This paper explores the distribution of educational resources from the perspective of public service equalization in China, with a particular focus on government responsibility and fiscal input. Initially, the paper reviews the theoretical foundations and empirical studies concerning the distribution of educational resources, analyzing the role of government in educational equity and the impact of fiscal expenditure. By employing quantitative analysis methods, this study utilizes data on provincial education expenditures over several years to examine the relationship between government fiscal input and the equalization of educational resources. Empirical results indicate that increasing educational fiscal input and optimizing the allocation mechanism significantly enhance the level of equalization in educational resources. Furthermore, through case analyses of several local governments, effective policy recommendations are proposed to promote the fair distribution and optimization of educational resources. Lastly, the paper discusses potential obstacles in policy implementation and suggests corresponding strategies.

Nowadays, the scale of graduate education in our country has been growing, but the quality of graduate education has not been improved. Therefore, how to effectively improve the quality of postgraduate education has become the most concerned issue in the academic circle and universities, which directly highlights that the internal guarantee mechanism of postgraduate students to improve the quality of postgraduate education has become the focus of academic research, in which tutors are the main influencing factors of postgraduate education quality. The tutor plays a positive and dominant role in stimulating, demonstrating, modeling, guiding and infecting the postgraduate's behavior. This paper analyzes the existing problems in exerting the role of postgraduate tutors, and from the problems, puts forward the countermeasures and suggestions to exert and mobilize the initiative of tutors.

This paper conducts a comparative analysis of mentoring and metacognition in education, unveiling their intricate connections. Both concepts, though seemingly disparate, prove to be interdependent within the educational landscape. The analysis showcases the dynamic interplay between mentoring and metacognition, emphasizing their reciprocal influence. Metacognition, often perceived as self-awareness and introspection, is found to complement the relational and supportive nature of mentoring. Within this context, metacognitive education within mentoring emerges as a vital component. Practical recommendations are offered for effective metacognitive training, highlighting its role in enhancing cognitive and metacognitive skills. Moreover, the paper introduces the concept of a “mentoring scaffolding system.” This system emphasizes mentor-led gradual independence for mentees, facilitating their professional and personal growth. The necessity of fostering a metacognition culture in education is a central theme. Such a culture promotes improved performance and lifelong learning. The paper suggests integrating metacognition into curricula and empowering learners as essential steps toward achieving this culture. In conclusion, this paper advocates for the integration of metacognition into mentoring and education, fostering self-awareness, independence, and adaptability. These attributes are deemed crucial for individuals navigating the challenges of the information age.

There is no denying that the COVID-19 pandemic resulted in significant stress worldwide and impacted practically every aspect of human activity. The impacts of this deadly virus on education are not seen as gaining much-needed focus from the scientific research community. The majority of educational institutions globally switched to online instruction during the COVID-19 pandemic. However, there were considerable differences in the technical readiness of various nations. In this regard, the study’s attempt to provide a way forward for how the educational sector ought to manage the challenges brought on by COVID-19 issues in support of online educational activities. Since some of the consequences that resulted have an impact on the educational sector, the answers presumably also should have included innovations that would improve scientific research to lessen its effects. Particularly, it appears there is still much that has to be done about the impact of the COVID-19 pandemic on the educational sector. Hence, this perspective review study aims to explore the potential relationship between the COVID-19 pandemic and the educational sector while suggesting a way forward.