本文選題：公共性 + 教育公共性��； 參考：《山東師范大學(xué)》2010年博士論文

【摘要】： 當(dāng)代社會,隨著民主化進程的加快和教育功能的全方位釋放,教育公共性愈益彰顯,深刻揭示教育公共性內(nèi)涵,維護和優(yōu)化教育公共性實踐,既是當(dāng)前教育發(fā)展改革的實踐呼喚,亦是把握教育本質(zhì)的理論訴求。 從世界范圍看,教育的變革與發(fā)展正在呈現(xiàn)公共性這一新的時代特性。教育所蘊含的公共性不是人為賦予的,亦非主觀思維的結(jié)果,而是人類教育發(fā)展過程中歷史地展現(xiàn)出來的。教育公共性的彰顯不僅是教育特性的一種時代變化,也是當(dāng)代教育發(fā)展的一種新的價值訴求。 20世紀90年代中期以來,社會轉(zhuǎn)型已使中國的社會結(jié)構(gòu)發(fā)生深刻變化,隨著市場經(jīng)濟的發(fā)育,通過市場向社會提供教育服務(wù),已成為一種重要的教育運行機制。同時,也與現(xiàn)行教育體制表現(xiàn)出極大的不相容性,教育的公共性問題由此成為一個不容回避的問題。 本研究通過對國內(nèi)外教育公共性的已有研究成果的梳理、分析、綜合和概括,結(jié)合中西方國家取得的成就,針對實際情況,在實地考察和案例研究的基礎(chǔ)之上,對存在的問題追尋原因,尋找對策。通過研究教育入學(xué)機會均等、教育過程平等、教育資源、設(shè)施的平等,培養(yǎng)具有基本素質(zhì)和連帶作用的公民這一結(jié)果的平等等內(nèi)容,構(gòu)建一套系統(tǒng)、科學(xué)和行之有效的教育公共性的內(nèi)容體系。 本研究指出,公益、公正、平等、共享是教育公共性的核心內(nèi)涵。教育公共性一方面表達了教育作為公共領(lǐng)域事務(wù)的事實存在,另一方面,教育公共性已成為公共性延伸概念,它既是對公共性在教育領(lǐng)域的具體說明和應(yīng)用,也是教育在特定領(lǐng)域?qū)残缘姆从�。因�?教育公共性的功用主要體現(xiàn)為:分析和批判教育的工具;建立教育制度,構(gòu)建教育內(nèi)容和目的,選擇教育手段和形式等諸多教育關(guān)系的公共原則;教育立法和教育政策的合法依據(jù);政府提供教育公共服務(wù)的價值尺度和財政基礎(chǔ);教育作為公共事務(wù)和公共物品接納社會參與其中和存在于社會公共空間的正當(dāng)性�？傮w說來,其在宏觀方面,諸如制度安排、政策設(shè)計上,從立法、財政、社會環(huán)境等體現(xiàn)教育公益性、公正性;在微觀方面,諸如教育目的、內(nèi)容、形式上,指向培養(yǎng)具有公共品質(zhì)的人,教育過程上體現(xiàn)教育平等。教育公共性的保障,必須建立在一套完整的教育公共服務(wù)體系之上。必須加強公共服務(wù)體系的創(chuàng)新,提高公共服務(wù)水平。這就需要進一步強化政府在教育公共服務(wù)方面的職能和責(zé)任,就要探索教育公共服務(wù)供給主體多元化和供給方式多樣化,就要完善教育公共服務(wù)的監(jiān)管和評價體制,建立以中介評估為主導(dǎo)的多元化教育監(jiān)管和評價體系。在政策設(shè)置上,則要把教育公平作為教育公共服務(wù)均等化的政策核心,以教育公共服務(wù)最低公平模式,推進實現(xiàn)教育公共服務(wù)均等化:一是確立教育基本公共服務(wù)最低公平原則,制定最低的提供標準,并通過多級政府分擔(dān)經(jīng)費來保障各地政府有能力提供這類服務(wù)。二是公共服務(wù)標準可根據(jù)行業(yè)特點,采用實物標準、經(jīng)費標準和服務(wù)質(zhì)量標準等,但最重要的是確保服務(wù)質(zhì)量,并通過績效評價來促使其達到標準。三是倡導(dǎo)等價性原則。國家允許并鼓勵有財政能力的地方政府或財團提供更多的、質(zhì)量更高的教育公共服務(wù),其經(jīng)費應(yīng)當(dāng)由提供服務(wù)的政府承擔(dān)。為此,應(yīng)提高財政性教育經(jīng)費占國內(nèi)生產(chǎn)總值的比重,保障義務(wù)教育階段的均衡投入,特別是要明確各級政府權(quán)責(zé),建立由各級政府分擔(dān)的教育投入機制;應(yīng)深化教育體制改革,從體制上為義務(wù)教育均等化提供保障;應(yīng)加強政府部門的責(zé)任,構(gòu)建服務(wù)型政府。 教育公共性必須建立在公共財政的基本制度之上。教育公共服務(wù)的價值取向決定提供教育服務(wù)是政府的一項基本職責(zé),必須以政府為主體,擔(dān)當(dāng)教育公共財政的政府職責(zé)。一是基于區(qū)域財政能力不均衡的現(xiàn)實,建立義務(wù)教育的政府間轉(zhuǎn)移支付系統(tǒng)。這樣一個機制的建立和發(fā)展應(yīng)該成為今后義務(wù)教育財政改革的重點。要明確中央和省用于義務(wù)教育的資源的使用目的和不同用途。目前首要的應(yīng)該是保證貧困和農(nóng)村地區(qū)義務(wù)教育投入的充足水平。中央和省級政府應(yīng)該對這些地區(qū)提供幫助,讓這些地方的教育發(fā)展跟上社會經(jīng)濟發(fā)展的步伐。中央和省級政府還應(yīng)該把資金分配與地方上強化責(zé)任制,提高資源使用效率的努力程度聯(lián)系起來。要合理設(shè)計轉(zhuǎn)移支付項目,要確定給每個縣/學(xué)區(qū)均等化資金數(shù)量的方法。 一個常用的方法是運用因素法撥款公式,綜合考慮學(xué)生群體的特征、基層財力、財政努力程度和其他因素。要加強貧困學(xué)生和寄宿制學(xué)生資助,使資助真正落實到這些學(xué)生。要平衡中央和省教育資源分配過程中目標和方法的一致性和多樣性問題。二是把保障教育公共財政的公平投入作為公共財政治理的基點,完善教育投入保障法律規(guī)定。根據(jù)經(jīng)費需求建立經(jīng)費保障機制,是解決教育經(jīng)費供給不足的一項重要舉措。科學(xué)地界定現(xiàn)有法律中各級各類教育經(jīng)費需求的定額標準,才能從根本上解決經(jīng)費需求和供給之間的矛盾。特別是要建立公平有效的教育財政補助制度和方式,就要從最基本的經(jīng)費需求分析入手,將撥款制度和模式與經(jīng)費需求結(jié)合起來,確定撥款基準額,并考慮特殊地區(qū)、特殊人群的額外需求,對他們給予公平性對待。三是把增加靈活性作為均衡推進義務(wù)教育公共財政政策的必要補充。要落實國家義務(wù)教育財政“低�！闭�,明確中央政府財政支持的重點。義務(wù)教育財政“低�！蹦繕藨�(yīng)包括:最低保障維持學(xué)校教學(xué)運轉(zhuǎn)所需基本條件的要求;最低保障完成國家義務(wù)教育目標所需要的基本要求;最低保障為國家義務(wù)教育可持續(xù)發(fā)展奠定基礎(chǔ)所需條件和要求。從長遠看,隨著國家對義務(wù)教育要求的不斷提高,義務(wù)教育辦學(xué)條件需要同步提高,“低保”的標準也不斷提高。義務(wù)教育財政“低保”問題,不是政府短期的“突擊行為”,而是實現(xiàn)義務(wù)教育財政均衡的“長效機制”。要按區(qū)域推進順序選擇從縣域均衡、省域均衡到全國均衡推進的財政政策。從義務(wù)教育均衡推進狀況看,省際間義務(wù)教育的差距在短時期內(nèi)縮小基本是不可能的�？h域內(nèi)義務(wù)教育均衡的重點是縮小城鄉(xiāng)之間的差距,縣級教育財政投入和省市級財政轉(zhuǎn)移支付的重點在農(nóng)村義務(wù)教育。貧困地區(qū)義務(wù)教育均衡的重點在縣域內(nèi),高于和處在全國義務(wù)教育均衡平均水平的地區(qū),推進義務(wù)教育均衡的重點在省域內(nèi)。在同一區(qū)域內(nèi),以學(xué)生數(shù)量為標準,實行義務(wù)教育均等化撥款制度。推進縣域內(nèi)和省域內(nèi)義務(wù)教育均衡,教育財政政策應(yīng)是在同一行政區(qū)內(nèi)對于實施義務(wù)教育的學(xué)校以學(xué)生數(shù)為標準,實行均等化撥款制度。四是根據(jù)不同區(qū)域內(nèi)接受義務(wù)教育人口的數(shù)量,確定中央政府縱向財政轉(zhuǎn)移支付的規(guī)模。 教育公共性建立需要進一步厘清政府、市場、社會三大主體關(guān)系。首先,要把優(yōu)先、均衡、效率作為政府配置教育公共資源的基本原則,即教育公共資源的優(yōu)先配置原則、均衡配置原則、效率配置原則。其次,要正視解決擇校、重點校問題。也就是要加大教育投入,解決教育經(jīng)費短缺問題;加強法律規(guī)范,實現(xiàn)校際間均衡發(fā)展和采取有效措施,改造和扶助薄弱學(xué)校。第三,要注重發(fā)揮社會非營利組織在教育的宏觀管理中,維護教育公平,發(fā)揮獨立的作用,公共參與教育決策、管理及其教育活動過程。 教育公共性實踐的推進要重視彰顯學(xué)校教育與社區(qū)互動方面的公共性。凸顯社區(qū)公共性是當(dāng)前社會公共事務(wù)管理的一個趨勢。學(xué)校是社區(qū)中的正式組織,亦應(yīng)是社會公共事務(wù)管理的內(nèi)容之一。社區(qū)居民必須積極地、有組織、有系統(tǒng)地參與學(xué)校的教育計劃、政策制定、解決問題以及評估。正是在這種參與中,公民才得以獲得關(guān)于學(xué)校的第一手資料。他們可以提出問題,獲得信息,表達觀點,提出建議,對有爭議的問題提出自己的見解。他們是決策過程中重要一員,能促使學(xué)校跟上社會變化,促進教育變革。人們逐漸認識到,教育不僅是學(xué)校的責(zé)任,也是家長、社區(qū)和社會的責(zé)任。
[Abstract]:In contemporary society, with the acceleration of the process of democratization and the full release of the full range of educational functions, the more publicity of the education public, the profound revelation of the connotation of the public nature of education, the maintenance and optimization of the practice of public education, which is not only the practice call of the current educational development reform, but also the theoretical appeal of the quality of education.
From the view of the world, the reform and development of education is showing the new characteristics of the new times. The public nature of education is not the result of human and subjective thinking, but the history of human education. The publicity of education is not only a kind of time change of educational characteristics, but also the change of educational characteristics. A new demand of value for the development of contemporary education.
Since the middle of the 1990s, the social transformation has made a profound change in the social structure of China. With the development of the market economy, it has become an important educational operation mechanism to provide education service through the market. At the same time, it has also shown great incompatibility with the current educational system, thus the problem of the public nature of education has become one. A problem that can not be avoided.
Through combing, analyzing, synthesizing and summarizing the existing research achievements of the public education at home and abroad, combining with the achievements of the western and Chinese countries, on the basis of actual situation, on the basis of field investigation and case study, this paper seeks the reasons for the existing problems and seeks the countermeasures. The educational resources, the equality of the facilities, the cultivation of the equality of the citizens with basic qualities and joint functions, and the establishment of a systematic, scientific and effective content system for the public nature of education.
The research points out that public welfare, justice, equality and sharing are the core connotations of the public education. On the one hand, the public nature of education expresses the fact that education is a matter of public affairs. On the other hand, the public nature of education has become a concept of public extension. It is not only a specific explanation and application of the public in the field of education, but also a specific education in particular. Therefore, the function of the public nature of the education is mainly embodied in the tools of analysis and criticism of education, the establishment of the educational system, the construction of educational content and purpose, the choice of the public principles of educational means and forms, the legal basis for the education legislation and the policy of education, and the value of the government to provide the public service of education. The scale and financial basis; education as a public affairs and public goods to accept the legitimacy of social participation and social public space. Generally speaking, its macro aspects, such as institutional arrangements, policy design, from the legislative, financial, social environment, reflect the public welfare, fairness, and in micro aspects, such as educational purposes. At the same time, in form, it points to the people who have the public quality, which embodies the equality of education. The guarantee of the public nature of the education must be built on a complete set of educational public service system. We must strengthen the innovation of the public service system and improve the level of public service. This needs to further strengthen the government's public service in education. The function and responsibility should explore the diversification of the main supply of education public service and the diversification of the supply mode. We should perfect the supervision and evaluation system of the public service of education and establish the diversified education supervision and evaluation system dominated by intermediary evaluation. In the policy setting, the education equity should be the policy of equalization of education public service. The core is to promote the equalization of public service in education with the minimum fair mode of education public service. First, establish the principle of minimum and fair education for basic public services, establish the minimum standard of provision, and guarantee the ability of all governments to provide such services through the sharing of funds by multilevel governments. Two, the standard of public service can be based on the characteristics of the industry, The most important thing is to ensure the quality of service and to make it standard through performance evaluation. Three is the principle of advocating equivalence. The state allows and encourages local governments or consortia with financial capabilities to provide more, higher quality education public services, and their funds should be raised. For this purpose, we should improve the proportion of the financial education funds to the gross domestic product and guarantee the balanced input in the compulsory education stage, especially to clarify the power and responsibility of the governments at all levels and establish the educational input mechanism shared by the governments at all levels; we should deepen the reform of the educational system and provide the guarantee for the equalization of compulsory education from the system. We should strengthen the responsibility of the government departments and build a service-oriented government.
The public nature of education must be built on the basic system of public finance. The value orientation of educational public service is a basic responsibility of the government. It must take the government as the main body to serve the government responsibility of education public finance. One is to establish the intergovernmental transfer of compulsory education based on the reality of the unbalanced regional financial capacity. The establishment and development of such a mechanism should be the focus of the financial reform of compulsory education in the future. The purpose and different uses of the resources for compulsory education by the central and provincial governments should be clarifying. The first priority should be to ensure the sufficient level of poverty and the investment in compulsory education in rural areas. The central and provincial governments should be right These areas provide help to keep the educational development in these places to keep pace with the pace of social and economic development. The central and provincial governments should also link the allocation of funds with the local efforts to strengthen the responsibility system and improve the efficiency of the use of resources. The rational design of the transfer payment projects should be made to determine the equal amount of funds for each county / school district. The way.
A common method is to use the formula of factor method, to take into account the characteristics of the student group, the basic financial resources, the degree of financial effort and other factors. It is necessary to strengthen the aid of the poor students and boarding students so that the aid can be truly implemented to these students. The two is to take the fair investment in the public finance of education as the basis of the public finance management, to perfect the legal provisions of the education investment guarantee. The establishment of the fund guarantee mechanism according to the demand for funds is an important measure to solve the shortage of educational funds. In order to fundamentally solve the contradiction between the demand and supply of funds, in particular, to establish a fair and effective financial subsidy system and mode, we should start with the analysis of the most basic demand for funds, combine the allocation system and model with the demand for funds, determine the base amount of the appropriation, and consider the extra of special areas and special people. The need is to give them a fair treatment. Three is to add flexibility as a necessary supplement to the balanced promotion of public financial policy for compulsory education. To implement the "low insurance" policy of the state compulsory education finance and to make clear the focus of the financial support of the central government. The goal of the compulsory education financial "low insurance" should include the minimum guarantee to maintain the school teaching and transportation. The basic requirements for the basic conditions are needed; the minimum guarantee needs the basic requirements for the goal of national compulsory education; the minimum guarantee lays the foundation for the sustainable development of the state compulsory education. In the long run, with the continuous improvement of the state's demand for compulsory education, the conditions for running the education of the justice education need to be improved synchronously and "low insurance". The standard of the compulsory education financial "low insurance" is not the short-term "assault" of the government, but a "long-term mechanism" to realize the financial equilibrium of compulsory education. It is impossible to narrow the gap between the compulsory education in a short period. The focal point of the compulsory education in the county is to narrow the gap between the urban and rural areas. The county education financial input and the focus of the provincial and municipal financial transfer payments are in the rural compulsory education. The emphasis of the balance of compulsory education in the poor areas is in the county, and is higher than and in the national obligation. In the region where the average level of education is balanced, the emphasis of the balance of compulsory education is in the province. In the same area, the equal allocation system of compulsory education is implemented with the number of students as the standard. To promote the balance of compulsory education within the county and the province, the educational fiscal policy should be the school for compulsory education in the same administrative area. Four is to determine the size of the central government's vertical financial transfer payment according to the number of compulsory education population in different regions.
The establishment of the public nature of education needs to further clarify the three main relations between the government, the market and the society. First, we should take priority, balance and efficiency as the basic principle of the government's allocation of educational public resources, that is, the principle of priority allocation of educational public resources, the principle of balanced allocation and the principle of efficiency allocation. Secondly, we should face up to the problem of school choosing and key schools. It is necessary to increase the input of education and solve the shortage of educational funds, strengthen the legal norms, realize the balanced development of the interschool and take effective measures, reform and help the weak schools. Third, we should pay attention to the development of the social non-profit organizations in the macro management of education, maintain the educational equity, play an independent role, and participate in the decision-making, management and management of the public education. The process of its educational activities.
The promotion of the public practice of education should pay attention to the publicity of the interaction between school education and community. It is a trend to highlight the public nature of the community. The school is a formal organization in the community and one of the contents of the management of social public affairs. With the school's education plan, policy formulation, problem solving and assessment, it is in this participation that citizens get first hand information about the school. They can ask questions, get information, express their views, make suggestions, and put forward their own opinions on the controversial issues. They are an important member of the decision-making process and can promote the school. Keep up with social changes and promote educational reform. People gradually realize that education is not only the responsibility of schools, but also the responsibilities of parents, communities and society.

【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2010
【分類號】：G40

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