Dongping (2006) echoes that observation.
Generally, most of the available literature concerns whether or not the policy should be abolished. Yuan Haijun and other scholars acknowledge the problems associated with the Favorable Scoring Policy in its current format but support its underlying policy rationale. Much research has been devoted to identifying the root causes of any unfairness inherent in the Favorable Scoring Policy. Xiong Bingqi (2008) concludes that the problems associated with the policy are not inevitable or caused directly by its implementation. Rather, they represent illegal abuse of the system or of official authority. According to Wang Kequn (2006), the equality and fairness of NCEE have been damaged by the "seedbed" of a corruption channel within Favorable Scoring Policy mechanisms. Kequn argues for the eradication of abuse instead of for abolishing a worthwhile policy concept.
The violation of the rights to education and equality of education is also stressed. Zhang Weiguo (2008) in the literature according to which the inequality posed by the policy has already violated the 1960 UNESCO convention. Specifically, the term "discrimination" includes any distinction, exclusion, limitation or preference which, being based on race, color, sex, language, religion, political or other opinion, national...
Yu YE (2009), along with Zhang Weiguo (2008) also addresses the need to ensure the rights to education in any application of the policy: "Equality enjoys the principal value in rights to education and serves as a supervision tool to measure the implementation of rights." Equality in education is also emphasized by Feng Juxiang & Hao Qi (2009), who discuss the increase in regional inequality resulting from the policy and negative consequences on the western part of China.
Research Design and Methodology
Historically, Plato is the first to propose the concept of equal opportunity in exams in the Republic. Aristotle put forward the significance of protecting civil freedoms and equal rights to education. In China, more than two thousands years ago, Confucius warned "make no social distinctions in teaching or education" but meaningful official reforms reflecting that concept would not be apparent in Chinese society until the 18th century. A comprehensive review of the literature suggests that equal education should ensure: 1. equal right to education, 2. Equal opportunity for education, 3. Equal quality of educational opportunities, and 4. relative resistance to the
