| Education as related to the vital interests of every member of society in the protection of fair, equitable situation, is not only related to the achievement of intergenerational mobility of the members of the community, but also related to social stability and the realization of social function. In any age, to measure whether education is equitable essentially we need to investigate the distribution of scarce resources in education,when general access to education is no longer a scarce educational resource,the investigation of what factors can affect the access to high-quality educational resources or what factors can affect educational quality has become inevitable in the research of education equity. Today still focusing on the promotion of educational equity,does not mean that the current education inequity is not improved over the long human history, but is because education equity as a relative concept has different value demands in different periods.Education as a social public activity, should reflect the superiority of the socialist education more. Education equity is not only the equity of education opportunity, but also the equity of education process, and is eventually reflected as the equity of education result. The equity of education opportunity as the lowest formal content of education equity,is a basic educational content of the social need that an individual exists as a human, is the basic value of the pursuit of education equity; the equity of education process needs to be focused on the difference more, however, this difference is not a gap,it embodies the essence of fairness rather than absolute equality; the equity of education result is ultimately reflected as the equity of academic achievement, the equity of education quality, the equity in other educational aspects, and the achievement of equality of opportunities of human development through these equities. Currently it is inappropriate to focus the demand of education equity on the equity of education opportunity more for the inequity of education opportunity.Based on the "China Education Statistical Yearbook" data related to the year and the national demographic data were analyzed by analysis results,There are two major shifts in the pursuit of value of education equity: Firstly, the shift from the pursuit of equal access opportunities for compulsory education to the pursuit of equal access opportunities for higher education. The enrollment rate of the educated of different gender, in urban and rural areas, of different nations, remains at a higher level in compulsory education, but there is a big gap in the enrollment rate of higher education.Secondly, the shift from the pursuit of opportunity equity of being able to receive education to the pursuit of process equity of receiving high-quality education. The current issue faced by the students in the compulsory education is not whether they can go to school but whether they can go to school of high-quality education.Although with the economic and social development resources such as human resources, material resources and financial resources of schools in the past years have improved greatly. Every child can receive education but there is a big gap in the quality of education that every child receives, especially education inequity caused by the gap in soft conditions such as level of teachers should be the focus of attention.Educational Resource as one of the public resources, mainly refers to the sum of resources including educational system, educational funds, educational equipment and facilities, and educational opportunities provided by relative subjects such as the government, society schools and so on. A variety of education inequality or unfairness,essentially speaking, is the inequality or unfairness of the sharing of educational resources. The reasons why the sharing of educational resources appears unequal or unfair are as follows: one is that different abilities of obtaining educational resources in different interest groups leads to the distribution inequity of educational resources in different interest groups. Family background greatly influences the distribution of educational resources. It is more likely for children who have superior family background to have high-quality educational resources, and then to get good jobs, to achieve intergenerational resource duplication, to maintain and expand the existing inequalities. The other is that distribution mechanism of educational resources leads to distribution inequity of educational resources in different interest groups. The government is not only the main provider of educational resources, but also the maker of distribution rules of educational resource who has the absolute right of speech in the process of the distribution of educational resources, which tends to further result in government officials' abuse of their power to seek rent in the educational field,"legal corruption "and outright illegal corruption appear.Responsible government, as an important modern government type, is the inevitable requirement of modern public governance. In modern society education is the important means even the necessary means of an individual to get access to social resources. To receive education equitably is the premise to guarantee each individual's opportunities to develop equitably and it is also an important guarantee for the society to develop harmoniously. As the government is an agent of public interest, to promote education that is of publicity to be equitable is the important embodiment of the government's legitimacy and the necessity of the government's existence. Certainly,the government, as the only public education organization to be able to improve educational inequity, has an important mission to promote education equity; what's more, under many circumstances, the government also plays the role of troublemaker of education inequity, it is reasonable for the government as the troublemaker to undertake the responsibility.The stipulations as regulations of high binding character, generally include normative constraints such as laws and regulations, policy documents and so on. The stipulations is a manifestation of the most effective way for the government as an agent of public interest to guarantee public interest, and also is a manifestation of the most important means for the government to implement its administrative functions and to ensure education equity. In the process of promoting education equity the stipulations is the logical starting point for the government to promote the realization of education equity, and is also the most reliable way to achieve education equity. Responsibility of the stipulating character is not only embodied in the content manifested in the expression of normative characters, but also needs the stipulations to be of effective value in the process of implementing them. The government's responsibility of stipulating character in promoting education equity lies not only in making stipulations,but also in abiding by them. In other words, making normative regulations which can guarantee education equity is the premise of promoting it, and ensuring these normative regulations to really play a binding role is an important guarantee of promoting education equity.Morality is not only an important means for the government to implement its administrative functions, but also is the result of the government's creation of value.As far as equity is concerned, it is the basic public value that the government must maintain,and it is also an important aspect reflecting the government's moral conduct.As far as education is concerned, it is an important part of the government's public affairs, it is the public affairs of a government that is of virtue and creates virtue. The moral standards for the government to promote education equity include the following:firstly, the government takes the moral responsibility for guaranteeing the implementation of the stipulating responsibility; secondly,the government takes the moral responsibility for the virtue of respecting education; thirdly, the government takes the moral responsibility for helping vulnerable groups in education; lastly, the government takes the moral responsibility for preventing the officials' education corruption.That the government is responsible for promoting education equity doesn't mean that the government can completely eliminate the existence of education equity, and it doesn't mean that the government takes the whole responsibility in the process of promoting education equity, and it doesn't mean that the government can take the responsibility actively and consciously for promoting education equity. That the government is responsible for promoting education equity means that the government is obliged to promote the improvement of education equity and can play its role by means of stipulations and morality coordinately. Therefore, the government should undertake the relative obligations of promoting education equity actively, make laws and policies to guarantee education equity, feasibly take educational actions beneficial to vulnerable groups which include changing the given mode of the input of educational resources, reforming the given mode of the evaluation of basic education and so on, and be devoted to the establishment of a fair and just social value system,furthermore to promote education to be more equitable. |
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