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DOI:10.16382/j.cnki.1000-5579.2011.06.021
JOURNAL OF EAST CH INA NORM AL UNIVERSITY
Philosophy and SocialSciences No6 2011
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2010 2020
2010 2020
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1870
W F Forster Forster Act
19 20
S John S Brubacher
1948 Clem-
ent Richard Attlee
20 80
20 90
Every Child M atters Change forChildren NoChild L eft Behind
19 20
J Stuart M aclure Ed cai alD c e E gla da dW ale 1816 h e e e da Chapman H allL td L ondon 1979 Fourthedi-
tion p 104
S 1991 513 549
Beveridge Report Report ofthe Inter-
departmentalCommittee on SocialInsurance and Allied Services
2003 Every Child M atters Change forChildren
2002 NoChild L eft Behind
66《》。。。。。②《、”、《s②《》》。。①。“。o》③。·。《．》。、”。”。《《《、、””①ouo．③“、。、”、《“。·。》④》。““。》·》⑥》—》《》。“”““》”“、、”④。“”smrn⑤tr。“。、”、、．《。。《《》、》《、。》《—、、…《》》、．⑥⑤《。《。》《．
M erle Curti 1935
The SocialIdeals ofAmerican Educators
1954
Separate but Equal
20 70
1972 Title IX ofthe Education Amendments of1972
20 80
1983 A Nation at
Risk The Imperative forEducation Reform 1993 2000 Goals 2000
Educate America Act 2002
20 R H Tawney
Secondary Education ForAll
1944
1944 Education Act 1944 Butler Act
20 60
1967 Children and Their Pri-
mary Schools orThe Plowden Report
20 90
T Blair
M erle Eugene Curti Th e S cialIdea fA e ica Ed ca L ittlefield Adams 1978
2002 97
TitleIX oftheEducation Amendmentsof1972 1972 6 23 2002
Patsy T M ink EqualOpportunity in Education Act
Noperson in theUnited Statesshall on thebasisof
sex be excluded from participation in be denied the benefits of orbe subjected todiscrimination underany education program oractivity receiv-
ingFederalfinancialassistance United States Code Section 20
2004 191 209
1944 Education Act 1944 ButlerAct
independent school
direct grant school
ButlerAct 1925
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21 2003
2004 Children’s Act 2004
1833
Franlois Guizot
1881
1882 lois Jules Ferry
’ 1918
L angevin W arren Education Reform
1975
20
80
20 50 20 60
70 20 60
1964 Civil
Rights Act of1964 Elementary and Secondary Education Act 1965
20 90
2001 G W
2001 10 29 4
L a D mocratishtion de lenseignement M ERL E PIERRE D couverte Paris 2002 p 22
Syst me ducatiffran ais M ARIA VASCONCEL L OS D couverte 1993 p 48
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sense ofinterpersonaldistance 3 blaze attitude 4 indifference and reserve and 5 calculat-
ing exactness Simmelbelieved that the above mentalphenomena ofthe metropolis resulted from combining
effects ofmonetary economy division oflabor and intellectualism Although his diagnosis was insightfuland
delicate Simmel’s non-historicaland sociologicalimpressionist methods led him toculturalpessimism
K Georg Simmel urban mentallife sociologicalimpressionism aesthetic analogy
A S S E W V G
W S
by L IUXin-min JIANG Sai-rong
A Toprovide free and fairbasic education forcitizens especially forthose vulnerable groups is
a statutory obligation ofa modern welfare state and an institutionalarrangement ofsocialwelfare The idea of
an educationalwelfare system lies in that tooffersuch basic education is a duty but not grace or charity
ofthe government The educationalwelfare system must be legislated toform a multi-leveland comprehensive
legalframework toimplement and safeguard allcitizens’equalright tobe educated The educationalwelfare
system requires the government respondingtodemands ofthe time ifnecessary totry its best totake neces-
sary compensatory measures forvulnerable groups toensure theireducationalright In the Outline ofChina’s
NationalPlan forM edium and L ong-term Education Reform and Development 2010 2020 a basic goalof
equalization ofpublic education services has been put forward The implementation ofsuch a goaldepends on
carrying out the idea ofan educationalwelfare system and puttingsuch an idea intosystematic laws and regu-
lations and practicalpolicies
K welfare state system ofeducationalwelfare vulnerable group right tobe educated equally
A S I D S O F F
B E R by W ANG Sun-yu FAN Jing-bo
A Generally the study on returns toeducation started from the human resource theory advanced
in the1960s L ater thescreeningtheory and labormarket segmentation theory havealsobeen referred by this
study The classicalM incerequation assumes that the personalincome is only affected by years ofeducation
and work experience But in reality it isalsoaffected by diploma signal occupationalfactorsand family back-
ground By analyzing various factors which impact on returns toeducation we can not only get a more exact
rate ofreturnstoeducation but alsocan find valuesbehind such numbers Theresearch result isthat diploma
signal occupationalfactors and family background allhave influence on China’s rate ofreturns toeducation
Impacts from occupationalfactors are the most significant followed by family background and the third is di-
ploma signal Allthis shows that China’s labor market is segmented family capitalcan promote the rate of
returns toeducation and education mostly plays a screening role in China’s high-end labormarket
K diploma signal occupationalfactor family background educationalreturns impact
T A M I C C T
C T I
by W ANG Yong
A In China those internationalciviland commercialtreatiescan be directly applied only in a lim-
ited scopeand strict conditionsowingtosomereasonssuch astheconstitution lawsand regulations and judi-
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