省级教育经费统筹改革的分配效果  

The Distributive Effect of the Overall Planning Reform of Provincial-Level Educational Funding

作　　者：赵力涛[1] 李玲[2] 黄宸[3] 宋乃庆[4] 赵怡然 

机构地区：[1]新加坡国立大学东亚研究所 [2]西南大学教育学部教育政策研究所,教授重庆400715 [3]西南大学教育学部,硕士研究生重庆400715 [4]西南大学教育学部基础教育研究中心,教授重庆400715 [5]美国宾西法尼亚州立大学教育政策系

出　　处：《中国社会科学》2015年第11期111-127,207-208,共17页Social Sciences in China

基　　金：2010年度教育部哲学社会科学研究重大课题攻关项目“构建城乡一体化的教育体制机制研究”(批准号10JZD0041);2013年度国家社科基金年度重点项目“城乡一体化教育体制的社会支持系统研究”(批准号13ASH005);2013年度教育部哲学社会科学发展报告项目“教育体制综合改革发展报告”(批准号13JBGP040);2013年度西南大学教育学部科学研究规划重大攻关项目“教育体制综合改革与发展评价研究”(批准号2013ZGXM05)的资助

摘　　要：2006年开始的义务教育财政体制改革建立了"经费省级统筹,管理以县为主"的义务教育办学体制。新体制对教育资源配置的影响,存在较大分歧。基于访谈和对西部某省所有小学2008—2013年校级数据分析,发现省级统筹改革是一个组合式改革,包括普惠性项目和特惠性项目,二者配置原则、受惠对象和分配效果均不同。利用普惠性投入保障基本的经常性开支需求,利用特惠性投入保障非经常性开支需求,尤其是薄弱学校的发展性需求以及贫困家庭学生的受教育权利。两类项目投入力度的相对变化,影响生均教育经费的城乡差距、地区差距和校际差距的变化方向和幅度,并有助于降低生均办学条件的不平等程度。教育投入需考虑薄弱学校的补偿性需求,省级统筹应根据学生流动以及学校实际情况,区分普惠式和特惠式经费投入,以确保特惠式投入精准到位,提升薄弱学校的办学条件和教育质量。The reform of compulsory education financing launched in 2006 has built up a compulsory education school system in which 'overall funding is planned by the provincial authorities and management is mainly a county-level responsibility.' There is a great disparity in the effect of the new system on the distribution of educational resources.Based on interviews and an analysis of school-level data for 2008-2013 from all primary schools in a province in Western China,we found that province-level overall planning is a composite reform,consisting of both inclusive projects with a broad coverage and preferential projects.The two vary in terms of their allocation principles,beneficiaries and distributive effects.Inclusive inputs are employed to guarantee basic recurrent costs whereas preferential inputs are used to guarantee non-recurrent expenses,especially the developmental needs of disadvantaged schools and the educational rights of students from deprived families.Changes in the relative intensity of investment in the two kinds of project influence the direction and extent of disparities between urban and rural areas and among different regions and schools in terms of educational appropriations per student;they help to reduce the extent of inequality in the average conditions of schooling for each student.Educational investment needs to take into account the compensatory needs of disadvantaged schools;provincial-level overall planning should make a distinction between inclusive and preferential investments in accordance with student flows and actual school circumstances so as to ensure the accurate targeting of preferential investment and improve the learning conditions and educational quality of disadvantaged schools.

关 键 词：省级统筹 教育公平 城乡差距 地区差距 

分 类 号：G527[文化科学—教育学]