【正文】 別原則。斯圖亞特瑞典著名教育家胡森認(rèn)為，對(duì)個(gè)體而言，教育平等包含三層含義：一是個(gè)體起點(diǎn)平等；二是中介性階段平等，即過程平等；三是個(gè)體最終平等，即結(jié)果平等。馬克思在1866年曾提出：教育是“人類發(fā)展的正常條件”和每個(gè)公民的“真正利益” 。18世紀(jì)法國啟蒙思想家盧梭基于“天賦人權(quán)”的思想提出教育平等。從社會(huì)發(fā)展角度來看：加強(qiáng)邊境少數(shù)民族地區(qū)義務(wù)教育均衡發(fā)展，是增強(qiáng)民族文化認(rèn)同感和愛國主義教育的有效方式，對(duì)促進(jìn)邊疆民族團(tuán)結(jié)，增強(qiáng)民族凝聚力、向心力和歸屬感，維護(hù)和鞏固邊境社會(huì)和諧穩(wěn)定具有重要意義。從教育事業(yè)發(fā)展角度來看：云南邊境民族地區(qū)是云南區(qū)域的典型代表和社會(huì)發(fā)展的典型縮影，對(duì)其義務(wù)教育均衡發(fā)展的策略研究，將促進(jìn)全省義務(wù)教育均衡發(fā)展，可為云南省建立公平的教育運(yùn)行機(jī)制提供決策依據(jù)，也可為其他民族地區(qū)義務(wù)教育均衡發(fā)展提供政策參考。1中共中央. 中共中央關(guān)于全面深化改革若干重大問題的決定[Z].2022. 年國務(wù)院政府工作報(bào)告[R].2022.緒 論3，提高義務(wù)教育公共產(chǎn)品及服務(wù)均等化水平。云南省民族眾多，地域廣泛，各民族多寡程度和地區(qū)經(jīng)濟(jì)、教育、文化和社會(huì)發(fā)展程度都有較大差異，其義務(wù)教育發(fā)展本身具有特殊性。對(duì)云南邊境民族地區(qū)義務(wù)教育均衡發(fā)展存在的問題，做深入分析研究問，探尋有效解決問題的對(duì)策，已成為急需研究解決的課題。這有悖于團(tuán)結(jié)平等的民族政策，損害了少數(shù)民族的教育權(quán)益，背離了“平等、團(tuán)結(jié)、互助、和諧”的社會(huì)主義民族關(guān)系，制約了邊境民族地區(qū)的和諧穩(wěn)定發(fā)展，嚴(yán)重影響了“國門教育”的形象，阻礙了國家一系列邊疆民族政策的有效實(shí)施。近年來，盡管中央及云南省不斷加大對(duì)邊境少數(shù)民族地區(qū)義務(wù)教育發(fā)展的經(jīng)費(fèi)投入和政策支持，但由于少數(shù)民族大多聚居在邊遠(yuǎn)山區(qū)，交通不便、經(jīng)濟(jì)落后，加上教育發(fā)展的歷史欠賬較大，其義務(wù)教育發(fā)展遠(yuǎn)滯后于省內(nèi)外先進(jìn)地區(qū)。沒有邊境民族地區(qū)義務(wù)教育的均衡發(fā)展，就不能實(shí)現(xiàn)真正意義上的教育公平和公正。 ”2作為教育年度重點(diǎn)工作?！傲x務(wù)教育是最能體現(xiàn)社會(huì)公平的領(lǐng)域，均衡性是義務(wù)教育的根本屬性，也是社會(huì)主義制度的本質(zhì)要求” 4，繼全國普及九年義務(wù)教育后，均衡發(fā)展、讓各民族適齡兒童實(shí)現(xiàn)從“有學(xué)上”到“上好學(xué)”的轉(zhuǎn)變，被提上黨中央、國務(wù)院的重要日程。麥迪遜指出，公平正義是政府的根本目的和核心價(jià)值，公共性是行政管理的本質(zhì)規(guī)定，決定了政府向社會(huì)提供公共產(chǎn)品的公平性 2。據(jù)聯(lián)合國教科文組織數(shù)據(jù)顯示，全球已有170多個(gè)國家實(shí)施義務(wù)教育制度 1，將受教育權(quán)寫入憲法，并作為基本人權(quán)加以實(shí)施。 《世界人權(quán)宣言》第26條第1款規(guī)定“人人都有受教育的權(quán)利，初級(jí)和基礎(chǔ)教育應(yīng)當(dāng)免費(fèi)” 。一、問題提出及研究意義（一）問題提出教育是個(gè)體發(fā)展和國家興盛的基礎(chǔ)。文章試圖緊扣國家和云南省義務(wù)教育公共政策，突出研究對(duì)象、范圍、數(shù)據(jù)的典型性、代表性和客觀性，力求使研究結(jié)果體現(xiàn)真實(shí)、可靠和實(shí)用，使對(duì)策建議凸顯實(shí)踐價(jià)值和現(xiàn)實(shí)意義，旨在一定程度上為邊境民族地區(qū)的義務(wù)教育均衡發(fā)展提供政策指導(dǎo)和決策參考。對(duì)造成云南邊境民族地區(qū)義務(wù)教育非均衡發(fā)展的經(jīng)濟(jì)性、政策性、社會(huì)性 3 個(gè)因素進(jìn)行系統(tǒng)、全面分析。這是本研究的著力點(diǎn)和切入點(diǎn)。這有悖于教育實(shí)質(zhì)意義的公正、公平，損害了邊境少數(shù)民族的合法教育權(quán)益，背離了“平等、團(tuán)結(jié)、和諧”的社會(huì)主義民族關(guān)系，制約了邊境民族地區(qū)和諧穩(wěn)定發(fā)展大局。這是本研究的核心和根本。I 云南邊境民族地區(qū)義務(wù)教育均衡發(fā)展研究論文起止時(shí)間：2022 年 5 月～2022 年 5 月 II摘 要黨的十八屆三中全會(huì)再次重申“大力促進(jìn)教育公平，逐步縮小區(qū)域、城鄉(xiāng)、校際差距” 。義務(wù)教育作為純公共產(chǎn)品和基本公共服務(wù)，其均衡發(fā)展是促進(jìn)教育公平的重要手段，是社會(huì)公平正義在教育領(lǐng)域的延伸和體現(xiàn)，也是當(dāng)前義務(wù)教育改革的最高呼聲。云南邊境民族地區(qū)集山區(qū)、貧困、民族、邊疆為一體，與全國、全省整體水平相比，義務(wù)教育發(fā)展速度緩慢、水平滯后，區(qū)域、城鄉(xiāng)、校際間失衡狀態(tài)十分突出。沒有邊境民族地區(qū)義務(wù)教育的均衡發(fā)展，就沒有云南省乃至全國義務(wù)教育的均衡發(fā)展，如何補(bǔ)齊這塊“短板” ，尤為重要而緊迫。本文立足教育公平，將公共產(chǎn)品、基本公共服務(wù)均等化理論運(yùn)用于云南邊境少數(shù)民族地區(qū)義務(wù)教育均衡發(fā)展實(shí)踐，采用文獻(xiàn)資料、對(duì)比研究、問卷調(diào)查、案例剖析的方法，甄選最具地域、民族和發(fā)展代表性的 9 個(gè)邊境民族自治縣開展調(diào)查研究，通過挖掘 5 個(gè)維度 30 余項(xiàng)指標(biāo)的 1000 余個(gè)豐富、詳實(shí)的數(shù)據(jù)，發(fā)現(xiàn)云南邊境民族地區(qū)義務(wù)教育在社會(huì)經(jīng)濟(jì)發(fā)展、經(jīng)費(fèi)投入、辦學(xué)條件、師資水平、辦學(xué)質(zhì)量及效益 5 個(gè)方面存在嚴(yán)重不均衡。有針對(duì)性地從健全公共管理制度、完善政策保障體系、實(shí)施資源均衡發(fā)展工程、營造良好發(fā)展環(huán)境 4 個(gè)層面，提出促進(jìn)云南邊境民族地區(qū)義務(wù)教育均衡發(fā)展的策略。關(guān)鍵詞：云南邊境；少數(shù)民族；義務(wù)教育；均衡發(fā)展；對(duì)策研究IIIABSTRACTThe Third Plenary Session of the 18th Central Committee of the CPC reiterated “To vigorously promoteeducationfairness. To gradually narrowregional, urban and rural, schools gap. As the pure public goods and basic public services, the balanced development of pulsory education is an important means to promote education fairness, but alsothe embodiment and extension of social justice in the field of education. It is the highest voiceof the current pulsory education reform. This is the core and essence of the study. Yunnan border ethnic areas are binations of mountains, poverty, ethnic groups and borders. Its pulsory education development obviously lags behindthe advanced areas in Yunnan and the phenomenon of imbalance between regions, urban and rural areas, schools is very deviates from education justice and socialist ethnic relations of equality, unity, harmony, harms the legal education rightsof border ethnic minorities,restricts the harmonious and stabledevelopment of border ethnic balanced development of pulsory education in borderethnic areas, can realize the balanced development of pulsory education in Yunnan and evenin the country. How to make up the piece of short board of pulsory education in borderethnicareasis particularly important and urgent. This is the focus of the study.Focused on education justice, the study applies public goods and basic public service equalization theories to pulsory education in Yunnan border ethnic areas,usesresearch methodsof documents study, parative studies, surveys, case studies, etc., takes the most representative of nine border ethnic autonomous counties for the more than 1,000 data of selected 5 dimensions and 30 specific indicators, it finds that the development of pulsory education in Yunnan border ethnic areas is seriously imbalanced inaspects of economic development, funding, education quality and effectiveness. The study deeply analyzes economic, policy, IVsocial causes of pulsory education balanced development in Yunnan border ethnic areas, andproposes suggestions for promoting pulsory education balanced development in Yunnan border ethnic areas in four aspects, including a sound management system development, policy support system improvement, implementation of the resourcesbalanced development, and creating a favorable environment for development.This thesis attempts to closely link national and Yunnan provincial pulsory education public policies, highlights the typical, representative research object, scope and data, makes the study results true, reliable and suggestions highlight the practical value and significance,in order to supply policy guidance and decisionmaking referencesto some extent for the balanced development of pulsory education in border ethnic areas.KEY WORDS： Yunnan borders, ethnic minorities, pulsory education, balanced development, countermeasures.V目 錄摘 要 .......................................................................................................................................IABSTRACT......................................................................................................................................II緒 論 ......................................................................................................................................1一、問題提出及研究意義 ..................................................................................................1（一）問題提出 ...........................................................................................................1（二）研究意義 ...........................................................................................................2二、國內(nèi)外研究現(xiàn)狀 ....................................................................................