【摘要】：政策工具是為了實(shí)現(xiàn)一定的政策目標(biāo)所采取的機(jī)制、手段、技術(shù)和方法。政策工具理論引入中國以來,在科技、醫(yī)療、禁煙等眾多公共管理領(lǐng)域和公共政策領(lǐng)域得到實(shí)踐應(yīng)用。在教育領(lǐng)域和民辦教育領(lǐng)域,政策工具的應(yīng)用研究和具體實(shí)踐都已起步。 在對改革開放以來國家層面民辦教育政策演變以及《民辦教育促進(jìn)法》頒布以來地方民辦教育立法情況進(jìn)行梳理的基礎(chǔ)上,本文從縱向和橫向角度對國家層面民辦教育政策工具實(shí)踐情況作了分析,從個案角度對地方層面民辦教育政策工具實(shí)踐情況作了評析,得出民辦教育政策工具實(shí)踐總體呈現(xiàn)出強(qiáng)制性程度逐漸降低,政策工具組合運(yùn)用更富有靈活性和創(chuàng)造性等特征,同時得出影響政策工具成功實(shí)踐的若干因素：須與政策目標(biāo)相對應(yīng),與目標(biāo)群體相對應(yīng),與政府能力相對應(yīng),與政策環(huán)境相對應(yīng),與評估機(jī)制相配套。 不論是政府官員,還是民辦學(xué)校管理者,抑或是關(guān)注民辦教育領(lǐng)域的學(xué)者,都認(rèn)為當(dāng)前民辦教育政策仍面臨很多亟待突破的瓶頸問題。這些問題的產(chǎn)生,最根本的原因之一是政府扶持政策未得到有效落實(shí)。這個結(jié)論在對上海民辦教育的實(shí)證調(diào)查中得到驗(yàn)證,上海民辦學(xué)校對當(dāng)前民辦教育政府扶持政策總體實(shí)施效果和扶持力度都不太滿意。 為此,就民辦教育政策扶持工具的設(shè)計、選擇和實(shí)施,得出如下建議：客觀分析民辦教育發(fā)展以及前階段政策扶持工具實(shí)踐所面臨的問題；明確政策扶持工具所要解決的短期、中期和長期目標(biāo)；政策扶持工具的設(shè)計應(yīng)廣泛征求政府部門、民辦學(xué)校甚至受教育者等利益相關(guān)者的意見,以求達(dá)成共識；政策扶持工具應(yīng)盡可能實(shí)現(xiàn)意外情況下的可替代性；政策扶持工具的選擇應(yīng)遵循公平性、效率性、政治可行性、適應(yīng)性、可控性等原則；政策扶持工具的實(shí)施應(yīng)注重環(huán)境支持、過程支持、評估支持,并建立相應(yīng)的糾偏機(jī)制。
[Abstract]:Policy tools are the mechanisms, means, techniques and methods used to achieve certain policy objectives. Since the introduction of policy tool theory into China, it has been applied in many fields of public administration and public policy, such as science and technology, medical treatment, smoking ban and so on. In the field of education and private education, the application and practice of policy tools have started. On the basis of the evolution of the policy of private education at the national level since the reform and opening up, and the legislative situation of local private education since the promulgation of the Law on the Promotion of Private Education, This paper analyzes the practice of the private education policy tools at the national level from the vertical and horizontal angles, and evaluates the practice of the local private education policy tools from the perspective of individual cases. It is concluded that the practice of private education policy tools generally presents the characteristics of gradual reduction of mandatory degree, more flexibility and creativity in the combination of policy tools and so on. At the same time, some factors influencing the successful practice of policy tools are obtained: corresponding to the policy objective, corresponding to the target group, corresponding to the government's ability, corresponding to the policy environment and matching with the evaluation mechanism. Both government officials, private school administrators and scholars concerned about the field of private education believe that the current private education policy still faces a lot of bottleneck problems that need to be broken through. One of the most fundamental reasons for these problems is that the government support policy has not been effectively implemented. This conclusion has been verified in the empirical investigation of private education in Shanghai. Shanghai private schools are not satisfied with the overall implementation effect and support strength of the current government support policy for private education. Therefore, on the basis of the design, selection and implementation of the policy support tools for private education, the following suggestions are drawn: objective analysis of the problems faced by the development of private education and the practice of the policy support tools in the previous stage, and a clear definition of the short-term policy support tools to be solved. Medium- and long-term objectives; the design of policy support tools should be widely consulted with stakeholders such as government departments, private schools and even educatees in order to reach consensus; policy support tools should be as replaceable as possible in unexpected situations; The choice of policy support tools should follow the principles of fairness, efficiency, political feasibility, adaptability and controllability, and the implementation of policy support tools should pay attention to environmental support, process support, evaluation support, and establish the corresponding correction mechanism.
【學(xué)位授予單位】：復(fù)旦大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2011
【分類號】：G522.72

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