试析教育分权

教育分权是各国对公共教育进行体制重构而“不约而同”达成的共识。但这并不意味着分权是解决公共教育的“良方”，可以“抄用”并具有普适性。由于各国的特殊国情决定了教育分权从理论到实践层面所显示出的极大差异性，不论是教育分权的缘由，还是教育分权的内容和效果。这些都会对正在进行教育分权或准备进行的国家，尤其是教育决策层以启迪和警示。     

准市场组织安排下的项目参与主体间技术合作行为研究

针对经济转型期我国大型复杂项目所特有的准市场组织结构,运用演化博弈理论和方法,系统地探讨项目参与主体基于工程技术服务的合作机制,分析各类技术服务企业合作策略选择的动态演化过程,以及技术合作风险、技术溢出损失等因素,尤其是亲缘利他偏好和非制度惩罚对各类技术服务企业行为选择的影响。研究结果表明,降低合作努力成本、技术合作风险和技术溢出损失,提高合作努力产出和超额收益分配有助于促进技术服务企业在项目实施过程中与业主的技术合作。对经原有企业改制而形成的工程技术服务提供者,基于亲缘联结,增强其亲缘利他效用和信任程度;对于新进入者,适度加大开放和完善工程技术服务市场,增强非制度集体惩罚,可分别起到降低各类技术服务企业对超额收益分配的依赖程度,加强各类技术服务企业与业主合作的作用。     

User Democracy in Schools? Comparing Norwegian Schools With Nursing Homes

Democratic user control is a hallmark of Scandinavian schools, but also of other services of the Scandinavian welfare states. This article studies variations in parental control and influences in public and non-public schools. In addition, how the use of different governance tools inspired by markets affects user control is analyzed. The empirical investigation consists of matching public and non-public schools and nursing homes in three Norwegian municipalities. The study concludes that there is important variation between public and non-public schools, while there is little variation between public and non-public nursing homes. The organization of the quasi-market is an important explanation for this.     

Educational quasi-markets,school effectiveness and social inequalities

Over the past few decades, the figure of the market has clearly made its way into the field of education. For some authors, it represents an alternative to regulation by the public authorities, a different form of co-ordination which is better able to meet the objectives of the education systems. Through a secondary analysis of the PISA 2006 database, we test this hypothesis, as well as an alternative one which suggests that the quasi-market, rather than being linked positively to effectiveness of the education systems, would be associated with the students’ achievement dependence on their socio-economic and cultural background and on the social composition of the school they are enrolled in. Our findings suggest that the quasi-market regulation (school autonomy and competition for student recruitment) (1) is not linked to effectiveness and (2) tends to be associated with a stronger link between schools’ social composition and student achievement.     

"准市场"机制理论与西方发达国家的择校改革实践

20世纪80年代以来择校逐渐成为许多国家教育改革一个重要而有争议的话题,有研究者将这种教育改革理论上称为“准市场机制”的运作。本文分三个部分阐述择校改革的“准市场”机制理论及其实践。     

教育民营化与教育的准市场制度

教育民营化是当代世界教育改革的一个重要趋势。在教育领域引入市场机制是教育民营化的主要制度安排之一。教育领域中的市场机制应该是一种准市场制度环境,其特征是追求公共教育供给者的多样化,在教育领域引入公平竞争机制和自由选择机制,并保持政府对教育准市场的有力规制。教育的准市场制度环境下,保障教育的公益性需要做出特殊的制度安排。     

普通高校本科人才选拔的准市场特征与启示

高校本科人才选拔直接影响高校人才培养的质量及潜力。该文对高等教育准市场体系的内涵、特征及意义展开分析,论证了招生过程中的自由选择、竞争推动和规范体系三大市场主义特征,并结合中国实际情况,提出构建中国特色高等教育体系的思路框架。     

公共服务市场的性质及其缺陷分析

公共服务改革在不同的领域中所呈现的后果是复杂的,更存在许多失败的案例。诸多研究者在讨论这类问题时大多将失败的原因归结为竞争的缺乏,因而所提出的政策建议是在公共服务领域中培育竞争以提高效率。公共服务市场的性质是由公共服务的性质决定的,公共服务市场在本质上是"准市场",缺乏必要的竞争,且必然存在着供给方缺陷、需求方缺陷以及二者之间复杂的组合,由此必然导致公共服务市场化改革的失败。基于这一认识而提出的政策建议就是加强政府监管公共服务市场的责任,强调在公共服务供给中政府与市场的合作。     

新社会背景下教育与经济生活之关系-再思"符应原则"

教育与经济生活之关系是教育社会学研究的基本主题,鲍尔斯与金蒂斯提出的“符应原则”是在该主题上的一个重要表述。本文以此为理论起点,探讨了20世纪80年代以来西方资本主义国家在新社会背景下教育与经济生活的关系。研究表明相对于“符应原则”,新社会背景下,教育与经济生活之间的符应关系愈趋紧密,并呈现诸多新特征。在此结论之下,本文进一步透析教育社会学在这样的大背景下所遭遇的新问题。     

A strong commitment: conforming a school identity at one compulsory faith school in a disadvantaged area

The focus of the present study is on how educators and students create a ‘sense of belonging’ and school identity. The ethnography was carried out at an independent Christian school with children and students aged six to sixteen years. This study’s aim is to contribute knowledge about how the identity of a school has become an important factor in the context of the marketisation of education. The identity of the school is articulated as a school with a Christian profile. Further, the results show how diversity and multiculturalism were downplayed. The school can thereby be interpreted as a way to avoid categorisation as an immigrant school. The identity as a Christian school symbolically lifts it from its socio-economic position in the urban geography. This identity becomes central to how the school is presented in an economic market of free school choice.