Xiaofang Pan, Hongyan Cheng

Education & Economy. 2023,39(01)

Equality of educational opportunity is the core element of educational equity. However, equal educational opportunity is prone to fall into the dilemma of “formal equality but substantive inequality”. Therefore, the equity view of education quality should focus directly on the education results and the narrowing of the gap of students' capability. This paper introduces the theory of capability approach, and argues that a just society should be devoted to the overall improvement of citizens' capability, and its primary concern is to reduce the lack of ability caused by the lack of rights. From the perspective of capability approach, the normative requirement of educational quality equity is the capability threshold to ensure the bottom line level of citizens, the developmental goal is to improve the feasible capability of citizens at a higher level, and the ideal of needs is to expand the capability set of citizens at a higher level. From the perspective of equality of capability, it is necessary to ensure the realization of the ideal of equality of educational quality, and the distribution of educational resources should follow the principles of equality, priority and sufficiency. At the same time, it is necessary to establish a evaluation standard of educational quality equity based on the equality of capability, and construct a “national-provincial level” education quality equity monitoring system at different levels and accountability system for students' capability equality.

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