城乡义务教育非均衡供给的理论、历史与现实逻辑

The Theoretical/Realistic/Historical Logic for Disequilibrium Supply of Urban and Rural Compulsory Education

近代以来我国城乡义务教育总体上处于非均衡发展状态,其实质是资源供给和配置机制失衡。义务教育非均衡供给制度具有内在的逻辑和动能、深厚的历史传统以及稳固的社会根基:一是非均衡发展机制优势符合后发国家的战略意图;二是清末至民国时期累积和固化的法理传统、制度惯性与教育文化;三是国家意志、行政体制和非制度因素共同作用下的主体利益博弈需求。循此逻辑,历次教育体制变革都在事实上延续了非均衡供给机制,尽管中央政府于2006年进行了反向改革,但"新机制"及其后续改革并未消除"城乡分立"的制度惯性。

Since modern times our country＇s urban and rural compulsory education was generally in a state of imbalanced development. The reason was the imbalance of resource supply and allocation mechanism. The imbalanced supply of compulsory education had its inherent logic and impetus, profound historical tradition and solid social foundation. The first one is the advantages of disequilibrium development mechanism accord with developing countries＂ strategic intentions. The second is the traditional jurisprudence, systemic inertia and education culture accumulated and solidified during late Qing Dynasty to the Republic of China. The third one is the game demand of main interest under the interaction of state will, administrative system and non-institutional factors. Following this logic, all previous education system reforms continued the disequilibrium supply mechanism. Although the central government had a reverse reform in 2006, the ＂new mechanism＂ as well as its subsequent reforms did not eliminate the system inertia of ＂the separation of urban and rural areas＂.