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1.
开放异地高考,解决随迁子女的就地高考问题,涉及多方利益博弈。本文主要在分析各地异地高考政策的基础上探析教育公平,并针对异地改革情况提出一些对策。 相似文献
2.
异地高考是从教育起点上解决务工随迁子女升学考试、促进教育起始公平的政策.文章从教育公平视角分析现行异地高考政策在制定和实施过程中的困境：本地考生与异地考生利益冲突致新的教育不公,诱导隐患中的“高考移民”现象爆发,引发寻租、权钱交易等腐败行为.通过促进政策内容设计的科学化、强化政策执行的监督与管理、改革名户籍制及分省配额制完善异地高考政策. 相似文献
3.
满足进城务工人员随迁子女受平等教育的权利,既是教育公平和社会公平正义的体现,又是通过国家政策对教育资源进行再次分配的实证之举,有利于维护社会的稳定、和谐发展。然而,在异地高考政策的具体方案的制定和实施上,各地都存在不被社会认可等问题,本研究对现行异地高考政策存在的问题进行分析,并就解决异地高考问题提出针对性的建议。 相似文献
4.
山东省是最早响应教育部关于2012年各省出台有关异地高考方案的省份,异地高考方案的出台与实施主要是解决人口流动频繁背景下随迁子女参加高考的问题。本文运用文献综述法,从异地高考提出的必要性出发,总结了落实这一方案面临的难题：限制性政策;新高考移民风险担忧;高校自身依附性太强等问题,提出相应对策：改变原有政策;加大对高教投入;减少地方对本地区高校的干预;改革高考制度等。解决好面临的问题,努力确保异地高考顺利实施,促进教育公平,推动社会健康协调发展。 相似文献
5.
异地高考政策是政府对进城务工人员随迁子女义务教育后的升学考试问题的应对之策。运用多源流模型分析框架,对异地高考政策的问题源流、政策源流、政治源流、关键性的焦点事件和政策企业家等五个动力要素进行整体性分析发现：教育政策“断层”下的异地高考诉求形成了异地高考问题源流;政协委员和专家学者的意见主张构成异地高考政策的政策源流;国民的教育公平需求,党和政府的促进教育公平、正义的价值选择形成了异地高考政策的政治源流。“15知名学者上书事件”催化了异地高考政策之窗的开启,并在政协委员、专家学者和新闻记者等政策企业家的助推下,实现了问题、政策、政治三大源流的交汇,进而达致异地高考政策议程的设置。而这一政策议程也表征出两大中国特点：一是问题源流与政策源流存在先因后果的影响问题;二是政策企业家具有多重角色作用。 相似文献
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教育政策应能够促进分配的正义,推动公平的实现,公平的实现又与弱势群体关怀密不可分。罗尔斯差别理论揭示了对弱势群体进行补偿是实现关怀的途径。教育政策上的弱势群体补偿能够充分发挥教育政策的作用,推动教育公平。论文以北京市"异地高考"政策为分析样本,探究了"异地高考"政策与弱势群体关怀理念之间的矛盾,以期促进"异地高考"政策实现弱势群体关怀,达到教育公平的追求目标。 相似文献
7.
异地高考政策是城镇化进程中保障随迁子女受教育权利、促进社会公平的重要手段.基于理性选择制度主义框架回顾和分析异地高考政策后发现,异地高考政策存在着效率有待提高、公平问题凸显、问责机制缺位和政策适应性不足等问题.行动舞台的不完善致使行动者产生机会主义行为是其症结所在.基于此,应坚持以教育公平为首要原则,明确政策的价值目标,完善政策执行的监督与问责机制,提升随迁子女话语权. 相似文献
8.
薛亚莉 《赤峰学院学报(自然科学版)》2012,(14):224-226
教育公平问题一直是热点话题,异地高考的争议又将该问题继续加热.到底应该怎么样,也众说纷纭,没有定论.教育公平问题具体表现在地区差异,城乡差异和阶层差异.从资源配置,教育政策等进行了对其原因的分析.提出了一些更好地促进教育公平的措施,如改进制度政策,异地高考与把名校迁出所属地等. 相似文献
9.
出台异地高考新政,重要的目的不在于寻找农民工随迁子女参加高考条件,而在于抓住教育资源和教育机会公平配置这个关键,追求农民工子女异地参加高考的合理性、协调性和公平性。反思教育资源配置的不合理,反思城乡教育的不协调,反思高考制度的社会不公,我们发现农民工子女异地参加高考不仅受到各种准入条件的制约,更受教育资源与个人教育基础的制约,其根源在于城市化快速进程和城乡二元体制这两股力量交织博弈。于是,我们期待在异地高考政策的制定与执行过程中重点解决好教育资源配置和教育机会公平问题。 相似文献
10.
《宁波教育学院学报》2019,(2):89-93
异地高考政策作为整个考试招生制度系统性改革中的一部分,体现了教育公平的理念,对于维护社会和谐、加强社会管理、保障民生福祉具有重要意义。异地高考政策的价值体现包括教育价值、公平价值、社会融入价值等三个方面。异地高考政策对随迁子女社会融入产生一定的影响,需要进一步保障随迁子女受教育权利。 相似文献
11.
Shibao Guo 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2014,60(4):481-497
This paper revisits and revisions Education for All (EFA) in the age of global migration with the aim of developing more inclusive approaches towards social justice and equity in education. Drawing on cases of internal and international migration in China and Canada, this paper compares and contrasts policies and practices in the education of migrants and their children to discern common issues and challenges in both country contexts. The findings reveal that despite China’s nine-year compulsory education law for all school-aged children, migrant children are often deprived of equitable learning opportunities, resulting in their being the most educationally marginalised in China. The case of Canada demonstrates some of the challenges facing immigrants in having their prior learning and work experience recognised. Lessons learned from this comparative analysis have important implications for the post-2015 EFA revisioning process in terms of developing a holistic, inclusive lifelong learning framework which ensures that the learning needs of both young and adult learners are met through access to equitable learning opportunities as well as recognition of their prior learning and experience. 相似文献
12.
大多数学者认为异地高考政策更加有利于家庭条件较好的随迁子女,少数学者则认为该政策能有效保障农村随迁子女的教育权益,但已有文献仍缺乏关于异地高考政策对两类流动人口高等教育机会影响差异的比较研究。基于2017年中国流动人口动态监测调查数据,本文探讨了异地高考政策对城乡随迁子女高等教育机会的影响,并探究了该政策的调节作用。研究发现,异地高考政策对农村随迁子女高等教育机会的促进作用显著高于城镇随迁子女,且这种效应仅在高政策门槛地区存在,低门槛地区不存在。从政策的调节作用来看,异地高考政策有助于提高农村流动人口子女随迁的意愿,且对农村随迁子女高等教育机会的促进作用要显著高于农村留守子女。同时,异地高考政策可显著降低农村随迁子女家庭社会经济地位对其子女高等教育机会的影响。为此,各地方政府应坚持并完善异地高考政策,充分发挥该政策促进高等教育公平的杠杆作用;流入地政府要进一步提高本地高中教育服务能力;中央政府要进一步推进、完善高考录取制度改革。 相似文献
13.
This article looks at the central and local governments’ policymaking and implementation of compulsory education for migrant children in China. Three distinct models of policy implementation were identified through a case study approach. They indicated a selective adaptation of central policy objective and principles by the local governments and revealed diverse conditions of compulsory education for migrant children across the nation. In spite of substantial improvement over the years, migrant children still could not receive equitable compulsory education as urban children, due to three system barriers in general and local policy differences in particular.
相似文献14.
Scholars disagree on the extent to which low-fee private schools can adequately supply education to poor children in developing countries. This article contributes to the debate with a qualitative study in the Chinese context where privatization of education intersects with rural-urban migration. Using grounded theory approach, I examine how these schools aid or hinder migrant children’s settlement and integration in the host city. Fieldwork in the country’s interior region reveals that migrant schools are oriented toward meeting the immediate needs of migrant families but at the cost of children’s future prospects. The conclusion discusses implications for equitable urbanization. 相似文献
15.
流动人口子女的义务教育具有法定的公共产品属性,为其提供经费是各级政府尤其是中央政府义不容辞的职责。要建立中央财政对流动人口子女义务教育的专项转移支付制度,明确流出地政府与流入地政府职责,试行"教育券"等机制来保障流动人口义务教育经费。 相似文献
16.
This paper investigates the implementation of education policy for migrant children in urban China. Historically, rural and urban residents in China were separated by the hukou system, and rural children were not allowed to attend urban schools. Since the relaxation of the hukou system in the early 1980s, large numbers of rural families migrated to cities. The right of migrant children to education in urban China was formally recognised by the government in a series of policies starting in 2001. The research reported, here, reveals that migrant children did not have equal access to urban schools nor did they enjoy an equally good education to that of urban children. Based on 53 in-depth interviews with school principals, teachers and pupils in two provincial capitals in China, this paper explores the main factors affecting the implementation of education policy for migrant children. The research demonstrates that policies relating to equal admissions criteria were not implemented as intended, with migrant children not having equal access to schools. However, policies relating to non-segregation and academic support were implemented as intended. It is argued that, at the school level, this is a result of the examination-oriented system, and schools’ responses to this. 相似文献
17.
In recent years, increased demand and massive expansion have brought into Indian schools huge numbers of children who might
not have attended in the past. Still, large numbers, and specific groups, of children remain excluded from schooling for various
reasons, jeopardizing equitable access to elementary education. Further accentuating this inequity in provision, the quality
of education remains deeply unsatisfactory, particularly for children from disadvantaged groups. This article explores the
dimensions and issues related to exclusion from education and the policies and actions required to make educational expansion
more equitable, which would contribute to pluralism and harmony and promote greater social cohesion. 相似文献
18.
网上录取以公平、高效、省力的优势成为高校录取新生的主要方式．但由于计算机病毒的传播，操作系统、应用软件本身的漏洞以及网络攻击的横行等因素，网上录取的安全问题越来越受到关注．就高校录取中心的信息安全管理，从硬件配备、系统设置、病毒防护、数据管理等技术层面进行了了研究和论述． 相似文献
19.
This paper focuses on the education of migrant children in Beijing. As of the late 1990s, the Chinese Government has developed several policies to address educational issues among migrant children. The present study analyses data from interviews with key education personnel in Beijing to explore the outcomes of the implementation of such migrant children’s education (MCE) policies and the reasons for variation from policy design. The data suggest that there is poorer equality in terms of education among migrant vs. local children than the government has reported. Migrant children are faced with numerous strict admission procedures for public schools. The Chinese Government has not prioritised educational equality, despite professing to do so. The capability and motivation of local institutions for policy implementation are less adequate than might be expected. Using Honig’s model of policy implementation, this research shows that the outcomes of the MCE policies are a product of interaction between policy design, participants and implementation context. 相似文献
20.
The PISA success of Shanghai has aroused open challenge and debate about whether the city is a “model of equity”. There have been heated debates about the education of migrant children in Shanghai. This paper analyses publicly accessible policy papers and literature to provide a contextualised interpretation of the major progress and ongoing challenges surrounding the education of migrant children in Shanghai. The paper shows the structural inequalities affecting migrant families and their children. It refers to central as well as local government policies and the constraints these policies face. The analysis shows that Shanghai remains riddled with ongoing challenges that may have been obscured by the PISA success. 相似文献