现;通过建立完善的受义务教育权行政救济机制并确立义务教育公益诉讼制度,以全面救济受义务教育权主体.     

九年一贯制学校的教师适应性问题研究

目的:了解九年一贯制学校教师的适应性现状.方法:采用自编的开放式问卷和个案访谈的形式对成都市石室双楠实验学校的不同性别、教龄和学历等的教师的适应性的现状进行研究.结果:1.九年一贯制学校教师的适应性总体普遍不高,特别是在教学内容和教学管理方面,超过50%的教师感觉完全不适应;2.男教师比女教师的适应性好;3.教龄越长的...     

以办人民满意教育为宗旨 扎实推进全县义务教育优质均衡发展

洪泽县作为江苏省首批创建义务教育优质均衡改革示范区之一,在扎实推进全县义务教育优质均衡发展方面,主要采取了三个方面的有效做法：优化布局调整,使教育资源整合趋于优质均衡;加大经费投入,使城乡办学条件趋于优质均衡;完善共享机制,使城乡师资配备趋于优质均衡。     

农村义务教育实行"以县为主"的必要性

我国农村义务教育阶段的管理体制是２０世纪８０年代中、后期提出的“政府统筹、地方负责、分级办学、分级管理”（以下简称“分级管理”）的办学体制。实行“分级管理”体制后，各地党委和政府在发挥社会力量办学，调动广大人民群众办学积极性做出了重大的贡献。然而，随着社会主义市场经济体制的建立，“分级管理”的体制已弊端凸显，成了农村义务教育改革和发展的羁绊，亟需进行改革。２００１年５月国务院颁发的《关于基础教育改革与发展的决定》中明确要求，农村义务教育实行在国务院领导下，由地方政府负责，“分级管理，以县为主”（…     

"导生制"在贫困地区普及义务教育中的作用--中印两国比较

本文建立在对中印两国贫困地区义务教育现状比较的基础上,分析了"导生制"存在的条件和特点,指出在当今中印两国贫困地区普及义务教育的现状下,"导生制"仍有其存在的条件和意义,并具体阐述构想了"导生制"的实施形式及其在两国贫困地区普及义务教育中的作用.     

浅析和谐社会目标下农村义务教育的发展

教育的发展同和谐社会密切相关,构建社会主义和谐社会要求注意统筹全局,协调城乡发展、区域发展。而我国义务教育的发展不仅城乡之间存在很大差距而且农村地区间义务教育的发展也存在较大的差距,与构建和谐社会不相协调。因此大力发展农村义务教育,实现城乡义务教育的协调发展成为构建和谐社会必然要求。     

如何理解卢梭实现的“教育上的哥白尼革命”——政治维度下对卢梭教育思想的一种阐释

以政治与教育之间的关系为切入点,以教育的立足点是建立在既定的政治共同体还是建立在未来的理想契约社会为标尺,可以把西方教育发展的历史划分为德性教育和自由教育两种范式.卢梭及其<爱弥尔>在教育史上的最大贡献在于实现了一场教育范式的根本性转换:从德性教育转向自由教育.这一转换构成了卢梭实现"教育上哥白尼革命"(杜威语)的灵魂.