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1.
教育不平等与收入分配差距:中国的实证分析 总被引：1，自引：0，他引：1
Based on the endogenous growth theory, this paper uses the Gini coefficient to measure educational inequality and studies
the empirical relationship between educational inequality and income inequality through a simultaneous equation model. The
results show that: (1) Income inequality leads to educational inequality while the reduction of educational equality does
not contribute to the decrease of income inequality, and there is no simple casual effect between them. However education
expansion is beneficial to reduce educational inequality and income inequality. (2) Education relates to income inequality
through the human capital transmission mechanism, but this mechanism does not automatically translate into a virtuous cycle
of “educational equality↔income equality”. (3) In the long run, the reduction of educational inequality does not reduce income
inequality, but income inequality has a negative instant-impact on educational equality. (4) At present, the level of educational
investment and urbanization do not effectively promote educational equality. In addition, the robustness of the model used
in this paper has been partly proved.
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Translated from Guanli Shijie 管理世界 (Management World), 2008, (1): 38–47 相似文献
2.
Min-xuan Zhang 《Frontiers of Education in China》2006,1(4):475-486
From a financial perspective, the criteria for category distinction of higher education institutions should be based on the
ownership of institution property and income for recurrent expenditure. The development of modern higher education witnessed
the period wherein higher education institutions have both private property and private payment for recurrent expenditure.
The development also saw the period wherein all the institution properties were owned by the state and all the recurrent expenditure
were paid by the government. Accordingly, universities could be divided into two categories of “public” and “private” institutions
until the 1970s. However, things have been changing greatly over the past 20 years. Property ownership and payment for recurrent
expenditure have been separated. The public institutions appeal to more and more individuals sharing recurrent expenditure,
while private institutions ask for more and more public financial support. Therefore, some financially mixed institutions
came into being and “three categories with sub-groups” has become a new phenomenon.
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Translated from Peking University Education Review, 2004 (2) 相似文献
3.
Jian-hua Hu 《Frontiers of Education in China》2006,1(3):402-416
After the founding of the People’s Republic of China, the administrative system of higher education then was characterized
as “centralized”, “Tiao and Kuai” were segmented (some higher education institutions were directly administered by provincial
governments, and some were affiliated to the relative administrative departments of the state) and higher education institutions
(HEIs) were government-run. The reform in the administrative system of higher education launched in the 1980s broke down the
segmentation of “Tiao and Kuai”, and changed it into a new administrative system emphasizing the role of the provincial governments
(“Kuai-oriented mode”). Thus, HEIs gained more autonomy and tremendous changes have taken place in the relation between HEIs
and the government. However, weakening the government’s administrative control over HEIs and readjusting government-HEIs relations
are still the main concerns in reforming the administrative system of Chinese higher education.
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Translated from Journal of Nanjing Normal University (Social Science), 2005 (4) 相似文献
4.
Min-hui Qian 《Frontiers of Education in China》2006,1(4):549-566
Within the sphere of contemporary social sciences, the terms “modernity,” “post-modernity” and “globalization” have penetrated,
as the core concepts, into various fields of social sciences in a logical way. In constituting the concept of “modernity,”
sociology of education develops the educational theory, as sociological theory does, into a “grand narrative” and “foundationalist”
theory; the contribution of post-modernity is pluralism and self-examination in an attempt to transcend modernity. Globalization,
a kind of expanded modernity, makes education sociologists broaden their perspective from single and traditional “nationality,”
“society” and “nation” to an international society and even to the global society, which has broken through the research paradigm
of modernity with ethnocentrism, anthropocentrism and Euro-centrism. These changes have required urgent constitution of the
conceptions and theoretical frameworks of sociology of education to be applied on a global level.
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Translated from Peking University Education Review, 2006 (1) 相似文献
5.
Peter Sloat Hoff 《Innovative Higher Education》2009,34(4):203-217
In a crisis-plagued world looking to higher education for knowledge, wisdom, and solutions, higher education itself is stumbling.
Its transformational thinking has frozen up like an overstressed computer program; and we need, in effect, to “push the reset
button.” In 1953, the renowned and controversial president of the University of Chicago, Robert M. Hutchins, authored a refreshing
and provocative work, The University of Utopia, containing ideas that still challenge today’s paradigms. He argued for institutional independence over “accountability,”
“outcomes,” and “stakeholders.” He indicted educational evils he called “industrialization,” “specialization,” “philosophical
diversity,” and “social and political conformity” and suggested ways to defeat them. Although his 56-year-old thoughts on
reconceptualizing the multiversity are not a panacea, they could help higher education make a fresh start. This essay reintroduces
the modern reader to Hutchins’s iconoclastic and stimulating ideas in the hope of restarting the stalled agenda for educational
reform. 相似文献
6.
Amy Liu 《Higher Education》2011,62(4):383-397
Framed by historical and contemporary discussions, this article reviews the principal foundations of meritocracy and uses
the public University of California system as a point of departure for examining the connection between meritocracy and higher
education within the context of the United States. Through consideration of four dimensions that inform the concept of meritocracy—merit,
distributive justice, equality of opportunity, and social mobility—this review examines the underlying tenets of meritocracy
to better understand how higher education functions within it. In The Coming of Post-Industrial Society, Daniel Bell (1973) suggested that higher education would become a “defensive necessity.” However, if colleges and universities are to serve
as instruments for creating and expanding opportunity, then higher education must be more profound than simply being reduced
to “defensive necessity,” and it is important for researchers to examine more closely the theoretical concerns of meritocracy
and the higher education implications. 相似文献
7.
Yueya Ding 《Frontiers of Education in China》2006,1(1):131-139
Based on the research of new educational inequality in the minority regions of present day China, this article points out
the importance of educational equality principle in government’s decision making and suggests that it should give top priority
to ethnic minorities when distributing education resources, to develop their compulsory education and broaden their opportunities
to enter into postcompulsory education by the “differentiated but equal” principle. Perfect education policies and mechanism
and lifelong education system are also pivotal for the attainment of the goal of educational equality.
Translated from Journal of Research on Education for Ethnic Minorities, 2005:2 相似文献
8.
The aim of this article is to shed light on some aspects of professional responsibility by investigating students’ visions
of future work and notions of professional responsibility. The data is based on interviews with samples of freshmen in three
educational programmes at the University of Oslo in Norway. The data has been analysed in relation to two thesis claimed by
Steven Brint: “The rise of a utilitarian ethos” in higher education and the movement from “social trustee professionalism”
to “expert professionalism”. The findings show that the students in our sample do not think of higher education primarily
as a means to get credentials that will be useful in the labour marked. An intellectual interest in the discipline is the
most prevalent reason for the students’ educational choices. Furthermore our findings support an orientation towards “expert
professionalism” rather than “social trustee professionalism”. But, embedded in the perspective of an expert there is an emphasis on ethical knowledge, moral and/or societal responsibility
and the wish to do good for others. However, the students’ sense of responsibility seems to be restricted to certain “localism”
of their specific occupation. Based on the findings we argue that the students reveal a moral awareness that should be taken
seriously by the educational institution in order to foster critical rationality and professional commitments. 相似文献
9.
Golnar Mehran 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2009,53(2):541-559
Since the establishment of the Islamic Republic, female higher education has been characterised by a paradoxical combination
of discrimination and exclusion, on the one hand, and increasing equality and empowerment, on the other. This study focuses
on the triangle of education, equality and empowerment, using Sara Longwe’s women’s empowerment framework to analyse the interplay
between the three. State policies to Islamise the universities during the 1980–1983 Cultural Revolution determined the “gender
appropriateness” of each specialisation and led to the exclusion of women from “masculine” fields of study during the early
years of the revolution. Despite such discriminatory measures, women today represent the majority of students in all fields,
except engineering. Women, however, remain underrepresented at graduate levels of education and as faculty members. An important
challenge is to understand why men are not entering different specialisations and whether there is a possibility of “re-doing
gender” – this time in addressing male inequality and disempowerment at undergraduate levels. 相似文献
10.
Zhongping Hu 《Frontiers of Education in China》2007,2(2):201-213
One of the main reasons of the fact that Chinese moral education could hardly get out of its predicament is that “self-regard”
has been simply and unilaterally interpreted as the absolute opposite to morality, where “self-regard” is merely regarded
as the source of “everything evil”, and the fact that it is also the source of “everything good” is neglected. Actually, “self-regard”
is the nature of human beings who go for benefit and avoid harm, which is inevitable and reasonable. It is not naturally opposite
to altruism, for there is no problem concerning morality in self-regard itself, though there might be some in the means adopted.
Therefore, the aim of moral education is not to deprive a person of his/her intention of self-regard, but to normalize the
means he/she might adopt, so that he/she could suitably benefit himself/herself as he/she benefits others. It is proven by
the past experience and the present situation that the key premise for the Chinese moral education to get out of its predicament
is to set up a correct understanding over self-regard.
Translated from Xueshu Yanjiu 学术研究 (Academic Research), 2005, (6): 117–120 相似文献