教育公平何以可能——兼论教育公平制度的设计

How Can Education Equity be Possible? —Concurrent Discussion of the System Design of Education Equity

教育公平是一个动态的概念。目前我国对教育公平的关注开始转向质量方面。根据国内一些学者通过教育基尼系数对我国教育公平程度的测量,我国教育公平程度总体水平在不断提高,但面临着区域教育不公平和城乡教育不公平的窘境。一些学者从宏观与微观两个层面分别对教育公平问题进行了研究与探讨,提出了各自的观点。在此基础上,笔者认为,制度设计应是实现教育公平的关键。不同历史时期有不同的制度设计理念,就目前而言,教育公平制度设计应着重于建立健全科学民主的教育决策机制以及弱势群体和落后地区补偿制度,不断扩大、丰富教育资源并持续优化教育公平的制度环境。

Education Equity is a dynamic concept. Nowadays, the quality equity of education has attracted more attention in China. According to measurement of the degree of Chinese education equity via Education Gini Index, the overall level of education equity in China raises continuously. However, there still exists regional education inequity and urban-rural education inequity. Some scholars studied and discussed the issue of education equity from macroscopic and microscopic view, and put forward their own idea respectively. And on basis of these, the author regards the system designing as the key to the realization of education equity. Although the conception of the system designing varies in different periods, the current designing of education equity system should emphasize on the following four aspects： establishing and improving the scientific and democratic policy-making mechanism of education; establishing and improving the compensation system of the disadvantaged groups and less developed areas; enriching education resources and optimizing an environment of education equity system continuously.