Fantastic Educational Gaps and Where to Find Them:LERB-A Model to Classify Inequity and Inequality

In today’s world,education is less being considered as an outcome,but more as a journey.As the adventurers,our students are facing more and more complex challenges.Previously,the socio-economic status of a student’s family seemed to be one of the biggest factors among inequality causes.Nowadays,the chaotic situation of today's VUCA world(volatility,uncertainty,complexity,and ambiguity)is generating more and more types of inequity and inequality.Thus,the purpose of the study is to develop LERB-a simple model to classify inequity and inequality,as a stepping-stone to build a gap detection framework.Through a structured literature review,the study identified the interconnection between equity and equality,as well as their transition toward students as an individual or as a group(s)and subgroup(s).The study can also be adapted to examine the correlation between different categories of equity,as well as to brainstorm and propose remedies to tackle those gaps.

How to Get Out of the Prisoners'Dilemma:Educational Resource Allocation and Private Tutoring

This paper analyzes the behavior of families in China regarding private tutoring,applying game theory to its discussion of their actions.It finds that families will definitely give their children private tutoring after school in order to obtain better educational opportunities in situations where the distribution of educational resources is uneven.According to game theory,overuse of private tutoring after school will waste societal resources and negatively affect all the players in the game.It is argued that a key strategy to reduce private tutoring after school is to close the gaps in state provision of education.

Access to Higher Education of 25 Ethnic Minorities in Yunnan Province,South Western China

The level of development of higher education(HE)is an important indicator to measure the development of the social economy and the civilization of a region or country.In this article,we compare the distribution of the freshmen of ethnic minorities(EMs)with the distribution of EMs over the population,based on a sample of 1464 freshmen from 25 EMs of Yunnan Province in People's Republic of China(PRC).Although this analysis shows that access to HE is equal for some categories of EM students,it still shows that access to HE is harder for these minorities in comparison with freshmen from Han(major ethnic group comprising of 92%of the Chinese population)families.

Assessing the Quality and Equality of Hong Kong Basic Education Results from PISA 2000+to PISA 2006

This paper seeks to examine the quality and equality of basic education of Hong Kong based on the first three cycles of the Program for International Student Assessment(PISA).Results from these three assessments suggested that the Hong Kong students have an outstanding performance in mathematics,science and reading.In particular,the performance of reading improves substantially in PISA 2006.As far as equality in education is concerned,the achievement gap of students from different socio-economic backgrounds in Hong Kong is relatively small compared with other countries.However,the academic performance variation between-schools suggest that,there is still academic segregation among secondary schools in Hong Kong although it has been reduced slightly in the PISA 2006.

Girls Strive for Equal Education

THE difficulty girls have receiving an education equal to boys is one of the topics that will be discussed at the Fourth World Conference on Women. For years, education of females has always been a chief problem to make elementary education universal for the world’s developing countries,

Will Special-Contracted Teachers Promote the Development of Rural Students?From the Perspective of the New Human Capital Theory

The Special-Contracted Teacher Scheme,a supplement to the traditional mode of teacher supply,has been implemented for 17 years and the teaching quality of those teachers has gained a lot of attention.Using data of teachers and students from the sample counties in four central and western provincial-level administrative units,this paper studies how special-contracted teachers have affected students’academic performance and non-cognitive ability according to the student development framework of the new human capital theory,and how those effects vary among different teacher groups.Results show that while special-contracted teachers have helped improve the academic performance of rural students,their role is limited in improving students’non-cognitive ability.At the same time,female special-contracted teachers and those without a normal major play an obviously bigger role in raising students’academic performance.The conclusion is that special-contracted teachers can to some extent help narrow the urban-rural gap in academic performance,but more research needs to be done to better understand their effects on students’non-cognitive ability.