中国农村校车问题的公共财政思考

中国的校车安全问题现在受到社会的广泛关注,校车问题源于中国对农村学校的布局调整。学校布局调整使得偏远落后地区学生上学的路途成本增加,这些本应该由政府支付的成本,目前由学生家庭承担。为减少支出,学生家庭选择了相对廉价的黑校车。运用公共财政手段对农村校车进行补贴,是中国政府对学校布局调整而产生的校车问题的应有手段,政府应该尽快落实。     

合理调整农村教育资源 加快农村教育的发展步伐

一是抓宣传，达成共识。农村中小学布局调整涉及千家万户，特别是直接影响到少数学生就学的远近，为使我县广大干部群众，特别是学生家长、中小学生理解和支持农村中小学布局调整工作，我县狠抓了舆论宣传工作，通过电视讲话、家长会、座谈会、墙报、标语等形式，对中小学校布局调整的重要意义、步骤、方法等进行了广泛深入的宣传，使其重要性、必要性和实施方式家喻户晓、深入人心，对个别干部和群众思想暂时想不通的，我们组织学校领导和教师深入到群众中，耐心做好宣传解释工作，消除了误解、化解了矛盾，为我县农村中小学布局调整的顺利开展奠定了基础。     

农村学校撤并中利益主体的博弈研究

农村学校的撤并实质是对农村原有办学格局和利益关系的一次调整。布局调整后,地方政府、家庭、学校原有的利益均衡格局被打破,不同主体之间以利益为轴心的新一轮博弈成为必然。以地方政府和学生家长作为利益博弈中的局中人,深入分析两者在农村学校撤并中的博弈策略、过程和行为逻辑。结果表明,在农村学校撤并过程中,处于弱势的学生家长由于利益表达机制不完善而不得不采取"非常规行动"策略,而相对强势的地方政府因政策执行信心不足,博弈策略相对单一,根据学生家长的策略见招拆招,当双方博弈陷入僵局,学校的参与会使博弈达到均衡。最后,提出建立农村学校撤并标准评价体系,加强农村基层组织建设,健全农民利益表达机制,农村学校撤并应坚持以人为本等政策建议。     

跳出"三农"思维定势,实现农业现代化

实现农业现代化，必须跳出“三农”思维定势，以全面建设农村小康目标统揽全局，以增加农民收入为核心，着力推进农业和农村经济结构的战略性调整，继续推进农业区域布局调整，大力发展农业关联产业，积极推进新的农业科技革命，加强农业服务体系建设，切实提高农产品的市场竞争力，加快农业经营体制创新步伐，使传统农业转变为现代市场农业。     

无锡市学校管理中心

2008以来,无锡市学校管理中心在市委、市政府的正确领导下,认真贯彻落实科学发展观,以提升教育内涵、提高办学水平、促进均衡发展为目标,深化学校管理和办学体制改革,着力推进市属院校布局调整和教育国际化,求真务实,奋发有为,努力争当无锡教育又好又快发展的排头兵。     

新时期农村中职学校财务管理及调控途径

随着中职教育事业的日益发展，广大农村中职学校资产规模越来越大，财务收支总量日增，其管理水平直接影响和制约着墼个学校的管理和发展。然而现行的农村中职学校财务管理体制受计划经济模式的长期影响，其管理水平严重滞后子学校发展。因此，农村中取学校财务管理水平亟待提升。文章以农村中职学校为特定研究对象，概括了目前农村中职学校财务管理中存在的问题，分析了导致这种状况的原因，提出了农村中职学校财务管理的对策及途径。     

在既有砖混结构房屋中用“钢筋混凝土梁”替代“承重墙”施工技术浅谈

随着铁路科技进步、跨越式发展和相应的生产力布局调整，原工区房屋各别房间使用面积不适应生产力布局调整后工区使用面积需要，需对工区各别房间扩大使用面积进行改造。     

加快完善农村中小学校后勤保障建设的重要性

2005年加快实施农村中小学布局调整以来,随着寄宿生不断增加,现行农村中小学后勤管理模式已不适应事业发展的需求,完善农村中小学后勤保障建设已经成为农村中小学校当前迫在眉睫的大事。     

加快调整国有经济布局的路径选择

国有经济布局和结构的调整进程仍然相对滞后,全社会资源配置效率还处于较低水平。思想认识上的偏差以及产 权市场不完善等制度缺陷阻碍了国有经济退出的步伐。应形成统一的思想路径、行为路径和制度路径,以加快中国国有经济 布局调整。     

影响安徽省农村学生体育锻炼习惯因素调查分析

为了进一步了解安徽省农村学生体育锻炼习惯，对安徽省部分农村学生体育锻炼习惯及影响因素进行了调查，调查结果发现．安徽省农村学生个体因素、校园体育活动相关配套设施、学校领导重视程度、家庭因素等是影响农村学生体育锻炼习惯形成的重要因素，其中，体育教师、学校领导和家长对农村学生体育锻炼习惯的形成起到促进作用，学生个体因素占主导地位，学校教师和学生家长对学生体育锻炼认识程度较高，但采取行动支持学生进行体育锻炼的较少。     

The demand for primary schooling in Madagascar: Price,quality, and the choice between public and private providers

We estimate a discrete choice model of primary schooling and simulate policy alternatives for rural Madagascar. Among school quality factors, the results highlight the negative impacts on schooling demand of poor facility quality and the use of multigrade teaching (several grades being taught simultaneously by one teacher) in public schools. Simulations indicate the feasibility of reducing multigrade in public schools by adding teachers and classrooms, a policy that would lead to modest improvements in overall enrollments and would disproportionately benefit poor children. Given much higher price elasticities for poorer households, raising school fees to cover some of the additional costs would strongly counteract these favorable distributional outcomes. An alternative policy of consolidation of primary schools combined with multigrade reduction or other quality improvements is likely to be ineffective because of the strongly negative impact of distance to school.     

WHAT DETERMINES RELIGIOUS SCHOOL CHOICE? THEORY AND EVIDENCE FROM RURAL BANGLADESH

This paper looks at the determinants of school selection in rural Bangladesh, focusing on the choice between registered Islamic and non‐religious schools. Using a unique dataset on secondary school‐age children from rural Bangladesh, we find that madrasah enrolment falls as household income increases. At the same time, more religious households, and those that live further away from a non‐religious school are more likely to send their children to madrasahs. However, in contrast to the theory, we find that Islamic school demand does not respond to the average quality of schools in the locality.     

Why is education performance so different across Latvian schools?

This paper aims to identify the school characteristics consistently associated with better performance of pupils in state exams in Latvia and understand the reasons behind substantial exam score gap between urban and rural schools. We find that exam scores are positively related to school size and teacher salaries, but negatively related to teacher age. Oaxaca–Ransom decomposition shows that the whole urban–rural exam score gap can be attributed to a few observable characteristics of schools, teachers and pupils.     

对农村环境教育的思考——基于滇池、洱海湖滨区农村的实地调查

将对洱海、滇池湖滨区两个村庄的实地调查结果与我国农村环境教育研究文献综述结合在一起分析,对农村环境教育的对象、教育内容体系的构建以及教育方式进行了思考,提出当前的农村环境教育多面向农村中小学开展,而从环境行为学的角度来看,引起当地环境问题产生的行为主体主要是农村成年劳动力,故须以他们为主开展农村环境教育,在教育内容与教育活动方式上贴近当地农民的实际发展需求。同时,各地情况不一,教育内容与教育方式亦须因村而异因人而异有所调整。     

外资银行进入与中资银行业生态链的调整

外资银行进入后会对中国银行业进入带来一定的冲击的,应尽快对银行业生态链布局需要进行调整。通过四大国有银行主攻批发业务,尤其是针对优质大客户的业务;股份制商业银行以零售业务为主,加强产品的创新能力;城市商业银行,农村信用合作社立足当地,主攻对中小企业的信贷增强其稳定性等办法可在一定程度上缓解冲击,增强其稳定性。     

Families,schools and primary-school learning: evidence for Argentina and Colombia in an international perspective

This article presents evidence on the associations between family background, school characteristics and student performance in primary school in Argentina, Colombia and several comparison countries. As a general pattern, educational performance is strongly related to family background, weakly to some institutional school features and hardly to schools’ resource endowments. In an international perspective, family-background effects are relatively large in Argentina, and relatively small in Colombia. A specific Argentine feature is the lack of performance differences between rural and urban areas. A specific Colombian feature is the lack of significant between-gender performance differences. Nonnative students and students not speaking Spanish at home perform particularly weak in both countries. In Argentina, students perform better in schools with a centralized curriculum and ability-based class formation.     

湖南省城乡大学生互联网使用状况调查

为了探寻城乡大学生在互联网使用状况上的差异,对湖南省15所高校的2503名大学生进行问卷调查,发现目前大学生互联网的使用地点以学校为主,且网络成瘾现象不容乐观。城镇大学生与农村大学生尽管上网地点均以学校为主,但在选择家里或网吧上网则呈明显差异,而且网络成瘾方面重度成瘾者城镇大学生比例明显高于农村大学生。这主要是由于城镇大学生和农村大学生在互联网使用设备上的差异以及使用环境上的差异造成的。     

The effects of heavily indebted poor countries initiative (HIPC) on millennium development goals (MDGs) for education

In this study, we employ the difference in difference approach to estimate the impact of heavily indebted poor countries initiative on Millennium Development Goals for education in Africa. Using the World Bank data for the period 1990–2015, the studies further identifies other factors that contribute to the achievement of millennium development goals for education. For instance, because of HPIC, the level of the following education MDGs indicators increased: gross enrollment in primary school (21.69%), female-to-male ratio (8.68%) and primary completion rate (13.69). Our study also show that the probability to achieve the millennium development goals for education increases in: female primary education teachers; school enrollment in tertiary, private school enrollment; pupil–teacher ratio; control of corruption and political stability and decreases with increase in the rural population. In this perspective, government of African countries should promote governance, subsidy private schools and recruit female teachers.     

Can information and counseling help students from poor rural areas go to high school? Evidence from China

Recent studies have shown that only about two-thirds of the students from poor, rural areas in China finish junior high school and enter high school. One factor that may be behind the low rates of high school attendance is that students may be misinformed about the returns to schooling or lack career planning skills. We therefore conduct a cluster-randomized controlled trial (RCT) using a sample of 131 junior high schools and more than 12,000 students to test the effects of providing information on returns or career planning skills on student dropout, academic achievement and plans to go to high school. Contrary to previous studies, we find that information does not have significant effects on student outcomes. Unlike information, counseling does have an effect. However, the effect is somewhat surprising. Our findings suggest that counseling increases dropouts and seems to lower academic achievement. In our analysis of the causal chain, we conclude that financial constraints and the poor quality of education in junior high schools in poor, rural areas (the venue of the study) may be contributing to the absence of positive impacts on student outcomes from information and counseling. The negative effects of counseling on dropout may also be due to the high and growing wages for unskilled labor (high opportunity costs) in China’s transitioning economy. It is possible that when our counseling curriculum informed the students about the reality of how difficult were the requirements for entering academic high school, it may have induced them to revise their benefit-cost calculations and come to the realization that they are better off dropping out and/or working less hard in school.     

Private or public school advantage? Evidence from 40 countries using PISA 2012-Mathematics

It is known that in most countries, private school students outperform students in public schools in international assessments. However, the empirical literature recognizes that assessing the true effect of private school attendance requires addressing selection and sorting issues on both observabland unobservables. The existing empirical evidence on the private school effect mostly covers OECD and Latin American countries, with little evidence on other parts of the world. There is recent emerging country-specific evidence doubting the existence of a private school advantage. I use PISA 2012 data for Mathematics and two different methodologies to derive baseline and bias-corrected estimates of the private-dependent and independent school effect for 40 countries. A robust private school advantage is found only in a handful of countries. Public schools generally perform as well as private subsidized schools and outperform independent schools. Accounting for both peer effects and selection is necessary when evaluating school effectiveness, especially in the case of independent schools.