县域内义务教育学校财政拨款充足性估算——基于B、J和S县所辖小学数据的包络分析

我国义务教育财政投入不足备受社会关注,但究竟什么是义务教育财政投入的充足性,国内已有研究基本上是描述性的,至今并没有给出明确的含义及标准.已有国外研究和实践表明,确立学校财政拨款充足标准,必须要与教育结果关联,且要考虑学校所处环境对教育结果的影响,同时还需要排除学校低效率行为.基于此,本文在明确我国义务教育学校财政拨款充足性含义及标准的基础上,构建了包含环境因素的学校拨款充足模型,运用拓展的线性包络分析方法排除学校低效率行为,以经济发展不同水平的B县、S县和J县所辖小学为典型案例,对各县所辖每一所学校达到该县设定教育结果水平所需最低成本进行估算.结果表明:达到各县确认的优秀教育结果水平,排除低效率行为,超过60％的学校无需追加财政拨款.今后在加大义务教育财政投入的同时,还应注重资金使用效率并建立相应的问责机制.     

教育月览

教育部：通过督导防止义务教育低水平均衡教育部印发了《县域义务教育均衡发展督导评估暂行办法》,规定：义务教育发展基本均衡县的评估认定,应在其义务教育学校达到本省（区、市）义务教育学校办学基本标准后进行。从2012年起,教育部将开展义务教育发展基本均衡县（市、区）的评估认定工作,并适时公布名单。同时,省级教育督导部门对所辖内申请评估验收的县进行督导评估前,要向社会公告,并将评估结果向社会公布,接受社会监督。（2012年6月9日,中国青年报）     

结果均衡:义务教育财政政策新视角

结果均衡是指财政投入结果均衡,包括财政均衡与教育服务均衡两层含义,真正的结果均衡是财政均衡与教育服务均衡的统一。就目前我国现实而言,无论是教育财政投入总量的增长还是生均义务教育经费相等,均难以保证义务教育服务的均衡。基于结果均衡的义务教育财政政策需要准确定位义务教育财政政策目标、关注公众对财政投入结果的最直接感受、关注发达国家财政产出预算新取向和优化义务教育财政投入机制。     

再接再厉迈向教育优质均衡

所辖县(市、区)"义务教育发展基本均衡"全部通过国家督导认定是江苏义务教育发展的新起点。如何迈向优质均衡,建议继续重点提升农村学校、薄弱学校办学条件和办学水平;高度重视县域义务教育的超前谋划、科学布局;继续加大教育督导的力度;高度重视义务教育师资补充的质量。     

我国教育财政投入充足指数设计与标准化测算

教育财政投入的首要目标是为教育事业发展提供充足的资源,努力达到或接近与教育系统总体产出要求相匹配的经费标准。基于不同时期我国《教育事业发展五年规划》,结合Evidencebased和成本函数法,对达到充足要求的财政性教育经费进行标准化测算。实证结果表明:当前我国教育财政投入能够基本满足教育事业发展需求,但也存在规划目标与经费投入匹配度不高、处于较低层次教育扩展状态等问题。此外,后"4"时代的充足水平增速放缓、区域间和城乡间充足水平不均衡等问题,也迫切要求教育财政投入长效机制的建立和完善。     

要闻

正我省新增16县通过全国义务教育发展基本均衡县评估继2013年21个县通过国家评估认定后,2014年我省又有16个县达到国家规定的义务教育发展基本均衡县(市、区)评估认定标准。厦门市成为我省首个各县(市、区)悉数"达标"的设区市。5月13日至5月17日,国家教育督导检查组来闽对新申报的16个县进行督导检查。督导组认为,16个县义务教育学校办学基本标准达标情况、     

山西把均衡发展作为县级义务教育考核主要标准

在日前举办的2012年山西省教育工作会议上,山西省教育厅厅长李东福表示,今后,均衡发展将成为山西各县义务教育工作考核的主要标准。2012年,山西将加强对农村义务教育的投入,在45个县实施农村义务教育薄弱学校改造计划,确保教学实     

教育公平:由“等级”到“规范”的嬗变

2005年8月,广东省政府出台《广东省教育现代化建设纲要实施意见(2004年-2010年)》,指出,要大力推进义务教育规范化学校建设,推动各地合理配置教育资源,加大财政投入,努力办好每一所学校,力促广东基础教育向均衡化发展。与此同时,在我省实行了12年的中小学等级学校评估制度宣布停止。2006年9月,随着新义务教育法的实施,省教育厅出台《广东省义务教育规范化学校标准(试行)》。2007年,在珠江三角洲地区和其他大中城市,规范化学校达标率将达到80%,东西两翼和粤北山区力争达到50%;20l0年,珠江三角洲地区和其他大中城市达到100%,东西两翼和粤北山区力争达到80%。由“等级学校”到“规范化学校”,表明了我省正在逐步缩小城乡之间、学校之间、群体之间义务教育机会和条件的不平衡,在更大范围、更高程度上满足更多人的合理教育要求,从而实现教育公平。1993年,在当时财政投入和教育资源比较有限的情况下,为调动政府和社会的办学积极性,建设一批水平较高的学校,我省启动中小学等级学校评估。到目前为止,全省共评有省、市、县一级的等级学校6200多所,占全省2.4万多所义务教育学校的1/4强,等级学校提供的600多万个学位,占...     

教育技术装备部门促进合格学校建设的对策

2007年湖南省开展义务教育阶段合格学校建设,合格学校建设是建设教育强省的一项重要举措.全省力争用5～8年时间使85%的完全小学及以上的义务教育阶段学校达到<湖南省义务教育学校办学标准(试行)>,努力使农村中小学校成为教育设施齐全、仪器设备充足、校园安全整洁、文化和谐向上的合格学校.笔者认为,教育技术装备部门应采取以下对策.     

中国义务教育财政投入的回顾与展望

2000年以来中国义务教育财政制度经历“以县为主”和“新机制”两次改革,义务教育财政投入规模不断扩大,生均投入持续上升,经费分配结构得到不断优化。本文就我国义务教育财政在“十二五”期间所取得的成就进行了总结,并指出当前义务教育财政依然面临着地区间投入差距较大、缺少科学测算的生均标准成本作为拨款依据、转移支付缺乏激励、政府间支出职责分配不合理等问题。针对这些问题,本文提出中央政府应以充足投入作为新时期义务教育财政的发展目标,推动中小学会计权责发生制改革,科学测算生均标准成本,适度调整不同层级政府义务教育支出职责,构建科学化、多元化的教育财政转移支付体系,以保障义务教育财政投入的稳定增长,实现义务教育高水平均衡发展。     

Families,Schools, and Aspirations

The study examined relations between adolescents’ perceptions of school environments and their educational and occupational aspirations at different family environment levels. Data were collected from 16-year-old Australians from Anglo-Australian, Greek, and Southern Italian families. Regression surfaces were constructed from models that examined possible linear, interaction, and curvilinear relations among the variables. Generally, the findings indicate that while the school environment measure had moderate concurrent validities in relation to aspirations, it had either negligible or modest unique associations with aspirations after taking into account the family environment influences. The study did indicate, however, ethnic group differences in the relationships among the variables which suggests that results from investigations of family-school influences on children’s school outcomes should not necessarily be generalized across social groups.     

Schools, skills and risk

Skill development involves important choices for individuals and school designers: should individuals and schools specialise, or should they aim for an optimal combination of skills? We analyse this question by employing mean–standard deviation analysis and show how cost structure, benefit structure and risk attitudes jointly determine the optimal investment strategy. With combined data from DOT and CPS, we establish an upward sloping mean–variance opportunity frontier in skills space.     

Rules,Sanctions and Rewards in Primary Schools

Twenty‐four primary schools were randomly selected from all those listed in a local education authority in the West Midlands of England. Heads or deputy headteachers of 21 of these schools were interviewed using a structured interview schedule very similar to the one used for a recent survey of secondary schools. Data were obtained about the general rule structures of the schools and the system of sanctions and rewards used to maintain them. The findings were then compared with those from the secondary survey. Primary schools were less likely than secondary schools to have written rule structures but most were in the process of producing them in response to new pressures. It was more common for all the teachers in the primary school to be considered responsible for seeing that rules were kept. Generally, primary school headteachers identified fewer sanctions being used to uphold their rules than in secondary schools. The number of rewards used in both types of school was about equal. Comment is made on the difference between sanctions and rewards identified as being used in schools and some observed classroom practice.     

Rules,Sanctions and Rewards in Secondary Schools

All 24 secondary schools in a West Midlands local education authority were visited and a structured interview was conducted with the head or another senior teacher. An interview schedule was used to record details concerning the rule structure which had been established to control the conduct of the pupils. Information was also gathered about the sanctions and rewards used to maintain this behaviour and from most schools copies of the rules were available. It was found that almost all schools had rule systems that were in written form and that these were made available to staff and students, chiefly through booklets or other material given to pupils when they first enrolled. All schools backed up their rules, whether written or not by a series of sanctions, most of which related to non‐conforming behaviour. Some sanctions were applied to poor work but this was usually treated by special provision or special tutoring. Most also used rewards but these tended to be reserved for good performance. There were few cases where good behaviour was found to be rewarded systematically in any way.     

浙江省实施大中小学贯通培养高水平竞技体育后备人才的发展思路

运用文献资料法、专家访谈等形式对全省各级业余体校在高水平竞技体育后备人才培养现状及其存在的主要问题进行研究．提出“浙江省实施大中小学贯通培养高水平竞技体育后备人才”的理念。内容主要包括建立新型体育后备人才培养体系;依托社会力量,加大竞技体育后备人才培养的投入;提高体育后备人才培养的科学化水平。