摘要
20世纪80年代以来,我国基础教育的分权改革大致走过了三个阶段。教育系统恢复初期,国家主导的强制性分权主要以转移教育经费筹措责任为主,较少涉及基础教育的决策权。进入20世纪90年代后,基于市场逻辑的教育分权改革启动,市场成为了举办、管理学校的重要力量,学校的自主权也得以扩大。2010年以来,政府进一步向各类社会组织及学校放权,并完善学校内部治理,形成了基于治理机制的教育分权改革。在近四十年的演进过程中,在试行中稳步推进的基础教育分权始终以公平、效益与自我实现为价值取向,并寻求与集权管理动态平衡以实现教育目标,提升改革伦理。
Since the 1980s, the decentralization reform of China＇s basic education has roughly undergone three phases. At the beginning of the restoration of education system, the compelling decentralization led by the state was launched mainly for transferring the responsibility of educational fund raising, rarely involving the decision-making power of basic education. Then reform in the decentralization of education based on the logic of market started in the 1990s, with the market becoming the important force of running and managing schools, thus expanding school＇s decision-making power. Since 2010, the government has furthered its decentralization by giving more authority to various social organizations and schools, and improved the schools＇ inner governance system to form the decentralization reform of education based on the governance mechanism. In the past 40 years＇ evolvement, the decentralization of basic education, which has been steadily advanced on a trial basis, has always been oriented by such values as fairness, benefits and self-realization and sought to achieve the dynamic balance with the centralized governance so as to attain the educational goal and promote the reform ethics.
出处
《教育理论与实践》
CSSCI
北大核心
2018年第7期17-21,共5页
Theory and Practice of Education
基金
全国教育科学"十三五"规划2016年度国家重点课题"义务教育学校办学标准化建设研究"(课题批准号:AHA160006)的阶段性研究成果
关键词
基础教育分权
教育分权
集权化分权
政策文本
basic education decentralization
decentralization of education
centralized decentralization
