日本高等教育学生资助无偿化政策的制度逻辑与路径 ——基于日本“新一揽子经济政策”的分析-清华大学教育研究

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Title:: The Institutional Logic and Path of Japanese Higher Education Student Aid Policy ——Analysis Based on Japan’s “New Economic Policy Package”

作者:: 胡茂波¹; ² 谭君航³ 马丹¹; ²; 1.湖北工业大学职业技术师范学院;2.湖北省高校人文社会科学重点研究基地湖北职业教育发展研究院;3.湖北轻工职业技术学院教务处

Author(s):: HU Mao-bo¹; ² TAN Jun-hang³ MA Dan¹; ²; 1.Normal School of Vocational Techniques, Hubei University of Technology;2.Hubei Vocational Education Development Research Institute, Hubei Provincial Key Research Base for Humanities and Social Sciences in Higher Education Institutions;3. Academic Affair

摘要:: 为了应对“超少子化”与社会阶层的固化,日本于2017年出台并逐步实施了包含高等教育学生资助无偿化政策的新一揽子经济政策。高等教育学生资助无偿化政策是为了提升人力资本应对“超少子化”、畅通社会阶层流动通道阻断贫困的代际传递及强化学生资助政策对大学管控的杠杆功能。其以提升低收入家庭学生的入学机会和人才培养与社会产业匹配度为目标,加大对低收入家庭学生的资助力度、改革助学贷款还款制度、增加促进学习的获助条件及细化推动受资助学校开展实践教育。政策初见成效,但也存在负面效应。新时代,我国高等教育学生资助可以综合家庭收入和教育支出确立资助额度,资助功能由助贫向助学延展及强化其引导培养学生社会适应性的导向。

Abstract:: To address issues of “ultra-low birthrate” and entrenched social stratification, Japan introduced a comprehensive new economic policy package in 2017, which included policies for tuition-free higher education. This student aid policy aims to enhance human capital to combat demographic challenges and facilitate social mobility by preventing the intergenerational transmission of poverty. It also seeks to strengthen the regulatory leverage of student aid policies on universities. The policy focuses on increasing access to higher education for low-income families by boosting financial support, reforming student loan repayment systems, enhancing eligibility criteria for assistance, and encouraging the implementation of practical education at supported institutions. While the policy has shown initial success, it also presents certain negative effects. Looking forward, China’s higher education student aid could benefit from setting aid amounts based on a combination of family income and educational expenses, expanding its role from merely assisting the impoverished to broadly supporting educational access and enhancing its guidance on fostering students' social adaptability.