Cai Jiali, Wei Wenhua
College of Education, Guizhou Normal University, Guiyang, 550025, China.
College of Educational Sciences, Jiangsu Second Normal University, Nanjing, 225008, China.
Heliyon. 2025 Jan 9;11(2):e41846. doi: 10.1016/j.heliyon.2025.e41846. eCollection 2025 Jan 30.
The allocation of educational resources is a critical factor in the sustainable development of education. This study developed a framework for assessing educational resource allocation indicators integrating multi-scale and multi-dimensional indicators. China's geographic regions and development periods were analyzed for intra-regional variability, inter-regional variability across different periods, and spatio-temporal coupling variability characteristics. The study reveals that the internal variability of primary education resources in the eastern, central, and western regions of China has significantly decreased, with the Gini coefficient in the western region dropping from 0.40 in 2006 to 0.12 in 2020. The country's macro-policy regulation has steadily reduced the variation in physical educational resources between regions. The spatiotemporally coupled variability indicators demonstrate that the Rural Revitalization Strategy has substantially enhanced educational and physical resources in rural areas. However, the regional variability in the indicator of teachers per capita with graduate degrees continues to widen. The coupling-cumulative variance ratio (CVR) between the eastern urban and western rural areas increased to 1836.53 %, and the western urban and western rural difference ratio increased to 1117.58 %. Based on these findings, the study discusses the characteristics of each sector, utilizing methods of supervision, cooperation, communication, and guidance to create a dynamic mechanism for maintaining equity in educational resources. This study aims to provide methodological and data recommendations for analyzing equitable resource distribution in educational settings across other developing nations and regions.
教育资源分配是教育可持续发展的关键因素。本研究构建了一个整合多尺度和多维度指标的教育资源分配指标评估框架。分析了中国地理区域和发展阶段的区域内变异性、不同时期的区域间变异性以及时空耦合变异性特征。研究表明，中国东部、中部和西部地区小学教育资源的内部变异性显著下降，西部地区的基尼系数从2006年的0.40降至2020年的0.12。国家宏观政策调控稳步缩小了区域间体育教育资源的差异。时空耦合变异性指标表明，乡村振兴战略大幅提升了农村地区的教育和体育资源。然而，人均研究生学历教师指标的区域差异仍在扩大。东部城市与西部农村之间的耦合累积方差比（CVR）增至1836.53%，西部城市与西部农村的差异比增至1117.58%。基于这些发现，本研究探讨了各部门的特点，利用监督、合作、沟通和指导方法建立了维持教育资源公平的动态机制。本研究旨在为分析其他发展中国家和地区教育环境中公平资源分配提供方法和数据建议。
