基础教育产权制度研究

发布时间：2018-01-10 13:38

本文关键词：基础教育产权制度研究　出处：《华东师范大学》2007年博士论文　论文类型：学位论文

【摘要】： 基础教育产权制度研究是充分发挥市场有效性和解决现实教育问题的客观需要。产权是市场的先决条件，由产权界定清晰，而理顺政府、学校、社会的权责利关系，建立产权交易制度，活化竞争机制、激励机制，让市场机制在适宜的教育领域淋漓尽致的发挥作用。在不断扩充教育资源的同时，使我国基础教育资源得到更加合理的利用。我国基础教育产权领域有产权意识薄弱、产权界定模糊、产权交易混乱和产权收益失范四大问题，急需完善基础教育产权制度，规范产权主体的产权行为，减少产权交易费用，引导教育产权活动服务于教育的价值追求，如此构建教育产权和产权制度理论，分析我国基础教育产权制度问题和变革内容成为本文研究中心。马克思主义产权理论和西方新制度经济学的产权理论是教育产权理论的主要理论来源，马克思产权理论从总体上决定教育产权制度研究的宏观方向，新制度经济学产权理论提供了教育产权的具体理论。产权就是对财产的权利，其直观形式是人对物的关系，实质是产权主体(包括公用主体和私有主体)之间的关系。教育产权是教育产权主体围绕教育产权客体形成的权责利关系，产权主体是教育产权的拥有者，包括各级政府、管理机构、教育机构(组织)和个人；产权客体包括有形教育资产和无形教育资产，有形资产是办学物质条件，无形资产包括学校特色、经验、品牌等知识产权，也包括学校的债权和债务。教育产权具有排他性和尽责性、有限性、可交易性、可分解性与整体性、行为性等属性。与教育产权的基本属性相联系，教育产权的功能主要有产权界定功能、产权约束功能、产权激励功能和资源配置功能。教育产权制度是对教育产权相关主体在教育活动中对各种类型的教育财产的所有、占有、支配和使用等各种权利关系的规定，是一组规则的集合。教育产权制度受社会制度、社会总体发展状况、产权技术和成本以及利益博弈结果的约束。新经济人假设下教育产权制度应该是强束缚强引导的制度类型。建立维护公平和追求效率的教育产权制度是教育产权制度的改革方向，其中制度公平与制度效率是相辅相成、相互统一的关系，制度公平是制度效率的基础。要在制度界定和执行公平的前提下，，保证尽量少的制度成本，达到教育产权权能的充分实现。教育产权制度改革虽然解决的是教育资源配置的问题，实则涉及组织间、人与人利益关系的重新调整。制度是博弈的规则和结果，教育产权制度在政府、学校和代表受教育者的社会力量的正和博弈中逐步完善。我国基础教育产权制度具有责任为先、有限收益权两个特殊性。按所有权和经营权划分学校类型，我国基础教育产权制度具体分为公立学校、民办学校和混合制学校产权制度。我国基础教育产权制度存在发展困境，政府在博弈中占优势主导地位，没有形成均衡的博弈力量，这种浅层的以解决重大问题为中心的、对政府行为过分依赖的、缓慢推动制度变革的政府主导型博弈，不能有效推动教育产权制度及时变革。应该均衡三方博弈能力，改变政府管理教育的职能改革、促进学校自主发展和民间组织发育。基础教育产权制度需要持续变革，应按照产权制度公平与效率标准分析我国公校学校、民办学校和混合制学校产权制度，研究基础教育产权制度具体变革的内容。我国公立学校产权制度要解决的核心问题是明确政府、学校间的产权关系，实现公有资产内部排他性，由政府、学校间权责利的清晰界定而使学校成为独立的产权主体。我国政府间是行政管理式的产权关系，教育投入责任模糊；政府与学校间的产权界定笼统，应该从政府和学校两方面进行清晰界定。公立学校依靠国家教育投入实现发展，产权制度公平集中体现为教育投入公平。我国教育投入经历了由重点发展到实现教育均衡的转变，正在走向公平。政府在教育产权制度变革和执行中占优势主导地位，政府意志决定学校的产权行为和产权制度执行效果，规范政府行为由此成为公立学校产权制度需要解决的问题。我国民办学校产权制度对主体产权界定不公和笼统，使民办学校产权结构扭曲，不适应我国经济结构特点和教育发展需要，直接影响民办教育投入，增加举办者投机性和制度执行的难度。加之产权监管不利，产权主体行为失范，阻碍民办教育发展。要理顺公益与营利的关系，给民办教育投资者合理的利润空间，在此基础上调整民办学校的产权结构，加强产权制度的执行效果。政府作为制度提供的主体，应该积极进行制度变迁，不能让落后制度成为民办教育发展的桎梏。混合制学校是介于公立公办学校与私人投入的民办学校之间的学校类型，主要包括公立转制学校和混合所有学校，混合制学校的出现与我国公校转制政策密切相关。理顺混合制学校的产权关系，要在现有产权制度基础上重新界定公立学校转制办学积累资产的归属权和收益权，明确名校办民校新增资产所有权和支配权。混合制学校既有其加速教育发展的合理性又有损害教育公平的局限性，在国家财力增长、对教育重视程度提高和愈加重视教育公平形势下，混合制学校发展方向发生转变，面临非公即民的选择。欧美市场化运动与对我国混合制学校都是利用市场机制促进教育发展，其对我国混合制学校发展具有重要启示。任何改革都有自身的限度，正视改革的限度，对明确改革目标、设计改革方案和进行具体改革行动都具有重要意义。教育产权制度改革中，改革理论限度使我们要注重在改革中不断完善理论；改革作用的限度，使我们要明确教育产权制度改革要解决的问题，走出产权改革的误区；改革的发展限度，使我们要明确影响改革进程的社会因素，从整体着眼，积极进行社会整体改革。如此，教育产权制度改革方能走出改革限度，实现最大程度的发展。
[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.

【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2007
【分类号】：G40

【参考文献】