教育公共治理及其機(jī)制研究
發(fā)布時(shí)間：2018-09-04 13:17
【摘要】：教育公共治理興起于20世紀(jì)90年代英美等西方發(fā)達(dá)國家掀起的教育改革“第三條道路”�！暗谌龡l道路”突破傳統(tǒng)的教育治理政府-市場(chǎng)二分模式,試圖尋找到既能提高教育的質(zhì)量與效率,又能兼顧教育的公平與均衡的教育治理新途徑,公民社會(huì)作為教育資源配置的一股新生力量開始進(jìn)入教育改革的實(shí)踐,并率先在英國推行了“教育行動(dòng)區(qū)”計(jì)劃,在美國頒布了特許學(xué)校法律�！暗谌龡l道路”奏響了現(xiàn)代教育治理研究的序曲,在西方公共治理理論的影響下,人們開始探索教育政府、市場(chǎng)與公民社會(huì)合作治理的教育公共治理新模式。本研究就是這一探索的一次新的嘗試。 治理是一個(gè)動(dòng)態(tài)發(fā)展的概念。治理的本質(zhì)在于統(tǒng)治者根據(jù)治理對(duì)象發(fā)展的規(guī)律與特征采取相應(yīng)的管理策略,滿足統(tǒng)治者需要的過程。教育治理適應(yīng)社會(huì)政治、經(jīng)濟(jì)和文化發(fā)展的歷史,經(jīng)歷了教育政府治理和教育市場(chǎng)治理的發(fā)展過程。因此,現(xiàn)代教育公共治理的誕生有其歷史發(fā)展的必然性。教育公共治理就是政府通過制度創(chuàng)新保障政府、市場(chǎng)、公民社會(huì)共同參與教育公共事務(wù)管理,并承擔(dān)相應(yīng)責(zé)任,在充分調(diào)動(dòng)利益相關(guān)人積極性的基礎(chǔ)上,達(dá)成教育公共利益實(shí)現(xiàn)最大化的過程。 教育公共治理的研究從相關(guān)的基本概念和理論出發(fā),認(rèn)為教育(主要指學(xué)校教育)就是一種培養(yǎng)人的社會(huì)生產(chǎn)和社會(huì)服務(wù)活動(dòng),教育具有社會(huì)性、生產(chǎn)性和服務(wù)性三重屬性；新制度經(jīng)濟(jì)學(xué)理論、公共選擇理論、機(jī)制設(shè)計(jì)理論等經(jīng)濟(jì)學(xué)理論和新公共管理理論、公共治理理論等公共管理學(xué)理論是教育公共治理研究的理論基礎(chǔ)。 教育公共治理的理論假設(shè)認(rèn)為,教育的提供與生產(chǎn)是可以分離的,教育可以由政府、非政府組織及個(gè)人單獨(dú)或混合提供和生產(chǎn)；教育治理的主體是理性私益人,在憲政秩序的約束下,教育治理中的利益相關(guān)人通過“產(chǎn)權(quán)”的交易,滿足私益的最大化；教育治理中利益相關(guān)人的關(guān)系是委托-代理關(guān)系,追求私益的委托人和代理人之間存在利益目標(biāo)不一致和信息不對(duì)稱的情況,可能滋生代理人的“道德風(fēng)險(xiǎn)”；科學(xué)的機(jī)制設(shè)計(jì)可以使利益相關(guān)人為促進(jìn)教育公益的實(shí)現(xiàn)而努力,因?yàn)?教育公益目標(biāo)的實(shí)現(xiàn)是個(gè)人“私益”目標(biāo)實(shí)現(xiàn)的工具。 在教育公共治理這一社會(huì)系統(tǒng)中包含政府、學(xué)校、家庭和社會(huì)等子系統(tǒng),社會(huì)系統(tǒng)是由機(jī)構(gòu)和人員組成的,人員在機(jī)構(gòu)中擔(dān)當(dāng)一定的角色,理性私益人按照角色期待和個(gè)人需要表現(xiàn)其社會(huì)行為。在“規(guī)制”和“(類)市場(chǎng)”機(jī)制的牽動(dòng)下,利益相關(guān)人通過競(jìng)爭(zhēng)、參與與合作,共同促進(jìn)教育公共利益的實(shí)現(xiàn)。 本研究堅(jiān)持馬克思主義辯證唯物主義與歷史唯物主義的指導(dǎo),運(yùn)用社會(huì)科學(xué)研究的基本方法,如歷史分析法、制度分析法、比較分析法、科學(xué)哲學(xué)研究法、角色分析法和系統(tǒng)分析法等。其研究的創(chuàng)新性在于：(1)明確了教育是培養(yǎng)人的社會(huì)生產(chǎn)和社會(huì)服務(wù)活動(dòng)的觀點(diǎn),闡述了教育的混合產(chǎn)品屬性及其公共產(chǎn)品類型,是教育公共治理研究的前提；(2)闡述了“治理”是一個(gè)動(dòng)態(tài)發(fā)展的概念,教育公共治理同教育政府治理和教育市場(chǎng)治理一樣,都是一種政府工具的觀點(diǎn)；(3)運(yùn)用拉卡托斯科學(xué)研究綱領(lǐng)的方法論述了教育公共治理的假設(shè)和科學(xué)研究綱領(lǐng)；(4)運(yùn)用角色分析的方法闡述了教育公共治理中利益相關(guān)人的角色,并運(yùn)用系統(tǒng)分析和比較分析的方法論述了教育公共治理中政府、學(xué)校、家庭和社會(huì)關(guān)系的轉(zhuǎn)變；(5)運(yùn)用系統(tǒng)分析和機(jī)制設(shè)計(jì)的方法構(gòu)建了“政府主導(dǎo),多元合作,市場(chǎng)牽動(dòng),公益互惠”的教育公共治理機(jī)制。 本研究成果對(duì)于教育公共治理理論體系的構(gòu)建有重要的理論意義；對(duì)于探索適合于中國特色的教育公共治理的途徑和方法有重要的現(xiàn)實(shí)意義和實(shí)際應(yīng)用價(jià)值。
[Abstract]:Educational public governance arises from the "Third Way" of educational reform initiated by western developed countries such as Britain and the United States in the 1990s. The "Third Way" breaks through the traditional government-market dichotomy model of educational governance, and tries to find a new way of educational governance that can not only improve the quality and efficiency of education, but also take into account the equity and balance of education. Civil society, as a new force in the allocation of educational resources, began to enter the practice of educational reform, and took the lead in implementing the "Education Action Zone" program in Britain and promulgated the Charter School Law in the United States. This study is a new attempt to explore a new model of educational public governance, which is the cooperative governance of educational government, market and civil society.
Governance is a concept of dynamic development. The essence of governance lies in the process that the rulers adopt corresponding management strategies to meet the needs of the rulers according to the laws and characteristics of the development of the governing objects. Therefore, the birth of modern educational public governance has its inevitability of historical development. Educational public governance means that the government guarantees the government, the market and the civil society to participate in the management of educational public affairs through system innovation, and undertakes corresponding responsibilities, and achieves the maximization of educational public interests on the basis of fully mobilizing the enthusiasm of stakeholders. The process.
Based on the relevant basic concepts and theories, the study of public governance of education holds that education (mainly school education) is a kind of social production and social service activities to train people. Education has triple attributes of sociality, productivity and service; new institutional economics theory, public choice theory, mechanism design theory and other economic theories Public management theories such as new public management theory and public governance theory are the theoretical basis of educational public governance research.
The theoretical hypothesis of educational public governance holds that the provision and production of education can be separated, and education can be provided and produced by the government, non-governmental organizations and individuals individually or mixed; the main body of educational governance is rational private interests, and under the constraints of constitutional order, the stakeholders in educational governance can be satisfied through the transaction of "property rights". The maximization of private interests; the relationship between stakeholders in educational governance is principal-agent relationship; there are inconsistencies of interest objectives and information asymmetry between principals and agents pursuing private interests, which may breed agent's "moral hazard"; scientific mechanism design can make stakeholders artificially promote educational public welfare. Efforts are made now, because the realization of the goal of educational public welfare is a tool to achieve the goal of personal interest.
In the social system of public governance in education, there are subsystems of government, school, family and society. The social system is composed of institutions and personnel. Personnel play a certain role in the organization. Rational private interests show their social behavior according to their role expectations and individual needs. Stakeholders can promote the realization of educational public interest through competition, participation and cooperation.
This study adheres to the guidance of Marxist dialectical materialism and historical materialism, and uses the basic methods of social science research, such as historical analysis, institutional analysis, comparative analysis, scientific philosophy research, role analysis and system analysis. From the viewpoint of production and social service activities, this paper expounds the mixed product attributes of education and the types of public products, which are the prerequisites for the study of educational public governance; (2) It expounds that "governance" is a concept of dynamic development, and that educational public governance, like educational government governance and educational market governance, is a government tool; (3) This paper expounds the hypothesis and scientific research program of educational public governance by using the method of Lakatos'scientific research program; (4) It expounds the role of stakeholders in educational public governance by using the method of role analysis, and discusses the government, school, family and social relations in educational public governance by using the method of systematic analysis and comparative analysis. (5) Construct the educational public governance mechanism of "government-led, multi-cooperation, market-driven, public welfare reciprocity" by means of system analysis and mechanism design.
The results of this study have important theoretical significance for the construction of the theoretical system of educational public governance, and have important practical significance and practical application value for exploring the approaches and methods of educational public governance suitable for Chinese characteristics.
【學(xué)位授予單位】：東北大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2012
【分類號(hào)】：G40-05
[Abstract]:Educational public governance arises from the "Third Way" of educational reform initiated by western developed countries such as Britain and the United States in the 1990s. The "Third Way" breaks through the traditional government-market dichotomy model of educational governance, and tries to find a new way of educational governance that can not only improve the quality and efficiency of education, but also take into account the equity and balance of education. Civil society, as a new force in the allocation of educational resources, began to enter the practice of educational reform, and took the lead in implementing the "Education Action Zone" program in Britain and promulgated the Charter School Law in the United States. This study is a new attempt to explore a new model of educational public governance, which is the cooperative governance of educational government, market and civil society.
Governance is a concept of dynamic development. The essence of governance lies in the process that the rulers adopt corresponding management strategies to meet the needs of the rulers according to the laws and characteristics of the development of the governing objects. Therefore, the birth of modern educational public governance has its inevitability of historical development. Educational public governance means that the government guarantees the government, the market and the civil society to participate in the management of educational public affairs through system innovation, and undertakes corresponding responsibilities, and achieves the maximization of educational public interests on the basis of fully mobilizing the enthusiasm of stakeholders. The process.
Based on the relevant basic concepts and theories, the study of public governance of education holds that education (mainly school education) is a kind of social production and social service activities to train people. Education has triple attributes of sociality, productivity and service; new institutional economics theory, public choice theory, mechanism design theory and other economic theories Public management theories such as new public management theory and public governance theory are the theoretical basis of educational public governance research.
The theoretical hypothesis of educational public governance holds that the provision and production of education can be separated, and education can be provided and produced by the government, non-governmental organizations and individuals individually or mixed; the main body of educational governance is rational private interests, and under the constraints of constitutional order, the stakeholders in educational governance can be satisfied through the transaction of "property rights". The maximization of private interests; the relationship between stakeholders in educational governance is principal-agent relationship; there are inconsistencies of interest objectives and information asymmetry between principals and agents pursuing private interests, which may breed agent's "moral hazard"; scientific mechanism design can make stakeholders artificially promote educational public welfare. Efforts are made now, because the realization of the goal of educational public welfare is a tool to achieve the goal of personal interest.
In the social system of public governance in education, there are subsystems of government, school, family and society. The social system is composed of institutions and personnel. Personnel play a certain role in the organization. Rational private interests show their social behavior according to their role expectations and individual needs. Stakeholders can promote the realization of educational public interest through competition, participation and cooperation.
This study adheres to the guidance of Marxist dialectical materialism and historical materialism, and uses the basic methods of social science research, such as historical analysis, institutional analysis, comparative analysis, scientific philosophy research, role analysis and system analysis. From the viewpoint of production and social service activities, this paper expounds the mixed product attributes of education and the types of public products, which are the prerequisites for the study of educational public governance; (2) It expounds that "governance" is a concept of dynamic development, and that educational public governance, like educational government governance and educational market governance, is a government tool; (3) This paper expounds the hypothesis and scientific research program of educational public governance by using the method of Lakatos'scientific research program; (4) It expounds the role of stakeholders in educational public governance by using the method of role analysis, and discusses the government, school, family and social relations in educational public governance by using the method of systematic analysis and comparative analysis. (5) Construct the educational public governance mechanism of "government-led, multi-cooperation, market-driven, public welfare reciprocity" by means of system analysis and mechanism design.
The results of this study have important theoretical significance for the construction of the theoretical system of educational public governance, and have important practical significance and practical application value for exploring the approaches and methods of educational public governance suitable for Chinese characteristics.
【學(xué)位授予單位】：東北大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2012
【分類號(hào)】：G40-05
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7 邱詢e，
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