教育公共治理及其机制研究
发布时间：2018-09-04 13:17
【摘要】：教育公共治理兴起于20世纪90年代英美等西方发达国家掀起的教育改革“第三条道路”。“第三条道路”突破传统的教育治理政府-市场二分模式,试图寻找到既能提高教育的质量与效率,又能兼顾教育的公平与均衡的教育治理新途径,公民社会作为教育资源配置的一股新生力量开始进入教育改革的实践,并率先在英国推行了“教育行动区”计划,在美国颁布了特许学校法律。“第三条道路”奏响了现代教育治理研究的序曲,在西方公共治理理论的影响下,人们开始探索教育政府、市场与公民社会合作治理的教育公共治理新模式。本研究就是这一探索的一次新的尝试。 治理是一个动态发展的概念。治理的本质在于统治者根据治理对象发展的规律与特征采取相应的管理策略,满足统治者需要的过程。教育治理适应社会政治、经济和文化发展的历史,经历了教育政府治理和教育市场治理的发展过程。因此,现代教育公共治理的诞生有其历史发展的必然性。教育公共治理就是政府通过制度创新保障政府、市场、公民社会共同参与教育公共事务管理,并承担相应责任,在充分调动利益相关人积极性的基础上,达成教育公共利益实现最大化的过程。 教育公共治理的研究从相关的基本概念和理论出发,认为教育(主要指学校教育)就是一种培养人的社会生产和社会服务活动,教育具有社会性、生产性和服务性三重属性；新制度经济学理论、公共选择理论、机制设计理论等经济学理论和新公共管理理论、公共治理理论等公共管理学理论是教育公共治理研究的理论基础。 教育公共治理的理论假设认为,教育的提供与生产是可以分离的,教育可以由政府、非政府组织及个人单独或混合提供和生产；教育治理的主体是理性私益人,在宪政秩序的约束下,教育治理中的利益相关人通过“产权”的交易,满足私益的最大化；教育治理中利益相关人的关系是委托-代理关系,追求私益的委托人和代理人之间存在利益目标不一致和信息不对称的情况,可能滋生代理人的“道德风险”；科学的机制设计可以使利益相关人为促进教育公益的实现而努力,因为,教育公益目标的实现是个人“私益”目标实现的工具。 在教育公共治理这一社会系统中包含政府、学校、家庭和社会等子系统,社会系统是由机构和人员组成的,人员在机构中担当一定的角色,理性私益人按照角色期待和个人需要表现其社会行为。在“规制”和“(类)市场”机制的牵动下,利益相关人通过竞争、参与与合作,共同促进教育公共利益的实现。 本研究坚持马克思主义辩证唯物主义与历史唯物主义的指导,运用社会科学研究的基本方法,如历史分析法、制度分析法、比较分析法、科学哲学研究法、角色分析法和系统分析法等。其研究的创新性在于：(1)明确了教育是培养人的社会生产和社会服务活动的观点,阐述了教育的混合产品属性及其公共产品类型,是教育公共治理研究的前提；(2)阐述了“治理”是一个动态发展的概念,教育公共治理同教育政府治理和教育市场治理一样,都是一种政府工具的观点；(3)运用拉卡托斯科学研究纲领的方法论述了教育公共治理的假设和科学研究纲领；(4)运用角色分析的方法阐述了教育公共治理中利益相关人的角色,并运用系统分析和比较分析的方法论述了教育公共治理中政府、学校、家庭和社会关系的转变；(5)运用系统分析和机制设计的方法构建了“政府主导,多元合作,市场牵动,公益互惠”的教育公共治理机制。 本研究成果对于教育公共治理理论体系的构建有重要的理论意义；对于探索适合于中国特色的教育公共治理的途径和方法有重要的现实意义和实际应用价值。
[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.
【学位授予单位】：东北大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：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.
【学位授予单位】：东北大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：G40-05
【参考文献】
相关期刊论文 前10条
1 王蓉;;“办人民满意的学校”——一个关于中小学校的民众满意度调查[J];北京大学教育评论;2008年04期
2 王善迈;关于教育产业化的讨论[J];北京师范大学学报(人文社会科学版);2000年01期
3 韩志明;;公共治理行动体系的责任结构分析[J];重庆社会科学;2006年02期
4 张东辉;经济机制理论:回顾与发展[J];福建论坛(经济社会版);2003年08期
5 刘正周;;管理激励与激励机制[J];管理世界;1996年05期
6 王凤秋;刘俊花;;论新公共管理理论视野下我国教育行政体制改革[J];黑龙江高教研究;2007年11期
7 邱询e，
本文编号：2222215
本文链接：https://www.wllwen.com/jiaoyulunwen/jiaoyugaigechuangxinlunwen/2222215.html
最近更新
教材专著
