促进教育公平
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摘要
教育公平是社会公平的一个重要组成部分,是社会公平在教育领域的延伸和应用;也是实现社会公平的一种重要方式和手段。高等教育能够给人提供公平竞争的机会,帮助社会底层群体改善其生存状态,减少社会性的不公平,因而被认为是实现社会公平“最伟大的工具”。追求高等教育公平,是实现社会公平的有效手段。而实现高等教育的公平实质上是一种政府行为,政府和社会应当成为实现教育公平努力的主体。二战后,美国联邦政府通过教育立法的形式,正式参与到学生资助中来。通过联邦高等教育的资助,更多的贫困学生有了接受高等教育的机会,在很大程度上促进了教育公平。近年来随着我国高等教育大众化速度的加快,高校贫困生的数量逐步增加,教育资助问题日益突出。如何完善与我国国情相符合、并能更好的促进教育公平的教育资助政策,是我国高等教育发展过程中急需解决的问题。本文旨在从历史发展的角度出发,分析战后美国各个历史时期联邦政府学生资助政策的变化发展,总结其先进经验和成功做法,从而为研究我国如何促进高等教育的公平发展提供几点建设性意见。
本文共由绪论和正文两部分组成。绪论主要介绍了选题缘由、国内外研究情况、研究方法,并对核心概念进行了界定。
正文共有五部分组成。第一章主要论述了战后40、50年代美国高等教育资助政策。这一时期,美国通过《军人权利法》和《国防教育法》参与到学生的资助过程中来。教育资助政策初步形成。这两个法案的实施都取得了良好的效果,在很大程度上促进了教育公平。然而这一时期的教育资助政策,不是从“人”发展的需要出发,而是以国家的利益为出发点,因此这一时期的公平称为“国家至上的公平”。
第二章主要论述了60、70年代的教育资助政策。20世纪60年代,肯尼迪、约翰逊总统要领导美国进入“伟大社会”,提倡社会福利。教育资助就属于社会福利的一部分。1965年11月8日,美国历史上第一个关于高等教育的法规《高等教育法》颁布实施。《高等教育法》的立法宗旨以教育公平为根本的诉求,旨在缩小社会不同阶层间的差距,促进高等教育的公平。1978年,国会通过了《中等收入学生资助法》,使得中产阶级也成了教育资助的对象,教育资助政策膨胀性发展,因此这一时期被称为“福利泛化的公平”。
第三章主要论述了80年代到克林顿政府前的教育资助政策。1981年,里根总统宣誓就职。这一时期,美国出现了严重的财政赤字。以里根总统为代表的新保守党反对国家福利,认为应当减少对高等教育的资助。虽然在各方面的压力下,教育的资助金额并没有减少,但是这一时期,政府对教育资助的态度却是消极的。里根总统之后的布什总统基本上继承了这一理念,教育资助政策继续受到节制。因此本文把这一时期称为“受到节制的公平”。
第四章主要论述了克林顿政府的教育资助政策。克林顿当选总统后,选择了一条新的执政理念,即第三条路线。反映在高等教育领域就是既注重资助又强调责任,同时兼顾着中产阶级和低收入群体的利益。但是,这一时期的教育资助政策,使得中产阶级成了最大的受益者,与最初的立法宗旨渐行渐远,因此称为“渐行渐远的公平”。
第五章总结了美国各个历史时期的教育资助政策在促进教育公平时的特点。虽然在教育资助过程中,出现了这样或是那样的问题,但是通过教育资助促进教育公平的目的却没有改变,并且每届政府都在努力。通过对美国高等教育资助政策发展的研究,我们应更加意识到政府的作用,政府应当成为促进教育公平的主导力量。
The educational equity is the important contents of the social equity. It is the extension of the social equity in the realm of education and is also an important way to achieve the social equity. Higher education can provide the opportunity of fair competition and help to improve the underprivileged groups living condition. It can also reduce social injustice and realize social justice, thus it is believed to be the "greatest tool". The pursuit of higher education equity is an effective means of achieving social justice. Higher education equity is essentially a state action. Therefore, the government and the society are sure to become the main pushers of equity of education. After World War II, through legislation on education, the U.S. federal government participated in the student financial assistance. By the aid of the federal higher education funding, more impoverished students have accesses to higher education, which largely promote the educational equity. In recent years, with the popularization of higher education in China, the population of the poverty-stricken college students in education is becoming larger and larger, which gradually increase the number of funding problems. How to improve our educational funding policy in line with our national conditions so as to promote educational equity, is becoming a confronting problem during the process of development of higher education. From the perspective of historical development, this paper firstly analyzes the U.S. federal government's funding policies on higher student in various historical periods, and then, it sums up the advanced experience and successful practices, so as to provide some constructive suggestions for our higher education research in educational equity.
Introduction of this paper mainly states the reasons of selecting this subject ,the domestic and American research summary situation,the research methods . It also gives us clear definitions of main concepts.
There are five chapters in this thesis. The first chapter mainly discusses the education financing policies in the 1940s and the 1950s.. During this period, the United States promulgated the‘The GI Bill of Rights’and the "National Defense Education Act". By doing this, it participated in the financing process. Educational grants policy had been shaped gradually. These two bills have achieved good results, which in large promoted educational equity. However, the financing policies in this period didn’t take the development of‘human’as the starting point. To be contrary, it based on national interests. So equity during this period is called‘the state-supreme fairness’.
Chapter II mainly discusses the education financing policies in the 1960s and the 1970s. In the 1960s, President Kennedy Johnson lead the U.S. into the‘Great Society’by promoting social welfare. Education financing no doubt belongs to part of it. On November 8th in 1965, the U.S. government promulgated the first act on higher education in American history, which is called "Higher Education Act". In 1978, the U.S. Congress passed the "middle-income Students Financial Assistance Act". This act makes the middle class become the object of financial assistance, Educational grants policy were expansive development .So this period is known as‘welfare-generalization fairness’.
Chapter III mainly discusses the education financing policies in the 1980s until the Clinton administration. In 1981, Ronald Reagan has been sworn in as president. During that period, the United States experienced serious budget deficit. President Reagan, as a representative of the new Conservative Party disapproved national welfare and appealed for reducing funding on higher education. Despite of great pressure from various aspects, the amount of financing is not decreased, however, the government’s financing policy on education is negative in that period. President George Bush basically followed President Reagan's ideas. Educational grants policy continued to be restrained. Therefore, this paper depicts this period as“temperate fairness”.
Chapter IV mainly discusses the education financing policies in the Clinton administration .After Bill Clinton was elected president, he chose a new governing notion, that is, the third line. Reflected in the field of higher education, this policy emphasized responsibility and also assistance, it taken the interests of the middle class and the low-income groups into account. During this period, the educational grants policy caused the middle class to become the biggest beneficiary, and the result is gradually far away from the initial legislation objective, consequently, the fair was called as“entrained from fair”.
Chapter V summarizes various historical periods of the education financing policies to promote educational equity. Although there are many problems during the education financing process, the government has not changed the original intention of financial assistance for educational equity and each session has been making great effort to improve it. Through the study of American higher education financing policies, we should be more aware of the role of government, the government should be the leading force in promoting educational equity.
本文共由绪论和正文两部分组成。绪论主要介绍了选题缘由、国内外研究情况、研究方法,并对核心概念进行了界定。
正文共有五部分组成。第一章主要论述了战后40、50年代美国高等教育资助政策。这一时期,美国通过《军人权利法》和《国防教育法》参与到学生的资助过程中来。教育资助政策初步形成。这两个法案的实施都取得了良好的效果,在很大程度上促进了教育公平。然而这一时期的教育资助政策,不是从“人”发展的需要出发,而是以国家的利益为出发点,因此这一时期的公平称为“国家至上的公平”。
第二章主要论述了60、70年代的教育资助政策。20世纪60年代,肯尼迪、约翰逊总统要领导美国进入“伟大社会”,提倡社会福利。教育资助就属于社会福利的一部分。1965年11月8日,美国历史上第一个关于高等教育的法规《高等教育法》颁布实施。《高等教育法》的立法宗旨以教育公平为根本的诉求,旨在缩小社会不同阶层间的差距,促进高等教育的公平。1978年,国会通过了《中等收入学生资助法》,使得中产阶级也成了教育资助的对象,教育资助政策膨胀性发展,因此这一时期被称为“福利泛化的公平”。
第三章主要论述了80年代到克林顿政府前的教育资助政策。1981年,里根总统宣誓就职。这一时期,美国出现了严重的财政赤字。以里根总统为代表的新保守党反对国家福利,认为应当减少对高等教育的资助。虽然在各方面的压力下,教育的资助金额并没有减少,但是这一时期,政府对教育资助的态度却是消极的。里根总统之后的布什总统基本上继承了这一理念,教育资助政策继续受到节制。因此本文把这一时期称为“受到节制的公平”。
第四章主要论述了克林顿政府的教育资助政策。克林顿当选总统后,选择了一条新的执政理念,即第三条路线。反映在高等教育领域就是既注重资助又强调责任,同时兼顾着中产阶级和低收入群体的利益。但是,这一时期的教育资助政策,使得中产阶级成了最大的受益者,与最初的立法宗旨渐行渐远,因此称为“渐行渐远的公平”。
第五章总结了美国各个历史时期的教育资助政策在促进教育公平时的特点。虽然在教育资助过程中,出现了这样或是那样的问题,但是通过教育资助促进教育公平的目的却没有改变,并且每届政府都在努力。通过对美国高等教育资助政策发展的研究,我们应更加意识到政府的作用,政府应当成为促进教育公平的主导力量。
The educational equity is the important contents of the social equity. It is the extension of the social equity in the realm of education and is also an important way to achieve the social equity. Higher education can provide the opportunity of fair competition and help to improve the underprivileged groups living condition. It can also reduce social injustice and realize social justice, thus it is believed to be the "greatest tool". The pursuit of higher education equity is an effective means of achieving social justice. Higher education equity is essentially a state action. Therefore, the government and the society are sure to become the main pushers of equity of education. After World War II, through legislation on education, the U.S. federal government participated in the student financial assistance. By the aid of the federal higher education funding, more impoverished students have accesses to higher education, which largely promote the educational equity. In recent years, with the popularization of higher education in China, the population of the poverty-stricken college students in education is becoming larger and larger, which gradually increase the number of funding problems. How to improve our educational funding policy in line with our national conditions so as to promote educational equity, is becoming a confronting problem during the process of development of higher education. From the perspective of historical development, this paper firstly analyzes the U.S. federal government's funding policies on higher student in various historical periods, and then, it sums up the advanced experience and successful practices, so as to provide some constructive suggestions for our higher education research in educational equity.
Introduction of this paper mainly states the reasons of selecting this subject ,the domestic and American research summary situation,the research methods . It also gives us clear definitions of main concepts.
There are five chapters in this thesis. The first chapter mainly discusses the education financing policies in the 1940s and the 1950s.. During this period, the United States promulgated the‘The GI Bill of Rights’and the "National Defense Education Act". By doing this, it participated in the financing process. Educational grants policy had been shaped gradually. These two bills have achieved good results, which in large promoted educational equity. However, the financing policies in this period didn’t take the development of‘human’as the starting point. To be contrary, it based on national interests. So equity during this period is called‘the state-supreme fairness’.
Chapter II mainly discusses the education financing policies in the 1960s and the 1970s. In the 1960s, President Kennedy Johnson lead the U.S. into the‘Great Society’by promoting social welfare. Education financing no doubt belongs to part of it. On November 8th in 1965, the U.S. government promulgated the first act on higher education in American history, which is called "Higher Education Act". In 1978, the U.S. Congress passed the "middle-income Students Financial Assistance Act". This act makes the middle class become the object of financial assistance, Educational grants policy were expansive development .So this period is known as‘welfare-generalization fairness’.
Chapter III mainly discusses the education financing policies in the 1980s until the Clinton administration. In 1981, Ronald Reagan has been sworn in as president. During that period, the United States experienced serious budget deficit. President Reagan, as a representative of the new Conservative Party disapproved national welfare and appealed for reducing funding on higher education. Despite of great pressure from various aspects, the amount of financing is not decreased, however, the government’s financing policy on education is negative in that period. President George Bush basically followed President Reagan's ideas. Educational grants policy continued to be restrained. Therefore, this paper depicts this period as“temperate fairness”.
Chapter IV mainly discusses the education financing policies in the Clinton administration .After Bill Clinton was elected president, he chose a new governing notion, that is, the third line. Reflected in the field of higher education, this policy emphasized responsibility and also assistance, it taken the interests of the middle class and the low-income groups into account. During this period, the educational grants policy caused the middle class to become the biggest beneficiary, and the result is gradually far away from the initial legislation objective, consequently, the fair was called as“entrained from fair”.
Chapter V summarizes various historical periods of the education financing policies to promote educational equity. Although there are many problems during the education financing process, the government has not changed the original intention of financial assistance for educational equity and each session has been making great effort to improve it. Through the study of American higher education financing policies, we should be more aware of the role of government, the government should be the leading force in promoting educational equity.
引文
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