义务教育事业发展的中国经验（1978 ―2018）

改革开放四十年来，中国教育取得了举世瞩目的成就，极大地提高了我国劳动年龄人口的教育素质，为中国经济的腾飞奠定了坚实的人力资本基础。本文通过对国际发展领域知名的学者哈佛大学普利切特（Prichett）教授关于教育发展迟滞的理论框架进行批判性地借鉴，回顾了中国普及九年义务教育、促进义务教育事业发展的道路，总结出中国模式的四大特点：1. 相对于最不发达的发展中国家完全依赖整齐划一的国际教育目标，我国针对自身国情制定了较为现实具有可操作性的教育目标；2. 我国发展义务教育事业坚持了循序渐进、因地制宜的原则，注重供给侧与需求侧干预的平衡；3. 清晰的政府问责机制确保了地方官员的积极性和结果的持久性；4. 经济发展与教育发展良性互动关系的确立为教育的可持续发展奠定了坚实的基础。这些经过实践检验的经验对尚未普及九年义务教育的撒哈拉沙漠以南非洲和南亚国家具有很强的借鉴意义。
China has made unprecedented progress in its education sector in the past forty years. It has greatlyexpanded the stock of human capital, which has played an essential role in China’s economic success. Thispaper critically reviews the theoretical framework developed by Professor Lant Prichett on lack of education indeveloping countries and points out its limitations. Then it summarizes the Chinese experience in universalizingnine-year compulsory education. Four main characteristics of the Chinese model come to the fore: settingrealistic targets; taking an incremental and gradual approach; putting in place accountability system; andcultivating a virtuous cycle between economic development and education development. The Chineseexperience is more relevant to the developing countries’ context, especially the Sub-Saharan African countriesand South Asian countries which have not fully met the MDG goals in education. Finally, the paper exploresthe prospects of this kind of research in the countries engaged in South-South Cooperation