本文關(guān)鍵詞：基礎(chǔ)教育產(chǎn)權(quán)制度研究　出處：《華東師范大學(xué)》2007年博士論文　論文類型：學(xué)位論文

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【摘要】： 基礎(chǔ)教育產(chǎn)權(quán)制度研究是充分發(fā)揮市場有效性和解決現(xiàn)實(shí)教育問題的客觀需要。產(chǎn)權(quán)是市場的先決條件，由產(chǎn)權(quán)界定清晰，而理順政府、學(xué)校、社會的權(quán)責(zé)利關(guān)系，建立產(chǎn)權(quán)交易制度，活化競爭機(jī)制、激勵機(jī)制，讓市場機(jī)制在適宜的教育領(lǐng)域淋漓盡致的發(fā)揮作用。在不斷擴(kuò)充教育資源的同時，使我國基礎(chǔ)教育資源得到更加合理的利用。我國基礎(chǔ)教育產(chǎn)權(quán)領(lǐng)域有產(chǎn)權(quán)意識薄弱、產(chǎn)權(quán)界定模糊、產(chǎn)權(quán)交易混亂和產(chǎn)權(quán)收益失范四大問題，急需完善基礎(chǔ)教育產(chǎn)權(quán)制度，規(guī)范產(chǎn)權(quán)主體的產(chǎn)權(quán)行為，減少產(chǎn)權(quán)交易費(fèi)用，引導(dǎo)教育產(chǎn)權(quán)活動服務(wù)于教育的價值追求，如此構(gòu)建教育產(chǎn)權(quán)和產(chǎn)權(quán)制度理論，分析我國基礎(chǔ)教育產(chǎn)權(quán)制度問題和變革內(nèi)容成為本文研究中心。 馬克思主義產(chǎn)權(quán)理論和西方新制度經(jīng)濟(jì)學(xué)的產(chǎn)權(quán)理論是教育產(chǎn)權(quán)理論的主要理論來源，馬克思產(chǎn)權(quán)理論從總體上決定教育產(chǎn)權(quán)制度研究的宏觀方向，新制度經(jīng)濟(jì)學(xué)產(chǎn)權(quán)理論提供了教育產(chǎn)權(quán)的具體理論。產(chǎn)權(quán)就是對財產(chǎn)的權(quán)利，其直觀形式是人對物的關(guān)系，實(shí)質(zhì)是產(chǎn)權(quán)主體(包括公用主體和私有主體)之間的關(guān)系。教育產(chǎn)權(quán)是教育產(chǎn)權(quán)主體圍繞教育產(chǎn)權(quán)客體形成的權(quán)責(zé)利關(guān)系，產(chǎn)權(quán)主體是教育產(chǎn)權(quán)的擁有者，包括各級政府、管理機(jī)構(gòu)、教育機(jī)構(gòu)(組織)和個人；產(chǎn)權(quán)客體包括有形教育資產(chǎn)和無形教育資產(chǎn)，有形資產(chǎn)是辦學(xué)物質(zhì)條件，無形資產(chǎn)包括學(xué)校特色、經(jīng)驗(yàn)、品牌等知識產(chǎn)權(quán)，也包括學(xué)校的債權(quán)和債務(wù)。教育產(chǎn)權(quán)具有排他性和盡責(zé)性、有限性、可交易性、可分解性與整體性、行為性等屬性。與教育產(chǎn)權(quán)的基本屬性相聯(lián)系，教育產(chǎn)權(quán)的功能主要有產(chǎn)權(quán)界定功能、產(chǎn)權(quán)約束功能、產(chǎn)權(quán)激勵功能和資源配置功能。 教育產(chǎn)權(quán)制度是對教育產(chǎn)權(quán)相關(guān)主體在教育活動中對各種類型的教育財產(chǎn)的所有、占有、支配和使用等各種權(quán)利關(guān)系的規(guī)定，是一組規(guī)則的集合。教育產(chǎn)權(quán)制度受社會制度、社會總體發(fā)展?fàn)顩r、產(chǎn)權(quán)技術(shù)和成本以及利益博弈結(jié)果的約束。新經(jīng)濟(jì)人假設(shè)下教育產(chǎn)權(quán)制度應(yīng)該是強(qiáng)束縛強(qiáng)引導(dǎo)的制度類型。建立維護(hù)公平和追求效率的教育產(chǎn)權(quán)制度是教育產(chǎn)權(quán)制度的改革方向，其中制度公平與制度效率是相輔相成、相互統(tǒng)一的關(guān)系，制度公平是制度效率的基礎(chǔ)。要在制度界定和執(zhí)行公平的前提下，，保證盡量少的制度成本，達(dá)到教育產(chǎn)權(quán)權(quán)能的充分實(shí)現(xiàn)。教育產(chǎn)權(quán)制度改革雖然解決的是教育資源配置的問題，實(shí)則涉及組織間、人與人利益關(guān)系的重新調(diào)整。制度是博弈的規(guī)則和結(jié)果，教育產(chǎn)權(quán)制度在政府、學(xué)校和代表受教育者的社會力量的正和博弈中逐步完善。 我國基礎(chǔ)教育產(chǎn)權(quán)制度具有責(zé)任為先、有限收益權(quán)兩個特殊性。按所有權(quán)和經(jīng)營權(quán)劃分學(xué)校類型，我國基礎(chǔ)教育產(chǎn)權(quán)制度具體分為公立學(xué)校、民辦學(xué)校和混合制學(xué)校產(chǎn)權(quán)制度。我國基礎(chǔ)教育產(chǎn)權(quán)制度存在發(fā)展困境，政府在博弈中占優(yōu)勢主導(dǎo)地位，沒有形成均衡的博弈力量，這種淺層的以解決重大問題為中心的、對政府行為過分依賴的、緩慢推動制度變革的政府主導(dǎo)型博弈，不能有效推動教育產(chǎn)權(quán)制度及時變革。應(yīng)該均衡三方博弈能力，改變政府管理教育的職能改革、促進(jìn)學(xué)校自主發(fā)展和民間組織發(fā)育�；A(chǔ)教育產(chǎn)權(quán)制度需要持續(xù)變革，應(yīng)按照產(chǎn)權(quán)制度公平與效率標(biāo)準(zhǔn)分析我國公校學(xué)校、民辦學(xué)校和混合制學(xué)校產(chǎn)權(quán)制度，研究基礎(chǔ)教育產(chǎn)權(quán)制度具體變革的內(nèi)容。 我國公立學(xué)校產(chǎn)權(quán)制度要解決的核心問題是明確政府、學(xué)校間的產(chǎn)權(quán)關(guān)系，實(shí)現(xiàn)公有資產(chǎn)內(nèi)部排他性，由政府、學(xué)校間權(quán)責(zé)利的清晰界定而使學(xué)校成為獨(dú)立的產(chǎn)權(quán)主體。我國政府間是行政管理式的產(chǎn)權(quán)關(guān)系，教育投入責(zé)任模糊；政府與學(xué)校間的產(chǎn)權(quán)界定籠統(tǒng)，應(yīng)該從政府和學(xué)校兩方面進(jìn)行清晰界定。公立學(xué)校依靠國家教育投入實(shí)現(xiàn)發(fā)展，產(chǎn)權(quán)制度公平集中體現(xiàn)為教育投入公平。我國教育投入經(jīng)歷了由重點(diǎn)發(fā)展到實(shí)現(xiàn)教育均衡的轉(zhuǎn)變，正在走向公平。政府在教育產(chǎn)權(quán)制度變革和執(zhí)行中占優(yōu)勢主導(dǎo)地位，政府意志決定學(xué)校的產(chǎn)權(quán)行為和產(chǎn)權(quán)制度執(zhí)行效果，規(guī)范政府行為由此成為公立學(xué)校產(chǎn)權(quán)制度需要解決的問題。 我國民辦學(xué)校產(chǎn)權(quán)制度對主體產(chǎn)權(quán)界定不公和籠統(tǒng)，使民辦學(xué)校產(chǎn)權(quán)結(jié)構(gòu)扭曲，不適應(yīng)我國經(jīng)濟(jì)結(jié)構(gòu)特點(diǎn)和教育發(fā)展需要，直接影響民辦教育投入，增加舉辦者投機(jī)性和制度執(zhí)行的難度。加之產(chǎn)權(quán)監(jiān)管不利，產(chǎn)權(quán)主體行為失范，阻礙民辦教育發(fā)展。要理順公益與營利的關(guān)系，給民辦教育投資者合理的利潤空間，在此基礎(chǔ)上調(diào)整民辦學(xué)校的產(chǎn)權(quán)結(jié)構(gòu)，加強(qiáng)產(chǎn)權(quán)制度的執(zhí)行效果。政府作為制度提供的主體，應(yīng)該積極進(jìn)行制度變遷，不能讓落后制度成為民辦教育發(fā)展的桎梏。 混合制學(xué)校是介于公立公辦學(xué)校與私人投入的民辦學(xué)校之間的學(xué)校類型，主要包括公立轉(zhuǎn)制學(xué)校和混合所有學(xué)校，混合制學(xué)校的出現(xiàn)與我國公校轉(zhuǎn)制政策密切相關(guān)。理順混合制學(xué)校的產(chǎn)權(quán)關(guān)系，要在現(xiàn)有產(chǎn)權(quán)制度基礎(chǔ)上重新界定公立學(xué)校轉(zhuǎn)制辦學(xué)積累資產(chǎn)的歸屬權(quán)和收益權(quán)，明確名校辦民校新增資產(chǎn)所有權(quán)和支配權(quán)。混合制學(xué)校既有其加速教育發(fā)展的合理性又有損害教育公平的局限性，在國家財力增長、對教育重視程度提高和愈加重視教育公平形勢下，混合制學(xué)校發(fā)展方向發(fā)生轉(zhuǎn)變，面臨非公即民的選擇。歐美市場化運(yùn)動與對我國混合制學(xué)校都是利用市場機(jī)制促進(jìn)教育發(fā)展，其對我國混合制學(xué)校發(fā)展具有重要啟示。 任何改革都有自身的限度，正視改革的限度，對明確改革目標(biāo)、設(shè)計改革方案和進(jìn)行具體改革行動都具有重要意義。教育產(chǎn)權(quán)制度改革中，改革理論限度使我們要注重在改革中不斷完善理論；改革作用的限度，使我們要明確教育產(chǎn)權(quán)制度改革要解決的問題，走出產(chǎn)權(quán)改革的誤區(qū)；改革的發(fā)展限度，使我們要明確影響改革進(jìn)程的社會因素，從整體著眼，積極進(jìn)行社會整體改革。如此，教育產(chǎn)權(quán)制度改革方能走出改革限度，實(shí)現(xiàn)最大程度的發(fā)展。
[Abstract]:Study on the system of property rights in fundamental education is to give full play to market efficiency and the objective need to solve practical problems concerning education. Property rights is a prerequisite of the market, by clearly defined property rights, and the government, schools, social responsibilities, the establishment of property rights trading system, the activation of the competition mechanism, incentive mechanism, let the market mechanism most incisive in the appropriate in the field of education play a role in expanding educational resources. At the same time, the basic education resources in China can be used in a more reasonable. The basic education of our country property rights property rights consciousness is weak, the fuzzy definition of property rights, the anomie of four big problems of property rights trading chaos and property income, there is an urgent need to improve the basic education system of property rights, property rights norms the subject of the property rights, property rights to reduce transaction costs, property services in the education activities of the value pursuit of the education, so the construction of education system of property rights and property rights theory, I analysis The problems and changes of the property rights system of basic education in China have become the research center of this paper.
Marx's theory of property rights theory of new institutional economics and property rights is the main source of education theory of property rights theory, the macro direction of Marx's theory of property rights decide on property right system from the general education, provides specific theory of educational property rights property rights theory of new institutional economics. Property rights is the rights of property, the relationship between people of the visual form the essence is the main body of the property (including the public body and the private body). The relationship between the educational property rights are property rights education around the educational property rights form the relation of right and benefit, property rights is the education property owners, including all levels of government, management institutions, educational institutions (Organization) and personal property including tangible assets; education and the intangible education assets, tangible assets are material conditions, intangible assets include school characteristics, experience, brand and other intellectual property rights, including learning School of creditor's rights and liabilities. Education property right has exclusiveness and responsibility, limited, can be traded, can be decomposed and integrity, behavior and other attributes. The basic attributes and educational property rights associated with property right of education is the main function of the definition of property rights, property rights restriction function, property rights incentive function and resource allocation function.
The education of educational property rights property rights system is related to the subject in the educational activities in all, of all types of education property, control and use of various provisions of the right relationship, is a set of rules of educational property rights system by the social system, the overall social development, property rights and interests of the game results of technology and cost constraints. Educational property rights system the assumption of the new economic man should be the system of strong restriction and guidance. Establishing and maintaining the fairness and efficiency of the pursuit of educational property rights system is the direction of reform of education system of property rights, the institutional justice and the system efficiency is the relationship of mutual complement each other, unified, fair system is the basis of the system efficiency. The system definition and under the precondition of implementing justice, ensure less system cost, fully realize the function of educational property. The property right system reform of education is education resources while solving The problem of source allocation actually involves the readjustment of interests between organizations and between people. Institution is the rule and result of game. Educational property right system is gradually perfected in the positive game between government, schools and representatives of social forces.
The basic education of our country property right system has responsibility for the first, two finite income right particularity. According to the division of ownership and management of school type, the basic education of our country property rights system is divided into public schools, private schools and mixed school property rights system. China's basic education system of property rights are dominant in the development dilemma of government the game in the dominant position, has not formed the game in the balance of power, this light as the center to solve the major problems, excessive dependence on government behavior, slowly push system reform of government leading type game, can not effectively promote the education property right system timely change. Three party game should be balanced ability, change the government management functions of education reform and promote the development of school and community. Fundamental educational institutions need to continue to change, should be in accordance with the standard of fairness and efficiency of property right system of our country public school, The property rights system of private schools and mixed schools is used to study the content of specific changes in the property rights system of basic education.
The core problem of the property rights of public schools in China is to solve the clear government, School of property rights, making public property exclusive, by the government, the school between responsibilities clearly defined and making school independent property rights. The Chinese government is the administrative type of property rights, education investment responsibility fuzzy; government with its general definition of property rights, should be clearly defined from two aspects of government and schools. Public schools rely on government investment to develop the property right system, fairness embodies the justice of educational investment. Experienced by the key development to achieve the transformation of education balanced our educational investment, moving toward justice. The government in Education reform and in the implementation of the dominant position, the government will decide the effect of institution action and execution, regulate the behavior of the government became public schools The problem of the property right system needs to be solved.
Private school property rights in our country on the subject of property right and general, so that private school property rights structure distortion, can not meet the needs of our economy structure and educational development, directly influence educational investment, increase organized speculation and difficulties of executing system. And the property right of supervision, property rights Behavior Anomie, hinder private education the development of the relationship. To rationalize public welfare and benefit, private education for investors a reasonable profit margin, the structure of property rights on the basis of the adjustment of private schools, strengthen the property right system performance. The system provided by the government as the main body, should actively carry out institutional change, can not let the backward development of private education system has become the shackles.
Mixed school is between public schools and private schools, including the transformation of public school and mixed all schools, mixed schools and our public school transformation policies are closely related. Straighten out the mixed school of property rights, to redefine public school transformation accumulation of assets in the existing property on the basis of the system of ownership and usufruct, clear running private schools added asset ownership and domination. Mixed school has both the rationality of educational development and accelerate the damage limitation of education fairness, growth in national financial resources, emphasis on education and improve the situation of education fairness is more and more important, the direction of the development of mixed schools the change that people facing non-public choice. The European market movement and of the mixed schools in our country are promoting the development of education by the market mechanism. It has important enlightenment to the development of China's mixed school.
Any reform has its own limits, face up to the limits of reform, to clarify the aim of reform, reform design and is of great significance to specific reform. The reform of property right system reform in education, the theoretical limit makes us pay more attention to the reform and constantly improve theory; reform the limit, so that we should make clear the educational property rights system the reform to solve the problem of misunderstanding of property rights reform; development limit of the reform, we must make clear the influence of social factors. The process of reform, from the overall focus, actively reform the whole society. So, education reform of property right system reform can be out of limits, to achieve the greatest degree of development.

【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2007
【分類號】：G40

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