农村地区学校布局优化与土地整理——以新仁苗族乡为例
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摘要
在农村地区人口持续减少的背景下,学校撤并是一个常见的政策选项,但不合理的激励制度和空间规划往往带来不合理的撤并布局,造成上学距离过长或者学校规模过大。目前少有研究在空间优化的基础上探讨学校撤并的制度设计。针对这一问题,本文以贵州省毕节市黔西县新仁苗族乡为例,通过空间优化方法对不同情景下的学校撤并方式进行了求解,根据撤并学校后土地资源释放及其流转带来的效益,讨论了对上学距离的补偿效果。结果表明,案例区至少需要撤并1所学校,才能满足学校规模标准化下限,但至少需要保留2所学校才能不突破标准化上限,可撤并的学校数量为1～6所;无论是现状还是撤并1～6所学校,均存在超过5km的较长上学距离。学校撤并所节约的用地若入市流转,可以支持购置校车并使得上学时间小于30分钟。这表明,学校撤并与农村教育用地流转的结合,可在实现学校规模标准化的同时,通过用地流转来支持校车购置,解决现状或学校撤并中的上学距离过远问题。
With the decrease of rural population, school consolidation is a common policy option.Unreasonable incentive system and spatial planning may lead to the unsuitable school layout,which may cause longdistance school commuting or large-sized schools. However, previous researches on spatial optimization paid little attention on institutional building. In this study, a capacitated school location-allocation model was presented to optimize school consolidation with different number of schools, and Xinren Miao Township was used as an example.Based on the optimizations, the amounts of released land quotas and the corresponding compensation money were calculated according to the different scenarios of land transfer, then the feasibilities of using school buses for long distances school commuting were discussed. The results indicated that at least one school should be consolidated to meet the minimum constraint of school capacity, and at least 2 schools should be reserved to meet the maximum constraint of school capacity, thus the possible total school number for consolidation was between 1 and 6. For the current situation and for all possible optimal consolidation scenarios, there existed long-distance school comminuting which was defined in this paper as over 5 km travel distance to school. In addition, if the land saved from school consolidation could be used in the system of land transfer, the benefits could support the application of school buses, which could make the school travel time less than 30 minutes for all students. These results indicated that the combination of school consolidation and land arrangement in rural area could be helpful not only for maintaining the school sizes, but also might solve the problem of long-distance school comminuting by building school bus system.Finally, based on the case study, the paper further discussed the implications of related policies.
With the decrease of rural population, school consolidation is a common policy option.Unreasonable incentive system and spatial planning may lead to the unsuitable school layout,which may cause longdistance school commuting or large-sized schools. However, previous researches on spatial optimization paid little attention on institutional building. In this study, a capacitated school location-allocation model was presented to optimize school consolidation with different number of schools, and Xinren Miao Township was used as an example.Based on the optimizations, the amounts of released land quotas and the corresponding compensation money were calculated according to the different scenarios of land transfer, then the feasibilities of using school buses for long distances school commuting were discussed. The results indicated that at least one school should be consolidated to meet the minimum constraint of school capacity, and at least 2 schools should be reserved to meet the maximum constraint of school capacity, thus the possible total school number for consolidation was between 1 and 6. For the current situation and for all possible optimal consolidation scenarios, there existed long-distance school comminuting which was defined in this paper as over 5 km travel distance to school. In addition, if the land saved from school consolidation could be used in the system of land transfer, the benefits could support the application of school buses, which could make the school travel time less than 30 minutes for all students. These results indicated that the combination of school consolidation and land arrangement in rural area could be helpful not only for maintaining the school sizes, but also might solve the problem of long-distance school comminuting by building school bus system.Finally, based on the case study, the paper further discussed the implications of related policies.
引文
[1]傅维利,张淼.论城市化进程对中国义务教育班级、学校规模的影响[J].华东师范大学学报(教育科学版),2014(1):1-10.
[2]邬志辉,史宁中.农村学校布局调整的十年走势与政策议题[J].教育研究,2011(7):22-30.
[3]二十一世纪教育研究院.农村教育向何处去:对农村撤点并校政策的评价与反思[M].北京:北京理工大学出版社,2013.
[4]赵贞,邬志辉.撤点并校带来的乡村文化危机[J].现代中小学教育,2015(1):11-15.
[5]Mei H,Jiang Q,Xiang Y,et al.School Consolidation:Whither China's Rural Education?[J].Asian Social Work and Policy Review,2015,9(2):138-150.
[6]蔡志良.学校撤并:农村学生道德成长中的非连续性事件[J].教育科学,2015(4):64-68.
[7]秦玉友,曾文婧.农村学校撤并的社会代价反思[J].教育发展研究,2014(10):39-44.
[8]国务院办公厅.关于规范农村义务教育学校布局调整的意见[Z],2012.
[9]Chen X,Yi H,Zhang L,et al.Do poor students benefit from China's Merger Program?Transfer path and educational performance[J].Asia Pacific Journal of Education,2014,34(1):15-35.
[10]Liu C,Zhang L,Luo R,et al.The effect of primary school mergers on academic performance of students in rural China[J].International Journal of Educational Development,2010,30(6):570-585.
[11]赵丹,吴宏超,Parolin Bruno.农村学校撤并对学生上学距离的影响--基于GIS和Ordinal Logit模型的分析[J].教育学报,2012(3):62-73.
[12]Dai T,Wang L,Zhang Y,et al.The Cost of School Consolidation Policy:Implications from Decomposing School Commuting Distances in Yanqing,Beijing[J].Applied Spatial Analysis and Policy,2017(9):1-14.
[13]孔云峰,吕建平.就近入学空间模型分析--以河南省巩义市初级中学为例[J].地理与地理信息科学,2011(5):87-90.
[14]Giesen R,Mandujano P,Ferrer J C.Model for Optimization of Locations of Schools and Student Transportation in Rural Areas[J].Transportation Research Record Journal of the Transportation Research Board,2012(2283):74-80.
[15]Howley C,Johnson J,Petrie J.Consolidation of Schools and Districts:What the ResearchSays and What It Means[R].Boulder,CO:National Education Policy Center,2011.
[16]李烨阳.农村学校的撤存之争:农村学校布局调整的方向[J].继续教育研究,2015(10):38-40.
[17]赵相奇.农村学校生源流失分析与对策研究[J].学校管理,2012(5):48-49.
[18]杨亮承,鲁可荣.城市化进程中城郊型农村社区治理困境与策略选择[J].农村经济,2015(5):98-102.
[19]赵民,邵琳,黎威.我国农村基础教育设施配置模式比较及规划策略--基于中部和东部地区案例的研究[J].城市规划,2014(12):28-33.
[20]于洋,韩增林,杜鹏.教育资源公平性及布局优化研究--以大郑镇为例[J].辽宁师范大学学报(自然科学版),2017(1):95-103.
[21]张丽凤,占鹏飞,吕赞.农村“空心化”环境下的社区建设模式与路径选择[J].农业经济问题,2014(6):33-38.
[22]刘彦随.中国新时代城乡融合与乡村振兴[J].地理学报,2018(4):637-650.
[23]董新良.论农村学校功能的释放与农村社区良性互动[J].湖南师范大学社会科学学报,2015(6):153-158.
[24]陈兴荣.农村社区教育现状与对策[J].新农村,2014(4):54-55.
[25]穆建亚.农村社区教育中学校与社区的关系:问题与对策[J].内蒙古师范大学学报(教育科学版),2006(2):52-53.
[26]戴特奇,王梁,张宇超,等.农村学校撤并后规模约束对学校优化布局的影响--以北京延庆区为例[J].地理科学进展,2016,35(11):1352-1359.
[27]韩增林,杜鹏,王利,等.区域公共服务设施优化配置方法研究--以大连市甘井子区兴华街道小学配置为例[J].地理科学,2014(7):803-809.
[28]刘宏燕,陈雯.中国基础教育资源布局研究述评[J].地理科学进展,2017,36(5):557-568.
[29]韩艳红,陆玉麒.教育公共服务设施可达性评价与规划--以江苏省仪征市高级中学为例[J].地理科学,2012,32(7):822-827.
[30]宋正娜,陈雯,张桂香,等.公共服务设施空间可达性及其度量方法[J].地理科学进展,2010,29(10):1217-1224.
[31]戴特奇,廖聪,胡科,等.公平导向的学校分配空间优化--以北京石景山区为例[J].地理学报,2017(8):1476-1485.
[32]彭永明,王铮.农村中小学选址的空间运筹[J].地理学报,2013(10):1411-1417.
[33]Pizzolato N D,Silva H B F D.The Location of Public Schools:Evaluation of Practical Experiences[J].International Transactions in Operational Research,1997,4(1):13-22.
[34]Goeverden C D V,Boer E D.School travel behaviour in the Netherlands and Flanders[J].Transport Policy,2013(26):73-84.
[35]马艳平.农村集体建设用地流转的理论、实践和制度完善[J].经济问题,2015(4):105-109.
[36]丁琳琳,孟庆国,刘文勇.农村集体建设用地入市的发展实践与政策变迁[J].中国土地科学,2016(10):3-10.
[37]刘艳.农村土地流转中的产权制度法律化问题探讨[J].中国土地科学,2014(11):45-50.
(1)分支定界法是求解整数规划最优解问题的经典算法。分支定界法的关键在于分支和定界。通常将可行域反复分割为更小的子集,称为“分支”;分支过程中,对每个子集内的解计算目标函数值,选择其中的最大值或最小值作为当前“界限”,称为“定界”;每次分支后对不能达到当前界限的子集直接剔除,如果出现更好的“界限”则以它替代原来的“界限”。
[2]邬志辉,史宁中.农村学校布局调整的十年走势与政策议题[J].教育研究,2011(7):22-30.
[3]二十一世纪教育研究院.农村教育向何处去:对农村撤点并校政策的评价与反思[M].北京:北京理工大学出版社,2013.
[4]赵贞,邬志辉.撤点并校带来的乡村文化危机[J].现代中小学教育,2015(1):11-15.
[5]Mei H,Jiang Q,Xiang Y,et al.School Consolidation:Whither China's Rural Education?[J].Asian Social Work and Policy Review,2015,9(2):138-150.
[6]蔡志良.学校撤并:农村学生道德成长中的非连续性事件[J].教育科学,2015(4):64-68.
[7]秦玉友,曾文婧.农村学校撤并的社会代价反思[J].教育发展研究,2014(10):39-44.
[8]国务院办公厅.关于规范农村义务教育学校布局调整的意见[Z],2012.
[9]Chen X,Yi H,Zhang L,et al.Do poor students benefit from China's Merger Program?Transfer path and educational performance[J].Asia Pacific Journal of Education,2014,34(1):15-35.
[10]Liu C,Zhang L,Luo R,et al.The effect of primary school mergers on academic performance of students in rural China[J].International Journal of Educational Development,2010,30(6):570-585.
[11]赵丹,吴宏超,Parolin Bruno.农村学校撤并对学生上学距离的影响--基于GIS和Ordinal Logit模型的分析[J].教育学报,2012(3):62-73.
[12]Dai T,Wang L,Zhang Y,et al.The Cost of School Consolidation Policy:Implications from Decomposing School Commuting Distances in Yanqing,Beijing[J].Applied Spatial Analysis and Policy,2017(9):1-14.
[13]孔云峰,吕建平.就近入学空间模型分析--以河南省巩义市初级中学为例[J].地理与地理信息科学,2011(5):87-90.
[14]Giesen R,Mandujano P,Ferrer J C.Model for Optimization of Locations of Schools and Student Transportation in Rural Areas[J].Transportation Research Record Journal of the Transportation Research Board,2012(2283):74-80.
[15]Howley C,Johnson J,Petrie J.Consolidation of Schools and Districts:What the ResearchSays and What It Means[R].Boulder,CO:National Education Policy Center,2011.
[16]李烨阳.农村学校的撤存之争:农村学校布局调整的方向[J].继续教育研究,2015(10):38-40.
[17]赵相奇.农村学校生源流失分析与对策研究[J].学校管理,2012(5):48-49.
[18]杨亮承,鲁可荣.城市化进程中城郊型农村社区治理困境与策略选择[J].农村经济,2015(5):98-102.
[19]赵民,邵琳,黎威.我国农村基础教育设施配置模式比较及规划策略--基于中部和东部地区案例的研究[J].城市规划,2014(12):28-33.
[20]于洋,韩增林,杜鹏.教育资源公平性及布局优化研究--以大郑镇为例[J].辽宁师范大学学报(自然科学版),2017(1):95-103.
[21]张丽凤,占鹏飞,吕赞.农村“空心化”环境下的社区建设模式与路径选择[J].农业经济问题,2014(6):33-38.
[22]刘彦随.中国新时代城乡融合与乡村振兴[J].地理学报,2018(4):637-650.
[23]董新良.论农村学校功能的释放与农村社区良性互动[J].湖南师范大学社会科学学报,2015(6):153-158.
[24]陈兴荣.农村社区教育现状与对策[J].新农村,2014(4):54-55.
[25]穆建亚.农村社区教育中学校与社区的关系:问题与对策[J].内蒙古师范大学学报(教育科学版),2006(2):52-53.
[26]戴特奇,王梁,张宇超,等.农村学校撤并后规模约束对学校优化布局的影响--以北京延庆区为例[J].地理科学进展,2016,35(11):1352-1359.
[27]韩增林,杜鹏,王利,等.区域公共服务设施优化配置方法研究--以大连市甘井子区兴华街道小学配置为例[J].地理科学,2014(7):803-809.
[28]刘宏燕,陈雯.中国基础教育资源布局研究述评[J].地理科学进展,2017,36(5):557-568.
[29]韩艳红,陆玉麒.教育公共服务设施可达性评价与规划--以江苏省仪征市高级中学为例[J].地理科学,2012,32(7):822-827.
[30]宋正娜,陈雯,张桂香,等.公共服务设施空间可达性及其度量方法[J].地理科学进展,2010,29(10):1217-1224.
[31]戴特奇,廖聪,胡科,等.公平导向的学校分配空间优化--以北京石景山区为例[J].地理学报,2017(8):1476-1485.
[32]彭永明,王铮.农村中小学选址的空间运筹[J].地理学报,2013(10):1411-1417.
[33]Pizzolato N D,Silva H B F D.The Location of Public Schools:Evaluation of Practical Experiences[J].International Transactions in Operational Research,1997,4(1):13-22.
[34]Goeverden C D V,Boer E D.School travel behaviour in the Netherlands and Flanders[J].Transport Policy,2013(26):73-84.
[35]马艳平.农村集体建设用地流转的理论、实践和制度完善[J].经济问题,2015(4):105-109.
[36]丁琳琳,孟庆国,刘文勇.农村集体建设用地入市的发展实践与政策变迁[J].中国土地科学,2016(10):3-10.
[37]刘艳.农村土地流转中的产权制度法律化问题探讨[J].中国土地科学,2014(11):45-50.
(1)分支定界法是求解整数规划最优解问题的经典算法。分支定界法的关键在于分支和定界。通常将可行域反复分割为更小的子集,称为“分支”;分支过程中,对每个子集内的解计算目标函数值,选择其中的最大值或最小值作为当前“界限”,称为“定界”;每次分支后对不能达到当前界限的子集直接剔除,如果出现更好的“界限”则以它替代原来的“界限”。
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