摘要
边境民族地区多为贫困地区,但与一般贫困地区相比,其义务教育经费投入的问题有其自身的特殊性,主要表现在教育经费投入严重不足、民族教育专款种类众多与数量偏小的矛盾异常突出、民族“三免”政策设计欠合理、民族文化差异导致教育成本偏高等方面。考察国外贫困地区和民族地区相关教育政策,其建立“教育特区”的做法值得我国借鉴。我国对边境民族地区应建立以中央财政为主、适当实施“义务教育券”拨款方式,并进一步完善多渠道筹措教育经费的义务教育经费投入体制,超常规地促进边境民族地区义务教育的发展。
The minority area is mostly poverty, but compared with poverty area, it is its own particularity in the question of the fund input of the compulsory education, shown as mainly the shortfall of education funds is very enormous, the minority nationality education special fund is various in style but small in quantity, the designed policy of ＂three exempts ＂ is illegitimate, the education cost caused by national cultural difference is too high. Inspecting the education policy of overseas impoverished local and the minority area, we can learn the policy of the ＂education special zone ＂ in American and Holand. For our country, we should establish to take the central finance as the focus, the way of funds as ＂education voucher＂, and the diversiform of the investment to the compulsory education, make the frontier minority area to develop the compulsory education transnormally.
出处
《教育与经济》
CSSCI
北大核心
2005年第4期12-15,共4页
Education & Economy
基金
国家发展改革委员会"十一五"规划研究招标课题<经济转型期西部民族地区人力资源开发与教育发展研究>(ZBKT049)
关键词
边境民族地区
义务教育
经费投入
the frontier nationality
compulsory education
investment
作者简介
张学敏（1961-），男，西南大学教育学院教授，西南民族教育与心理研究中心研究员，主要研究方向为教育经济学；
贺能坤（1971-），男．西南大学教育学院2003级教育经济与管理专业硕士研究生。
