从中国教育指数看中国教育发展“十四五”开局——基于IEC 2022年版与“十三五”时期均值的比较

An IEC-based Study of China’s Development of Education during the 13th Five-Year Plan

站在“两个一百年”的历史交汇点,科学评估中国教育发展“十四五”开局的价值尤为重要。基于中国教育指数(IEC)的2022年版与2017-2021年版均值的常模参照比较发现:与“十三五”期间(2016-2020年)相比,2021年中国教育发展开局良好,主要表现为大部分中西部省区在教育投入、教育质量、教育信息化建设、教育贡献、教育创新与创造、教育健康与生态、教育法治等二级指标维度上与省域头名(北京)的整体差距均不同程度的缩小。但在教育规模、教育公平和教育创业等维度上,2021年却有所退步。分区域来看,东部以及京津冀、长江经济带战略区域的发展势头仍整体优于中部、西部和东北三省;高质量、可持续发展视域下,如何利用好后发优势摆脱区域教育发展的马太效应是国家教育治理“十四五”亟待攻关的一大重点。

It is important to scientifically evaluate the value of China’s development of education during the “14th Five-Year Plan” particularly at the historical intersection of the “two centenary goals” in 2021.This research referred to the 2022 edition and the 2017-2021 edition of China Education Index(IEC), and found that China’s education portended a favored development in 2021 to be manifest in the overall narrowed gap between central and western provinces and the top municipality of Beijing in terms of educational input, education quality, informatization construction, educational contribution, innovation and creativity, educational health and ecology, educational rule of law in the secondary indicators while declining in terms of education scale, equity and entrepreneurship. It also found that the development momentum of the eastern regions like the Beijing-Tianjin-Hebei Rim and the Yangtze River Economic Belt is still stronger than that of the central, western and northeastern provinces. It highlighted that it is key to take the advantage of these regions’ potentials in the high-quality and sustainable development of education to avoid the Matthew effect in the national education governance during the 14th Five-year Plan period.