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УДК 338.49
ФОРМИРОВАНИЕ КРИТЕРИЕВ ОЦЕНКИ УРОВНЯ РАЗВИТИЯ ОСНОВНОГО ОБРАЗОВАНИЯ В РЕГИОНЕ CONSTRUCT CRITERION TO EVALUATE REGIONAL BASIC EDUCATION
Луо Цзинь / Luo Jin Уханьский текстильный университет (КНР)
Ключевая проблема оценки уровня и качества образования населения состоит в том, чтобы методически обеспечить объективность и всесторонность оценки. В этом исследовании обоснован выбор двух основных индикаторов: социально-экономическая ситуация в регионе и ресурсное обеспечение основного образования. Методы расчета предложенных индикаторов основаны на официальных статистических данных, ежегодно публикуемых государственным комитетом по статистике КНР.
Ключевые слова: критерий оценки, основное образование в регионе, образовательная база, образовательный ресурс.
Introduction.
Educational evaluation is the process which, in accordance with the educational objective and educational value concept, is used to characterize and to appraise some aspects of an educational process. The United Nations Educational, Scientific and Cultural Organization (UNESCO) published The World Education Report and The World Education Indicators from 1991, proposing education indicator system in the world and for the countries in order to develop the education indicators and formulate education policy reference. Since 1978 the World Bank releases The World Development Indicators reflecting the status of the countries in the world development of economy, society, environment, business, education etc. In the second chapter devoted to the human part there are some content about education indicators and national statistics, which is divided into five parts concerning investment in education, educational participation, educational performance, educational achievement, gender and education [1, 2].
There are two education index systems in China. The first system is education statistics index system, which is published by the Ministry of Education [3]. It has a total of seven classes and 90 indicators mainly describing the quality of education
development. The second system is educational evaluation and monitoring index system, a total of four classes and 77 indicators for the main evaluation and monitoring of the entire national education level, educational structure and education support structures [4].
Educational development is a long-term dynamic process; so it is necessary to construct a system of indicators for regional basic education measuring in order to evaluate the level of basic education development, which is the main task for the evaluation.
1. The significance and principles of regional education evaluation.
The main principles of this study are
four.
(1) Comprehensive. Education is the complex system. It is influenced by many factors. So, the evaluation criterion must include not only educationally reflecting, but also political, cultural, social, economic and other factors.
(2) Hierarchy. The evaluation system must reflect the development of basic education, be sensitive barometer characteristics of it, so we should avoid the evaluation overlapping, according to the inner structure of the system and the relationship made by
the hierarchical index.
(3) Operability. The evaluation index must be able to obtain a complete and continual statistical data. The data must be true, reliable and effective.
(4) Objective. There are few methods for education evaluation, such as expert's graded approach (Delphi Method [5, 6]) or questionnaire. However, the data obtained from these methods by the human factor too, as in study of the regional basic education, the experts from different regions must evaluate with inevitable personal factors. In this study we only use objective statistical data.
It can be followed by different ways of dividing into education areas, for example, according to the geographical characteristics the education can be divided into several parts such as central and southern China education, or according to the geographical features it can be divided into rural education and urban education. In China the Education Act which was promulgated in 1995 has clearly stated the "Secondary education and below under the leadership of the State Council, management with regional government" [2]. Considering the administrative departments of education direct management of the basic education, and the basic education has unity and correlation in the same
administrative area, so we can study the regional basic educational resource in accordance with the administrative region.
2. The evaluation system of regional basic education.
2.1. The selection criteria for evaluation.
Regional education must be in line with the region's special economy, history, culture, technology, customs and other factors. We must reflect regional principles in constructing of education evaluation [9]. Then, we select the educational background and educational resources as the one class index. The educational background reflects the difference between regional educations; we choose the regional population and economy as the two class index. In educational resources we choose the financial and human resources as the two class index.
We construct the evaluation system in this study on two criteria, one of them is: "the study should reflect the difference basic education in different regions"; the other principle is: "all indexes must be objective and impartial, and the corresponding research data can be obtained".
Table 1
Regional basic education evaluation system
One class Two class Three class
A: Education background A1: Populate features A11: Population
A12: Educational attainment population in last year
A13: Adult illiteracy rate
A2: Economic features A21: GDP per capita
A22: Urban and rural residents' incomes
B: Education resources B1: Financial resources B11: Education funding structure
B12: Expenditure on education as a percentage of GDP
B13: Per student expenditure on education
B14: Proportion of government spending on education
B15: Proportion of education spending in personal consumption
B2: Human resources B21: Proportion of employees in education
B22: Number of educators per thousand population
B23: Proportion of full-time teachers
B24: Teachers title structure and educational structure
B25: Average teacher salary
2.2. Regional basic education evaluation system.
According to the educational purposes discussed previously and the evaluation system principles for the regional basic education, according to the experts visited and the results discussed, we selected the following indicators. After the tab.1 we give the reasons for selecting of these indicators and the ways of calculating.
A: Regional basic education background:
A1: Populate features: reflects the level of education of the region's population:
A11: Population: region's population;
A12: Educational attainment population in the last year: this measure is used to calculate the population over the age of 6 and not go to school, elementary, middle and high school, college of more proportion of the population. In general, the greater proportion of the highly educated population is better educational background;
A13: Adult illiteracy rate: this rate is calculated the proportion of illiterate population in the age of 15 and over. The larger index value indicates lower levels of population education;
A2: Economic features: reflects the development of the regional economy:
A21: GDP per capita: real gross domestic product per capita;
A22: Urban and rural residents' incomes: it is the disposable income per capita of urban residents and net income per capita of rural residents; these two indicators higher value make the economic level greater.
B: Regional basic educational resources:
B1: Financial resources: the state of education funding:
B11: Education funding structure: it makes clear the sources of education funding. In China the education funding comes by two ways (public and private). The public funding includes the central government budget expenditure on education; local gov-
ernment levies taxes for education, and the revenues from school-run businesses or school-services. The private education funding comes from private school funding and from social of private donation;
B12: Expenditure on education as a percentage of GDP: it is measure total education funding under certain economic conditions. It is measured by calculating the percentage of GDP expenditure on education;
B13: Per student expenditure on education: per student funding for education;
B14: Proportion of government spending on education: the proportion of government spending on education. B13 and B14 reflect the importance and extent of government investment in education efforts;
B15: Proportion of education spending in personal consumption: it reflects the extent of personal attention on education in the region;
B 2: Human resources:
B 21: Proportion of employees in education: it is the ratio of the number of employees in education in the number of the region's total employments;
B 22: Number of educators per thousand of population: it reflects the total manpower into education, but also reflects the different levels of education manpower structure;
B 23: Proportion of full-time teachers: it reflects the structure of full-time teachers and teaching assistants. The fulltime teachers and assistants should have a reasonable proportion. In general, if the proportion of assistants is too high, it may show that the school overstaffing and the cost of education are too high [6];
B 24: Teachers title structure and educational structure: it measures the capacity and quality of teachers, the better background for teachers and the higher professional titles means the better of quality of teachers;
B 25: Average teacher salary: the salary directly affects the stability of teach-
ers, on the other side, also reflects the quality of education.
2.3. The explanation for the evaluation system.
Can the evaluation system and indicators, which we selected, meet the principles and criteria, which we drop up for evaluation of regional basic education? The answer is affirmative. Firstly, the evaluation system can fully reflect the regional characteristics of the present basic education of China. The characteristics of the regional basic education, as we said in part 1, are guided by central government, but by the local (province) government is responsible for managing, and financial resources are mainly from local (province) government. Secondly, all indicators can get objective data. We can find the data from China Statistical Yearbook, Educational Statistics Yearbook of China, China Educational Finance Statistical Yearbook and the regional statistical yearbooks. So, we can guarantee that the evaluation system is appropriate.
3. Conclusion and discussion.
We have established the evaluation system for education, it is complete and operational. According to this system, collecting data from Statistical Yearbook and determining the weight, we can make an objec-
tive evaluation of regional basic education. This will be our next task.
REFERENCES
1. Hu ZhongFeng. Measurement and evaluation of education. Guangdong Higher Education Press, Guangzhou, 1999.
2. Wu ZhiHui. The outline of constructing the modern school education index system. Private Education Research. 2003. No. 5. Pp.29-36.
3. Shi Benshan. The competitiveness comprehensive appraisement of Higher education in Chinese areas. Value Engineering. 2006. No. 11. Pp. 15-18.
4. Yu ShiQiu, Shen BaiFu. Methods and Steps to Classify Economic Zones of Education. Journal of South-Central University for Nationalities. 2000. No. 2. Pp. 115-121.
5. Geoffrey I. Webb. Educational evaluation of feature-based modeling in a problem solving domain. Proceedings of the International Conference on Advanced Research on Computers in Education. Japan: Tokyo, 1990. Pp. 81-88.
6. Michel Tenenhaus. Component-based Structural Equation Modeling. Total Quality Management & Business Excellence. 2008. No. 19.7. Pp. 871-886.
7. Sun JiHong. An empirical study on the evaluation of development of regional education in China. Doctoral Dissertation. NanJing University of Aeronautics and Astronautics. 2010.
8. Lockwood J.R. and McCombs J.S. Linking Reading Coaches and Student Achievement: Evidence From Florida Middle Schools. Educational Evaluation and Policy Analysis. 2010. No. 32.3. Pp. 372388.
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Рукопись поступила в редакцию 27.06.2014.
CONSTRUCT CRITERION TO EVALUATE REGIONAL BASIC EDUCATION
Luo Jin
The key task of educational evaluation is to establish an objective, comprehensive evaluation system. In this study, we choose background and resource of education as the two indicators, the second class of 4 and 15 third class. Meanwhile, the study explains in detail the reasons for choosing these indicators and methods to obtain data. According to this evaluation system, we can analysis the regional basic education and help us grasp the regional educational situation.
Keywords: evaluation criterion, regional basic education, education background, education resource.
