有质量的教育公平:理论分析与政策安排  

Education Equity with a Quality:Theoretical Analysis and Policy Arrangement

作　　者：李五一[1] 杨艳玲[1] 

机构地区：[1]国家教育行政学院,北京102617

出　　处：《国家教育行政学院学报》2015年第8期44-50,共7页Journal of National Academy of Education Administration

摘　　要：教育公平与教育质量是相互促进、协调发展的。有质量的公平是教育公平中的实质正义,与此相对应,教育公平中的程序正义就是为实现有质量的公平而设计的制度和程序,以及保障相关教育政策制定与实施的手段。当前,中国教育分配正义的核心内容就是通过一系列的制度安排提高弱势群体接受教育的质量和水平,实现有质量的公平。为此,要把促进公平作为国家教育政策的核心价值取向,把优质均衡作为国家教育政策的基本目标。The relationship between education equity and education quality is one that is mutually promoting and coordinating. Equity of quality is substantial justice of education equity. Correspondingly, procedural justice of education equity is the means and procedures designed for achieving equity of quality and ensuring the formulation and implementation of related procedures and means of education policies and systems. At present, the core content of China＇s education distributive justice is improving the quality and level of education of vulnerable groups through a series of institutional arrangements so that equity of quality can be attained. To this end, it is necessary to identify promoting equity as the core value; quality balance as the basic goal of the national education policies.

关 键 词：教育公平 程序正义 实质正义 分配正义 优质均衡 

分 类 号：G40-052[文化科学—教育学原理]