Educational Inequity in “Project 985 and 211”.docVIP

Educational Inequity in “Project 985 and 211” 　　（武?h市育才高中高二（6）班 湖北武汉 430000） 　　Abstract：Since “Project 985” and “Project 211” were launched in 1990s， educational experts and the public have constant arguments and debates about its value， implications and significance. Through investigation and analysis， the author figures out that profound reasons such as colleges and universities requiring high-quality students， lack of educational expenditure and the conflicts between social efficiency and social equality are main causes of educational inequity in “Project 985 and 211”. This study aims at making contributions to relevant studies about structural reform and development of higher education in China as well as facilitating educational equity among universities. 　　Key words： “Project 985”； “Project 211”； educational inequity 　　Introduction 　　With the popularity of higher education in China， the public pay increasing attention to educational equity in higher education， especially to “Project 985 and 211”. To support “Project 985 and 211”， state and local governments have invested plenty of materials， human resources and money in dozens universities， which adversely affect the resource allocation in higher education （Martin， 1974）. Many non-985 universities complain that “985 and 211” universities have preempted too many resources. To explore educational inequity problem in “Project 985 and 211”， this paper will firstly give a brief introduction to educational equality and “Project 985 and 211”. Then the author will deliberately analyze current situation of educational inequity in “Project 985 and 211” as well as its profound reasons. Based on the problems， the author endeavors to figure out several solutions to improve equity in higher education. 　　1.Brief introduction to relevant concepts 　　1.1Educational Equity 　　Educational equity is a kind of measurement of achievement， equality and opportunity in education field. Educational equity mainly depends on two el