公共教育投资比例国际比较研究

本文采用国际横截面数据,从经济发展和教育发展两个角度分析了影响公共教育投资比例的因素,并对未来我国公共教育投资比例进行了预测.研究得出的结论是:一、应该主要以经济变量来解释和预测公共教育投资比例的变化;二、借鉴国际经验,考虑我国公共教育投资比例的变化趋势时应主要参考中等收入国家的情况;三、我国公共教育投资比例将在2010年达到3.7%,而在2020年达到4.5%.     

我国公共教育投资比例研究

根据国际横截面数据和中国时间序列数据,通过建立计量经济模型分析影响公共教育投资比例的因素,并对未来我国公共教育投资比例进行预测,其结论是:(1)应主要以财政供给能力来解释和预测我国公共教育投资比例的变化;(2)借鉴国际经验,考虑未来我国公共教育投资比例的变化趋势时应主要参考中等收入国家的情况;(3)我国公共教育投资比例将在2010年接近4%,在2020年达到4.4%-4.5%。     

论中国幼儿教育财政体制的重构

This paper presents a profile about the financial system of the early childhood education (ECE) in China. The problems discussed are related to (1) segmentation of Tiao and Kuai (some education institutions are directly administered by provincial governments, and some were affiliated to the relative administrative departments of the state), (2) inequality, (3) indistinct responsibility in investment of all levels, and (4) the challenge of reform. On the basis of the current situation in China, ECE and international experience, this paper aims at putting forward suggestions on how to reconstruct the financial system for ECE and also how to make relevant provision of laws and regulations to make various levels of governments, children’s parents, kindergartens and communities share economic responsibility of ECE. Translated from Jiaoyu Yanjiu Yu Shiyan 教育研究与实验 (Educational Research and Experiment), 2006, (2): 21–24     

教育体制改革中的中国高等学校法律地位变迁

During the past twenty years, higher education institutions in China have gained enormous rights due to both the streamlining of administration and the decentralization of the government. Their legal status has hence changed dramatically. However, the expansion of their rights has also brought about the possibility of higher education institutions profiting by pursuing development. The influence of the market has begun to permeate higher education institutions, and this change has shown some characteristics of induced institutional changes. Accordingly, higher education institutions should be regulated from the perspective of public law, so as to ensure their public nature. __________ Translated by LI Yancheng from Beijing Shifan Daxue Xuebao (Shehui Kexue Ban) 北京师范大学学报 (社会科学版) (Journal of Beijing Normal University (Social Sciences)), 2007, (2): 5–16     

The public/private divide in higher education: A global revision

Our common understandings of the public/private distinction in higher education are drawn from neo-classical economics and/or statist political philosophy. However, the development of competition and markets at the national level, and the new potentials for private and public goods created by globalisation in higher education, have exposed weaknesses in the traditional notions of public/private. For example, (1) the statist notion that higher education is always/already a public good blinds us to its role in producing scarce positional private goods, even in free systems; (2) because there is no global state, both statists and neo-liberals model the global higher education environment simply as a trading environment without grasping the potential for global public goods in education – goods that are subject to non-rivalry or non-excludability, and broadly available across populations, on a global scale. Yet higher education in one nation has the potential to create positive and negative externalities in another; and all higher education systems and institutions can benefit from collective systems e.g. that facilitate cross-border recognition and mobility. The paper sets out to revise public/private in higher education. Rather than defining public/private in terms of legal ownership, it focuses on the social character of the goods. It argues that public/private goods are not always zero sum and under certain conditions provide conditions of possibility for each other. It proposes (a) units in national government that focus specifically on cross-border effects; (b) global policy spaces – taking in state agencies, individual universities, NGOs and commercial agents – to consider the augmentation, distribution of and payment for global public goods. This paper has been adapted from a keynote address to the Conference of Higher Education Researchers (CHER), University of Twente, Enschede, 19 September 2004. The CHER conference was focused on the public/private question. Warm thanks to Erik Beerkens, Jurgen Enders, Marijk van Wende, Ben Jongbloed, Guy Neave, other colleagues who took part in discussion at the CHER conference, and the reviewers for Higher Education.     

深刻反省我国教育的"重点制"

Since the 1980s, “key school system” (KSS) in basic education has contributed to teaching quality and the development of some schools. However, at the same time it brings about many serious problems such as failure to attain educational objective, being away from the goal of education equity, arising students’ mental or emotional problems, lack of moral education, vicious competition among schools and so on. It can be said that the present educational problems are tied closely to “KSS”. As a result, this paper attempts to do a deep reflection on it to promote the education reform of China. Translated from Jiaoyu Xuebao 教育学报 (Journal of Education Studies), 2006, 2(2): 36–42     

Are equity and efficiency irreconcilable goals in education?

Lacking guidance of general equilibrium (GE) theories in public economics and the corresponding proper mechanisms, China has not surprisingly witnessed an inequality in educational expenditures across regions as well as insufficiency of funds for education in poor areas. It is wrongly thought that what happens is due to the decentralized financing system of basic education. This essay attempts to demonstrate that such a decentralized system is capable of encouraging local governments to improve the quality and efficiency of basic education. This is possible if the central government is involved in designing specific countervailing policies to reduce the negative impact of unequal access to education and sorting phenomenon on human capital accumulation for low-income families. This has particular significance for growth in a country that has a massive labor-intensive sector. Translated from Zhongguo Shehui Kexue 中国社会科学 (Social Sciences in China), 2005, (6): 47–57     

三级教育公共支出分配结构的合理性分析

公共教育支出是各级政府机构用于教育的支出,是教育发展的物质保证。公共教育支出分配结构是否合理,影响着教育经费的使用效率。当前,我国公共教育支出分配结构在其公共性方面逐渐趋于合理,但仍存在许多问题：与世界其他国家相比,我国公共教育产品的公共支出仍然处在比较低的水平,高等教育的生均支出指数仍然偏高。此外,我国高中阶段公共支出与其他阶段相比相对不足,不利于我国劳动力素质的提高和人才结构的优化。促进我国公共教育支出结构的合理化需要在进一步加大对基础教育阶段的投入、巩固义务教育发展的基础上,增加高中阶段的投入,积极促进高等教育投资体制改革。     

新疆民族教育的发展与双语教育的实践

The Xinjiang Uyghur Autonomous Region is an area of great importance for the ethnic minorities of northwestern China, and the development of local minority education has been a constant concern in both government and academic spheres. By means of analyzing government documents, statistical data and research literature, this article attempts to define the fundamental modes and development processes of minority education in Xinjiang. Furthermore, the article elaborates on discussion of the development and problems relevant to bilingual education in the concentrated Uyghur communities of southern Xinjiang based on the author’s field research in the Kashgar Prefecture in 2007. Translated by Zhang Lin from Beijing Daxue Jiaoyu Pinglun 北京大学教育评论 (Peking University Education Review), 2008, (2): 2–41, revised by Daniel Weisman     

我国高等教育公共投资绩效区域差异及影响因素分析

基于数据包络分析模型(DEA-BCC)对我国不同区域高等教育公共投资绩效的测度分析,我国高等教育公共投资在经费规模上存在较大区域差异,即东部最高、中部其次、西部最低,且在绩效水平上也存在显著区域差异。而基于面板Tobit回归模型对高等教育公共投资绩效影响因素的实证分析进一步表明:对于全国,地方经济发展水平、人力资本水平和城市化水平对高等教育公共投资绩效产生正向影响,高校生师比和政府财力对高等教育公共投资绩效产生负面影响;三大区域受不同影响因素制约。