The Construction of the Measurement Model of Balanced Development
of Compulsory Education Resources based on the Hierarchical Analysis
Method
ZHENZHI QIAN*, JIANHUANG MENG
International College,
Krirk University,
Bangkok,
THAILAND
*Corresponding Author
Abstract: - The balanced development of compulsory education is an important measure to fully implement the
equalization of basic education public services, promote education equity, and maintain social justice. Among
the paths to the realization of balanced development of compulsory education, the most crucial is to ensure the
balanced development of compulsory education resources, so it should attract high attention. The purpose of
this paper is to construct a measurement model of the balanced development of compulsory education resources,
to explore the key factors affecting the balanced development of compulsory education resources, and to find a
scientific path for the balanced development of compulsory education resources. Based on this, this paper uses
the method of hierarchical analysis to construct a measurement model of the balanced development of
compulsory education resources, analyzes the measurement model of the balanced development of compulsory
education resources in a certain region, and concludes that the main factors include school conditions, teacher
quality, and education funding. Accordingly, this paper further proposes effective strategies for the balanced
development of compulsory education resources from the aspects of increasing education funding, refining the
assessment indicators of relevant staff, improving the personnel system of teachers, implementing the mobility
policy of teachers, and strengthening the construction of basic resources. The research of this paper, on the one
hand, can provide a guarantee for the development of balanced compulsory education resources in a certain
region, and on the other hand, it can also provide certain references for the solution of the problem of balanced
development of compulsory education resources in other regions with similar situations, and it has strong
practical significance for the effective realization of balanced development of compulsory education.
Key-Words: - Compulsory Education; Balanced Development; Resource Allocation; Financial Investment;
Hierarchical Analysis; Educational Resources; School Conditions.
Received: October 29, 2022. Revised: September 13, 2023. Accepted: November 11, 2023. Published: December 4, 2023.
1 Introduction
The balanced development of compulsory education
reflects the fairness of education, and one of the
manifestations of educational fairness is the
balanced allocation of educational resources,
however, at present, the phenomenon of non-
equalization of educational resources is more
common in China, the balanced allocation of
educational resources has become a hot issue of
educational reform, [1]. The OECD education
indicator system, which is very representative of the
measurement of the level of equalization of
compulsory education, has the functions of
systematic decision-making, reflection of
effectiveness, process monitoring, and comparability,
and is of great significance to China in terms of both
the theory and the content composition of its
education indicators. In addition, [2], used
enrollment data to estimate the Gini coefficient of
education in 16 East African countries, which solved
the problem of how to determine and where to
allocate investment in education to reduce inequality
between and within countries. There are more
studies on the equalization of compulsory education
in China, such as, [3], who used social surveys and
GIS methods to take kindergartens, elementary
schools, and junior high schools as the units of
educational facility provision and proposed guiding
standards for the allocation of basic public service
facilities in villages, including the indicator of 1,000
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school places, the appropriate radius of service and
the minimum size. [4], constructed a system of
indicators to measure the level of basic education
resource allocation, including quality indicative,
configuration guiding, and funding guarantee, used
weighted indexes and models to calculate the level
of education resource allocation in primary and
junior high schools, and cluster analysis to classify
the types of elementary school. [5], established the
indicator system from three aspects of education
opportunities, education process, and education
results, and evaluated the level of equalization of
basic education in China by using the coefficient of
variation method and principal component analysis.
However, overall the related research on the
measurement model of regional equalization of
compulsory education resources is relatively
insufficient. Based on this, this paper established a
more complete indicator system for the balanced
development of urban and rural compulsory
education and scientific measurement tools suitable
for a particular region.
2 Analysis of the Allocation Status
Quo of Compulsory Education
Resources in a Certain City
2.1 Teacher Status has Improved, but the
Difference between Urban and Rural
Areas is Relatively Significant
Table 1. Rural and urban teacher status at
various stages
2016
2022
Teacher-
Student
Ratio
Urban Primary
Schools
5.7%
6.0%
Rural Elementary
Schools
4.4%
5.9%
Urban Junior High
School
6.7%
7.0%
Rural Junior High
School
5.0%
7.0%
Middle and
senior titles
Urban Elementary
Schools
37.1%
47.3
Rural Elementary
School
34.84%
38.81%
Urban Junior High
School
37.16
54.16%
Rural Junior High
School
26.2%
44.42%
Upgrading of
academic
qualifications
Urban Elementary
Schools
74.5%
95.13%
Rural Elementary
School
67.44%
86.76%
Urban Junior High
School
47.3%
89.88%
Rural Junior High
School
36.92%
76.7%
The data in Table 1 shows the basic situation of
teachers in urban and rural areas at all stages,
including the teacher-student ratio, senior and
middle-level titles, and the advancement of
academic levels. The specific analysis is shown
below:
2.1.1 Differences in Student-Teacher Ratios
In terms of teacher-student ratios, the difference in
teacher-student ratios in compulsory education is
lower than the national average, but the difference is
gradually narrowing. In general, the difference
between urban and rural pupil/teacher ratios has
decreased due to an increase in rural pupil/teacher
ratios but little change in urban pupil/teacher ratios.
However, this data also shows that the urban-rural
gap is higher than the national average, indicating
that there are still relatively large urban-rural
differences in the region, [6]. The rural teacher-
student ratio in elementary school has been on an
upward trend for five consecutive years, rising from
0.044 in 2016 to 0.059 in 2022; the urban teacher-
student ratio has been fluctuating, with an
insignificant trend. The middle school rural student-
teacher ratio has shown an upward trend for five
consecutive years, from 0.05 in 2016 to 0.070 in
2022; the urban student-teacher ratio has shown
fluctuating changes with insignificant trends.
2.1.2 Differences in Senior and Middle-Level
Titles
On middle and senior titles, the urban-rural
difference in the proportion of full-time teachers
with middle and senior titles in compulsory
education has gradually decreased, but the urban-
rural difference is higher than the national one. The
urban-rural difference in the proportion of full-time
teachers with middle and senior titles gradually
decreases, but the urban-rural difference is higher
than the national level, [7]. The chemical example
of the proportion of teachers with senior titles in
rural and urban areas is on the rise, with elementary
school rural areas rising from 34.84% in 2016 to
38.81% in 2022, and urban areas rising from 37.1%
in 2016 to 47.3% in 2022; junior high school rural
areas rising from 26.2% in 2016 to 44.42% in 2022,
and urban areas from 31.76% in 2016 fluctuating up
to 54.16% in 2022. The gradual decrease in the
urban-rural difference is due to the relatively low
percentage of rural middle and senior titles before
2016 and the faster growth in the percentage of rural
full-time teachers with middle and senior titles after
2016. The proportion of urban and rural middle and
senior titles is lower than that of the national urban
and rural respectively, indicating that the urban-rural
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difference is higher than that of the national mainly
because the proportion of rural middle and senior
titles is lower than that of the national rural middle
and senior titles.
2.1.3 Differences in the Improvement of
Teachers' Qualifications
As for the proportion of teachers with improved
qualifications, the proportion of teachers with
improved qualifications in compulsory education is
higher than the national level, [8]. The difference in
the proportion of full-time teachers with improved
qualifications is gradually decreasing, and the
difference is lower than the national level. Although
the proportion of teachers with improved
qualifications in both rural and urban areas has been
increasing, from 67.44% in 2016 to 86.76% in 2022
in rural areas at the elementary school level, and
from 74.50% in 2016 to 95.13% in 2022 in urban
areas; at the junior middle school level, from 36.92%
in 2016 to 76.70% in 2022 in rural areas, and from
47.3% in 2016 to 47.3% in 2022 in urban areas, the
difference in the proportion of full-time teachers
with improved qualifications is gradually decreasing,
and the difference is lower than the national level of
47.3 percent to a chipped 89.88 percent in 2022.
2.2 School Conditions have Gradually
Improved, but Urban-Rural Differences
Still Exist
2.2.1 Differences in School Space per Pupil
By analyzing the indicator of average school floor
space, the elementary school stage fluctuates and
rises, and the urban-rural difference is higher than
the national average; in the middle school stage, the
urban-rural difference is gradually smaller than the
national average. The faster growth rate of rural per
capita school building areas is the main reason for
the gradual reduction of the urban-rural difference.
The faster growth rate of rural per capita school
building space is mainly due to the fact that, on the
one hand, the structural adjustment of the layout of
rural primary and secondary schools requires the
retention or establishment of new central schools,
and the building or expansion of primary and
secondary schools through the assistance of various
national projects has greatly increased the supply of
school buildings in the countryside, [9]. On the
other hand, rural-urban migration is also a key factor,
with large numbers of laborers migrating to the
cities, their accompanying children are also moving
to the urban schools in large numbers, resulting in a
decrease in the number of rural school students year
by year and an increase in urban school students
year by year.
2.2.2 Difference in the Number of Books per
Pupil
In terms of the number of books per pupil, the level
of urban-rural disparity in the number of books per
pupil is higher than the national average at the
elementary school level and decreases at the lower
secondary school level, but is greater than the
national average, [10]. The changes in the urban-
rural difference in the number of books per pupil are
due to the changes in the rate of increase in the
number of books per pupil in rural and urban areas.
The rural and urban per-pupil levels in elementary
school are not yet standardized. The lower
secondary school urban average will be standardized
by 2021, while the rural average will not yet be
standardized.
2.2.3 Differences in the Number of Computers
per Student
Data on urban-rural differences in the number of
computers per pupil show that they are lower than
the national average at all stages and that the urban-
rural differences are gradually narrowing, gradually
falling below the national average.
2.3 Funding Inputs Continue to Grow, but
Urban-Rural Differences are still Obvious
Table 2. Rural and urban funding by stage (ten
thousand)
2016
2021
financial
investment
Urban Primary
Schools
525.09
1778.76
Rural
Elementary
Schools
444.62
1329.03
Urban Junior
High School
762.42
2357.65
Rural Junior
High School
611.57
1702.41
Table 2 illustrates the status of rural and urban
funding at various stages, according to the data in
the table, the urban-rural ratio of budgeted public
expenditure per pupil shows a fluctuating downward
trend. Although rural and urban areas show an
overall upward trend in budgeted public expenditure
per pupil, elementary school rural areas increased
from 444.62 in 2016 to 1,329.03 in 2021, and urban
areas increased from 525.09 in 2016 to 1,778.76 in
2021; junior high school rural areas increased from
611.57 in 2016 to 1,702.41 in 2021, and urban areas
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increased from 762.42 in 2016 to 2,357.65 in 2021.
This shows that since the reform of coordinating
urban and rural areas, the budgeted education
expenditure in both urban and rural areas has
increased greatly, but because of the large size of
Chongqing's rural areas and the large rural
population, the budgeted public expenditure per
student in rural areas is still lower than that in urban
areas, and the urban-rural difference in the budgeted
public expenditure per student has gradually
increased and is larger than the national average,
[11]. This suggests that funding for rural areas
should be emphasized as a means of narrowing the
gap between urban and rural areas.
3 Establishment of a Model for
Measuring and Evaluating the
Balanced Development of
Compulsory Education Resources
in a City
3.1 Determination of Indicators of
Balanced Development of Compulsory
Education Resources
The top 20 main factors affecting the balanced
development of compulsory education in the region
were counted in the form of questionnaires
according to the combined number of importance
levels of the indicators, [12]. The 12 indicators
whose combined importance ratings were higher
than the average were selected. Compulsory
education resource allocation is divided into three
first-level indicators: schooling conditions, teacher
quality, and education funding. The conditions for
running schools include two indicators: campus
layout and hardware facilities; teacher quality
includes two indicators: teacher structure and
exchange training; and education funding includes
two indicators: funding input and funding utilization.
The construction of the overall indicators is shown
in Table 3.
Table 3. Compulsory education resource
allocation indicator system
Level 1
indicators
Level 2
indicators
Level 3 indicators
A School
conditions
A1 Campus
Layout
A11 Compliance rate
of sports ground
A12 Multimedia
classrooms per student
A2 Hardware
Facilities
A21 Campus network
completion rate
A22 Average number
of computers per
student
B Quality of
Teachers
B1 Teacher
Structure
B11 Percentage of
middle and senior
teachers
B12 Percentage of
teachers with higher
qualifications than
required
B2 Exchange
and Training
B21 Number of
professional training
attended by teachers
per year
B22 Number of annual
exchanges between
urban and rural
teachers
C Funding
for education
C1 Funding
Input
C11 Budgeted utility
expenses per pupil
C12 Budgeted utility
expenses per pupil
C2 Utilization
of Funds
C21 Funding for
teachers' continuing
education
C22 New education
expenditure per student
3.2 Construction of Compulsory Education
Resource Balance Development
Measurement Model
3.2.1 Model Construction and Calculations
Because the data of the indicator factors reacting to
the balanced level of compulsory education
resources have a discrete type, and the education
problem is complex and changeable, and affected by
subjective and objective factors, the calculation
method of the weight of the indicators chooses the
Delphi method in the subjective assignment method,
[13].
Questionnaire Designed Based on the Fields
Method "Questionnaire for Determining the Weights
of the Evaluation Indicators of Urban and Rural
Compulsory Education Resource Allocation in a
Certain Region" was distributed to 25 experts and
scholars in the field of this study. Each indicator was
rated from 1 to 5 as "strongly disagree", "disagree",
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"generally agree", "agree" and "strongly agree". The
"level of agreement" was assigned a value of "1, 2, 3,
4, 5". Ignore the effect of "strongly disagree" and
"disagree" on the level of agreement of the indicator.
The weights of "generally agree", "agree", and
"strongly agree" are as follows:
3,2,1
321
iX i
(1)
Where
i
is the weighted value of the three
degrees, and the weights are calculated to be 25%,
33%, and 42% in order. A total of 25 questionnaires
were recovered, and the data of the questionnaires
were counted and organized to measure the degree
of agreement of each three-level indicator, which
was announced as follows:
3,2,1%42%33%25 321 iY
(2)
Where
3,2,1, i
i
is the statistical frequency of
the degree of agreement. 12 three-level indicators of
the degree of agreement are calculated, and the
weight of each three-level indicator is
12,...,2,1
12
1
i
Y
Y
Z
kk
i
i
(3)
After two rounds of Delphi method calculation
adjustment, experts' opinions converge in the third
round. The data in Table 4 illustrate the evaluation
indicators and their weights for the allocation of
resources to compulsory education.
From the above results, it can be seen that the
expression is as follows
CBAY %5.39%55.31%94.28
(4)
Where A is the first-level indicator of schooling
conditions, B is the first-level indicator of teacher
quality, and C is the first-level indicator of education
expenditure.
Table 4. Evaluation indicators of compulsory education resource allocation and their weights
Level 1 indicators
Level 2 indicators
Level 3 indicators
Weights(%)
A School conditions(28.94)
A1 Campus Layout
A11 Compliance rate of
sports ground
7.05
A12 Multimedia classrooms
per student
7.16
A2 Hardware Facilities
A21 Campus network
completion rate
6.98
A22 Average number of
computers per student
7.75
B Quality of Teachers(31.55)
B1 Teacher Structure
B11 Percentage of middle
and senior teachers
8.75
B12 Percentage of teachers
with higher qualifications
than required
8.16
B2 Exchange and
Training
B21 Number of professional
training attended by teachers
per year
7.23
B22 Number of annual
exchanges between urban
and rural teachers
7.41
C Funding for education(39.5)
C1 Funding Input
C11 Budgeted utility
expenses per pupil
9.68
C12 Budgeted utility
expenses per pupil
10.44
C2 Utilization of
Funds
C21 Funding for teachers'
continuing education
10.18
C22 New education
expenditure per student
9.2
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3.2.2 Analysis and Discussion of Results
Based on the construction of the previous model and
the calculations, the impact indicator with the
highest percentage is education funding, with 39.5%.
It is followed by teacher quality, which occupies
31.55%, and school conditions, which occupies
28.94%. Among them, among the education
expenditure, the per capita budgeted utility
expenditure occupies 10.44%, followed by teachers'
continuing education expenditure, which shows that
teachers' strength is an important factor affecting the
equalization of compulsory education resources. As
for the quality of teachers, the introduction of highly
educated teachers and exchange and training are the
contents that need to be paid attention to, especially
the factors of teachers' academic qualification
improvement and title promotion, which occupy
8.16% and 8.75% respectively. In terms of school
conditions, attention should be paid to the
construction of teaching equipment, computers, and
other infrastructures, to lay a good foundation for
the balanced development of compulsory education
resources.
4 The Allocation Optimization Path of
Balanced Development of
Compulsory Education Resources
4.1 Support Economically Weak Areas,
Increase the Investment in
Compulsory Education Funding
Compulsory education adopts a "county-based"
management system, due to differences in fiscal
revenues between district (city and county) level
governments, resulting in gaps in education funding
between districts (cities and counties), [14]. The
level of economic development has an impact on the
distribution of regional funding for education, so the
fundamental solution to implementing and
improving the allocation of resources for
compulsory education is to support economically
weak regions. Based on guaranteeing economic
development, we must implement a favorable policy
for education funding in weak regions.
4.2 Strengthening the Building of the
Teaching Force to Ensure the
Equalization of Compulsory
Education Resources
The building of the teaching force plays an
important role in the balanced development of
compulsory education resources. An excellent
principal and a group of outstanding teachers can
raise the overall standard of school operation and
teaching. The key to narrowing the gap between
urban and rural compulsory education and
strengthening the construction of compulsory
education schools lies in improving the overall
quality of the principal and teacher teams. Firstly,
increase the number of annual exchanges between
principals and teachers in urban and rural areas, so
that excellent urban primary and secondary school
principals can go to primary and secondary schools
in townships and have exchanges with principals of
primary and secondary schools in townships, and
excellent urban primary and secondary school
teachers can go to primary and secondary schools in
townships and have exchanges with primary and
secondary school teachers in townships and teach
them experience, to promote the development of the
primary and secondary school teachers' team in
townships. Secondly, the training of primary and
secondary school teachers in townships should be
strengthened, and the forms of training can be
varied, such as allowing primary and secondary
school teachers in townships to go to primary and
secondary schools in cities with a higher level of
schooling for further study, organizing primary and
secondary school teachers in townships to
participate in professional development training at
or above the municipal level in the summer and
winter vacations, and organizing exchanges of study
between urban and rural primary and secondary
school teachers with backbone, and so on. Finally, to
encourage township primary and middle school
teachers to improve their qualifications while
ensuring that the treatment of township primary and
middle school teachers is not lowered, a form of
semi-professionalization can be adopted to eliminate
the worries of township primary and middle school
teachers who are interested in improving their
qualifications but are afraid of a reduction in their
treatment. At the same time, for primary and
secondary school teachers in townships, appropriate
policy preferences should be given for the
promotion of higher-level titles and the evaluation
of prizes and merits.
4.3 Improve the Teacher Personnel System
and Increase the Human Resources of
Compulsory Education
Teachers' personnel system directly affects teachers'
stability and motivation. And the current tension in
teachers' establishment is related to the imperfection
of the teachers' personnel system. Based on this,
schools should deal with the problem of seconded
staff establishment, so that the teachers'
establishment will not be occupied or wasted, thus
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allowing more excellent and capable fresh blood to
join the teaching force and increasing the human
resources of compulsory education, therefore,
improving the teachers' personnel system is also one
of the effective strategies.
4.4 Implementing Teacher Mobility
Policy and Establishing an Effective
Guarantee Mechanism
To equalize teacher resources among schools, an
exchange approach can be adopted. Every teacher
who has served in the same school for six years can
apply for mobility to other schools, and school
principals are required to rotate on average every
few years. The mobility of teachers (including front-
line teachers and administrative staff) in compulsory
education should tend to be normalized and
standardized. The implementation of a teacher
mobility policy for all urban districts is also an
important way to promote a balanced allocation of
teacher resources among districts (cities and
counties).
4.5 Strengthening the Construction of
Physical Resources and Guaranteeing
Physical Resources for Compulsory
Education
Physical resources mainly include school buildings,
teaching instruments and equipment, books, and so
on, which is the result of education expenditure. The
reasonable allocation of physical resources meets
the demand for compulsory education resources of
educated this, at the same time guarantees the
balanced development of compulsory education.
Enhancement of the hardware equipment of schools
in different parts of the region in accordance with
their level of education and related requirements,
and for areas with weak financial resources, the
district (city or county) level government may give
certain inclinations in terms of policy, so that all
districts (cities or counties) are equipped with
standardized schooling conditions.
5 Conclusion
The balanced development of compulsory education
in urban and rural areas is an important factor for
educational equity, and there are more conditions
affecting it, accompanied by the preliminary
establishment of the measurement model of
balanced development of compulsory education
resources, which can provide corresponding
evaluation tools for the evaluation of balanced
development of regional compulsory education.
According to the data of the measurement model, it
can be seen that the important indicators affected are
mainly school conditions, teacher quality, and
education funding.
Although the research in this paper has achieved
certain results, there are still some limitations in the
research results due to the relatively limited scope of
the survey and the relatively small sample data.
Therefore, in future research, we will apply a wide
range of analytical methods to expand the scope of
the study and the sample data to obtain more
detailed data information, so that the research results
can be applied to a wider range of regions.
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Contribution of Individual Authors to the
Creation of a Scientific Article (Ghostwriting
Policy)
The authors equally contributed to the present
research, at all stages from the formulation of the
problem to the final findings and solution.
Sources of Funding for Research Presented in a
Scientific Article or Scientific Article Itself
No funding was received for conducting this study.
Conflict of Interest
The authors have no conflicts of interest to declare.
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WSEAS TRANSACTIONS on COMPUTER RESEARCH
DOI: 10.37394/232018.2023.11.45
Zhenzhi Qian, Jianhuang Meng
E-ISSN: 2415-1521
508
Volume 11, 2023
