Balanced Development Of China's Compulsory Education Research

Generally speaking, balance development is some description of the state of things. By its value, balance embodies the pursuit of the idea of equity and justice. In point of social policy, it is the principle of the allocation of resources. If we regard the balance as an objective it should not be the absolute evenness, but some harmony with difference; if we regard it as a principle, it means the object of social policy owns equivalent chance and treatment, and by the establishment of mechanism of compensation, the vulnerable is able to acquire the relief.In this dissertation, educational balance development is defined as the balance state between the acquisition of educational resources and the output of educational effects for a certain area and the being educated group; as dealing with the state of balance development of compulsory education through the index of educational expenditure per student, including expenditure per student, public expenditure per student, budgetary expenditures per student and budgetary public expenditure per student.Statistic analyses show by the index of expenditure per student that there exists serious imbalance in our compulsory education. Generally speaking, by item dimensions such as expenditure per student (EPS), public expenditure per student (PEPS), budgetary expenditures per student (BEPS), budgetary public expenditure per student (BPEPS), and by space dimensions such as among the east, the middle and the west, among provinces, among counties, there exists imbalance; moreover, the imbalance of public expenditure is larger than that of total expenditure. In a word, there is a trend that the differences of EPS, PEPS, BEPS, and BPEPS between general elementary school and junior high school are greater and greater. That is to say the difference of BPEPS is greater than that of PEPS; the difference of PEPS is greater than that of BEPS; the difference of BEPS is greater than EPS. The differences within one province are greater than those of inter-provinces. By the difference of EPS between the city and the rural among the east, the middle and the west, moreover, it is invisible. That is to say, it is irrelevant to the degree of economy development. By time (from 1995 to 2002), the relevant difference of the index of EPS of our compulsory education is greater and greater, the phenomenon of imbalance was exacerbating.As the index of evaluating the degree of educational expenditure by government, our total level is less than that of countries of OECD. But statistics made according to province, autonomous region, and municipality, the index of expenditure per studentin the developing is usually higher than that of the developed, which shows that the index of expenditure per student can be regarded as evaluating the index of efforts, but when actual level of compulsory education and the degree of difference are considered, it is good to combine the index of reflecting absolute level and relative level.Based on theoretical and statistical analyses, some policy suggestions on dealing with the imbalance of compulsory education are put forward in this dissertation. These suggestions are divided into 3 levels: 1) based on the objective of current basic education policy-making being directed to balance development, we should reflect and regulate the imbalance orientation of educational policy; 2) regarding the setting up and bettering public financing system of education as the core of the regulation of education policy; 3) the establishment of the index of control of education balance development, in order to provide the means of control for the policy implementation of the balance development of compulsory education.