发展民办教育需要新的观念基础  

Developing Private Education Requires New Ideological Basis

作　　者：吴华[1] 徐婷婷[1] 马燕萍 王习[1] WU Hua;XU Tingting;MA Yanping;WANG Xi(College of Education, Zhejiang University, Hangzhou 310028, Zhejiang, China)

机构地区：[1]浙江大学教育学院,浙江杭州310028

出　　处：《复旦教育论坛》2019年第2期5-8,共4页Fudan Education Forum

摘　　要："民办教育是公办教育有益补充"(简称"补充论")的教育发展理念是改革开放以来民办教育制度设计和政策实践的观念基础。在这一理念的指引下,民办教育取得了巨大的发展成就。到2017年底,从学前到高等教育的各级各类民办学校(不含非学历培训机构)有近18万所,占全国同类学校总数的三分之一强;民办学校在校学生5200万人,约占全国在校生总数的五分之一。但是,随着政府财力的增强,公办教育管理体制改革的深化和国家对教育发展管控力度的加大,基于"补充论"的民办教育发展理念受到挑战,相关制度设计的合理性受到质疑,继续发展民办教育需要新的观念基础和更加深刻的制度变革。During the forty years of reform and opening-up, the ideological basis for both the institutional design and policy practice of private education has been that private education is the beneficial supplement to public education (hereinafter referred to as "supplementary theory"). Great achievements have been made in the realm of private education with the guidance of "supplementary theory". By the end of 2017, there had been nearly 180,000 private schools at all levels ranging from pre-school to higher education (excluding non-academic training) with 52 million students, respectively accounting for more than one third and about one fifth of the total number. However, with the increase of governmental financial resources, the deepening of public education management system reform and the strengthening of state control over educational development,"supplementary theory" has been challenged with the rationality of the relevant institutional design fallen in question. Hence, further development of private education requires new ideological basis as well as deeper institutional changes.

关 键 词：民办教育 制度优势 教育公平 效率 选择性 

分 类 号：G522.72[文化科学—教育学]