战略性招聘和甄选与机会平等、无歧视的兼容性分析

本文通过分析(SR&S),探讨SR&S是否与机会平等、无歧视等工作措施相兼容。首先从学术理论探讨SR&S的发展历程,以及与机会平等、无歧视工作措施的联系,其次探讨他们的一致性和矛盾性,最后根据Compton et al.(2009)的观点提出可行性建议。     

模式变迁与性别平等—社会性别视角中的中国城镇女性就业

计划经济时代我国城镇女性的就业模式是“去性别化”的,该模式导致女性对社会性别角色的偏识;市场机制迫切呼唤更加灵活、弹性和多样化的女性就业模式与之适应。“性别化”的就业模式满足机会均等原则,对促进我国女性就业具有积极作用。我国政府应建立一系列与新的就业模式配套的,包括劳动就业、社会保障、继续教育等引导性而非约束性的公平与效率统一的社会政策,积极帮助女性转换就业观念,调整就业模式,保障女性的合法权益。     

和谐社会视角下新疆弱势群体子女教育公平问题

贫困农民、下岗失业者、进城民工等是当前我国社会转型期内弱势群体的主体构成部分。新疆弱势群体的子女在义务与非义务教育阶段均存在着教育机会均等严重失衡的现象,这主要是由弱势群体的经济状况贫困、文化素质低以及社会政策制度等方面原因造成的。在解决弱势群体子女的教育机会均等问题时必须综合考虑。     

Understanding issue salience,social inequality and the (non) appointment of UK public inquiries: a new research agenda

ABSTRACT

Why are public inquiries appointed and what factors are influential? Research shows that inquiry appointment is driven by issue salience, but how this occurs is unclear. The authors suggest that issue salience is driven by: (1) victim relatability, (2) visibility of failings and (3) perceived blameworthiness. This has three significant implications. First, highly salient issues may lead to the appointment of statutory-type inquiries, which might not be the most appropriate form to effectively address the causes of inequality. Second, if wrongdoing against minorities is not sufficiently relatable (as is often the case), there may be insufficient public salience to drive demands for an inquiry. Finally, inquiries may privilege the investigation of blameworthy behaviour and thereby overlook complex systemic flaws.     

Optimizing the spatial assignment of schools to reduce both inequality of educational opportunity and potential opposition rate through introducing random mechanism into proximity-based system

A serious spatial inequality of educational opportunity was revealed worldwide, for wealthy families can access good schools by buying real estate with good school' enrollment quota. Although the existing studies had revealed that random-based school assignment can significantly improve equality of opportunity allocation, random mechanism was adopted only in few places. Two major resistances of introducing random mechanism exist: the possibility of increased commuting distance to schools and the effected relative beneficiaries. In order to make the random-based allocation more feasible, this study proposes a spatial optimization model to take these two factors into account into proximity-based school assignment system. The proposed multi-objective allocation model, with the constraint conditions of assigning students to 3 closest schools and school capacities, was developed in this study to minimize the spatial disparity of educational opportunity and the potential opposition rate of introducing random mechanism into proximity-based assignment system. The model will be solved by a heuristic algorithm and applied to a case study area of Shijingshan District, Beijing. The results showed that the proposed model could improve spatial equality of educational opportunity significantly, but along with a minor increase on commuting distance to schools. In addition, potential opponents of introducing random mechanism decrease as the weight of parameters related to opposition rate increases in the model, reducing nearly 10% in the best case. Therefore, the solutions provided by proposed model may encounter less resistance in a democratic voting system. However, the results also indicated that there would be some relative beneficiaries who may oppose introducing random mechanism into proximity-based school system even in the best case. This implies that, to achieve equal educational opportunity in the context of proximity-based school system, optimized allocation is needed along with a more even distribution of educational resources.     

Welfare distribution of collective in-kind transfers in education: an application to the extended schools programme

In this study, we employ the distributional characteristics approach to analyse the welfare distribution of the Extended Schools Programme, a social programme that fights inequality in Northern Ireland’s public schools. Our main result is that increasing funding to schools as their size increases penalizes the most deprived students. This is because the school size, although related to the educational supply, does not reflect the distribution of deprivation within schools. Thus, although in the Northern Irish context the largest welfare gains are possible if funds are redistributed among middle-size schools, our general result indicates an excessive support of small-size schools at the expenses of large-size schools.     

多视角透视公平分配

从理论和实践的层面多视角分析了公平分配的涵义、衡量标准以及分配原则的公平性,论证了收入差距与公平分配二者之间的相关性。该研究对于正确认识公平分配和当前分配领域中存在的问题有启示意义,对我国将要进行的分配制度改革有着重要的理论和现实意义。     

我国教育资源的递减配置及其制度分析

教育资源分布不均等将是中国教育在新世纪面临的主要发展障碍,已有的研究表明我国教育资源配置的不均等表现为教育资源分布上存在较大的地域差距、省际差距、城乡差距,本文则从另一个视角分析了教育资源配置的不均衡现象,指出在一个省的内部教育资源的配置依省会城市-地级市-县级市递减,这种配置格局是受到我国按照权力等级配置资源制度、当前的教育财政制度、社会各个不同利益集团对于资源的争夺以及各市经济发展水平差异等因素的影响。     

税务行政合作理念探析

税收的合法性是税务行政的依据。现代行政是民主行政,参与、平等、协商等民主思想逐渐影响着人们的税收生活。税务行政领域中急需一种能够指导行政主体双方的理念以及依此构建的一系列机制。税务行政中引入合作理念能够使征税主体与纳税主体之间的对抗关系变为合作信任关系,对服务型政府建设理论的创新和建立现代和谐税收关系理论意义重大。     

论贫富差距与我国法律理念的更新

我国贫富差距过大已严重损害了社会和谐,这一问题却未得到法律学界的充分关注.我国的贫富差距悬殊虽然主要是由政策性机会不公、不正当竞争、权力腐败、政府职能错位等原因造成的,但这些政策、体制与局面的形成,其根源还是我国法律理念的不完善.和谐社会是法治社会,解决贫富差距,构建和谐社会,需在我国贯彻机会平等、权利本位、法律至上、民主自治的法律理念.