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十多年来,我国义务教育的发展取得了举世瞩目的成就。一直以来用于衡量教育普及和发展情况的各项指标,在反映“普九”进展的同时,因逐步接近极限而越来越不灵敏,且未能对“普九”全过程进行统一衡量。邱国华同志以他多年从事教育事业统计工作的经验和思考,提出将“九年义务教育完成率”作为衡量和评价新阶段义务教育进展状况的核心指标。以此指标计算,1994-2003年间,我国义务教育完成率从51%提升到80%,显示出我国十多年来义务教育发展的巨大成就。这一指标同时也揭示了普及九年义务教育的质量和效率有待进一步提高以及各地区义务教育发展并不平衡的现实状况。这一指标的提出,对于我们从质、量和效益等方面综合考量义务教育新进展具有重要的指导意义。本期予以刊登,希望引起有关领导和教育管理部门的重视。
For more than a decade, the development of compulsory education in China has made remarkable achievements. The indicators that have been used to measure the popularization and development of education all along have been increasingly insensitive to the gradual approach of the limit while reflecting the progress of the general ninth year and failed to make a unified measurement of the entire process of universal suffrage. Based on his experience and thinking in education statistics for many years, Comrade Qiu Guohua proposed that “the completion rate of nine-year compulsory education” be used as a core indicator to measure and evaluate the progress of compulsory education in the new phase. Based on this indicator, the compulsory education completion rate in our country increased from 51% to 80% during 1994-2003, demonstrating the tremendous achievements of compulsory education over the past decade in our country. This indicator also reveals the reality that the quality and efficiency of universal nine-year compulsory education need to be further improved and the development of compulsory education in all regions unbalanced. The proposal of this indicator has important guiding significance for us to consider the new progress of compulsory education synthetically from aspects of quality, quantity and benefit. This issue is published, hoping to arouse the attention of the relevant leaders and education management departments.