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1.
美国州政府对义务教育阶段私立学校的资助：原则、内容及特点 总被引：1，自引：0，他引：1
美国州政府遵从“政教分离”和“儿童受益”原则,对义务教育阶段私立学校进行资助。其内容包括以提供交通服务、教科书为主的服务性资助和以减税、发放教育券为主的鼓励教育选择的资助。政府资助私立学校以服务性资助为主,但鼓励教育选择的资助逐渐增加;实行分类资助,但主要资助非营利性私立学校;在资助的同时加强对私立学校的管理。 相似文献
2.
杨红霞 《华中师范大学学报(人文社会科学版)》2008,47(5)
印度私立中小学在基础教育阶段发挥着重要的作用,这与政府对私立学校的资助分不开。印度政府对私立学校的资助主要以公立学校教师工资的一定比例为私立学校支付教师工资。受资助的私立学校的比重在各级教育内部、城乡之间和各邦之间有很大的差异。政府对私立学校的资助存在公平与效率问题。印度的经验说明,政府对私立学校的资助有利于私立学校的发展,政府在资助私立学校的同时,应该正确定位,避免过多干预。 相似文献
3.
法国中小学公立与私立学校并存。政府与私立学校签署协作合同或简单合同并给予资助是政府购买学校教育服务的主要形式。政府对签约的私立学校(尤其是对签署协作合同的私立学校)的投入经费较多,对其教学管理和督导也比较严格。 相似文献
4.
州政府对办学许可证和学位授予权的审批,民间认证机构对办学质量的认证,联邦政府对贷款拖欠率的管理等监控措施,从学校外部保证了美国新型职业院校的教育质量,规范了其办学行为,也提高了美国政府学费资助资金的使用效率. 相似文献
5.
美国私立学校与政府关系之法理分析 总被引：5，自引：0，他引：5
美国是个具有深厚私学传统的国家,传统上,教育被视为私人的事情。这也是美国私立学校的存在和发展奠定了社会基础。而自１９世纪后期以来,伴随着教育国家化和教育现代化的进程,国家（通过政府）对教育包括私立教育的管理与监督不断加强,私立产与政府的关系也就成为私立学校研究中的一个重要课题。本文分别从联邦最高法院的相关判例及各州对私立学校的立法和管理两个方面对美国私立学校与政府的关系进行论述,试从法学角度对美国 相似文献
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7.
荷兰中小学教育的显著特点是超过70％的学校是私立学校.私立学校的大量存在源于荷兰传统中对“教育自由”的追求:公众可以自由设立学校,学校可以自由组织教学、自由确定课程内容,学生可以不受学区限制自由择校等等.虽然这些私立学校是由非政府机构举办的,但它们却可以和公立学校一样获得政府的“平等资助”.实践表明,荷兰这种由政府提供而由私人生产的教育供给模式是有质量和高效率的.这对我国学前教育服务的公共供给有可资借鉴之处. 相似文献
8.
孔令帅 《中国高等教育评估》2011,(2)
美国自20世纪80年代以来,随着公众对高等教育质量关注的增加,美国政府(包括联邦政府和州政府)加大了对高等教育质量的干预力度。为了保障高等教育的质量,联邦政府设定学生和院校获得资助的资格,对认证机构进行认可,收集相关数据和信息并开展研究;州政府则对州内高等教育进行指导和协调,关注高等教育质量评估和高等教育质量认证。根据美国的经验,我国也应重视政府在高等教育保障中的责任和作用,明晰中央与地方政府的各自权责,并健全中介评估机构,增强认可度。 相似文献
9.
论我国私立学校的兴起及政府教育职能的转化 总被引：1，自引：0，他引：1
私立学校的产生与发展遵循着市场的规律，政府与私立学校的关系，其实质是政府与社会的关系，政府与市场的关系。政府与社会分别享有不同的教育权，政府享有对私立学校的管理权，社会享有举办学校的教育权；由于教育具有明显的外部性，政府对私立学校保持着一种适度的控制，包括某种程度上的资助以及监督，即提供私立学校正常运行的良好制度环境。 相似文献
10.
王兆璟 《青海师范大学学报(哲学社会科学版)》1996,(3)
论美国政府对私立学校的管理模式王兆璟九十年代以来，承市场经济之大潮，私立学校在我国教育领域内异军突起，成为教育事业整体发展的一个关键，其中如何理顺它与政府之间的关系，即政府对它的权限及其自身的自由度如何更是当务之急。在此问题上，借鉴私立学校发展较为成... 相似文献
11.
我国民办学校政府规制:实践与展望 总被引：2，自引：0，他引：2
吴开华 《广西师范大学学报(哲学社会科学版)》2007,43(3):10-15
民办学校具有公益性和民办学校进行市场化运作时可能出现"市场失灵"的情形,是政府对民办学校规制的重要理由;而民办学校"以自愿求公益"的特点,又要求政府对民办学校的规制区别于公立学校。有效的政府规制要求政府消除对民办学校的观念歧视和体制排挤,在此基础上采取有效的规制模式和手段,谋求实现民办学校的自主性和公益性的平衡,真正促进民办学校的健康发展。 相似文献
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Recent attention has focused on the existence of non-government schools that cater to children from low-income families. These schools can now be found in the majority of developing countries, many of which have a prescribed public policy to provide free public education. This raises the question, why would a low-income family choose to send a child to a fee-paying school if a place in a free school were available? This paper will report on case studies of low-fee schools in Jamaica, Kenya, Tanzania, Ghana, Indonesia and Pakistan and will assess the reasons for their increased demand. In the past, some have argued that development assistance agencies should limit assistance to public school sector. Others have argued that the public sector is inadequate and in many ways has failed in its ambitions to provide a minimum quality for every child.This paper will consider what public policy should be toward low-cost private schools, including the policy of development assistance agencies which seek to assist low and middle income countries as well as the appropriate public policy for national and local governments. The paper will conclude with several recommendations. One recommendation is that although children from low-income families attend non-government schools, they continue to be citizens; hence they should not be excluded from poverty assistance strategies. A second recommendation is to expand government statistical functions so that non-government schools are regularly included in the calculations of enrollment rates. Lastly, the paper does not recommend voucher or other program of publically financed school choice on the grounds that the public sector should remain the main conduit for public schooling. It does, however, raise questions as to the limits of the public sector in delivering high quality schooling and whether these limits should be more candidly acknowledged. 相似文献
13.
A census and survey of schools in the slums of East Delhi, India, explored the nature and extent of private education serving low-income families, and compared inputs to public and private schooling. Around two-thirds of all schools were private unaided, with more unrecognised private than government schools. Teaching activity was found to be considerably higher in private unaided than government schools, although teacher absenteeism was lowest in government schools. Most inputs showed either comparable levels of provision in government and private unaided schools, or superiority in private unaided schools. Possible implications are explored, concerning targeted vouchers, increased regulation and self-regulation. 相似文献
14.
This paper will explore private sector participation in public sector education in the Australian context, focusing on case studies of Queensland and New South Wales, with reference to developments in other states and territories and internationally. In Australia, most states and territories have PPP policies and key projects include the Southbank redevelopment in Brisbane and the ‘New schools’ Project in Sydney. The case studies are both supported by Labor state governments and typify the state of affairs nationally, For Queensland, the Southbank TAFE Institute and Brisbane State High School have been brought into a new education precinct in order to ‘free up’ the system by outsourcing non‐core services and ‘free up’ valuable inner‐city land. In NSW, nine new public schools are being built by a private consortium, for a cost of $100 million as part of a program totaling $5 billion in areas under‐serviced by government schools. Yet despite a concerted effort to sell the value of PPPs, Australians appear to be ambivalent about ‘privatization’ of public services. This paper will look at whether PPPs are robbing the public sector to pay the private sector, and where this strategy is taking Australia and the future of our education systems. 相似文献
15.
《Educational Philosophy and Theory》2013,45(6):739-746
In his 2007 PESA keynote address, Paul Smeyers discussed the increasing regulation of child‐rearing through government intervention and the generation of ‘experts’, citing particular examples from Europe where cases of childhood obesity and parental neglect have stirred public opinion and political debate. In his paper (‘Child‐Rearing: On government intervention and the discourse of experts’, this issue), Smeyers touches on a number of tensions before concluding that child‐rearing qualifies as a practice in which liberal governments should be reluctant to intervene. In response, I draw on recent experiences in Australia and argue that certain tragic events of late are the result of an ethical, moral and social vacuum in which these tensions coalesce. While I agree with Smeyers that governments should be reluctant to ‘intervene’ in the private domain of the family, I argue that there is a difference between intervention and support. In concluding, I maintain that if certain Western liberal democracies did a more comprehensive job of supporting children and their families through active social investment in primary school education, then schools would be better equipped to deal with the challenges they now face. 相似文献
16.
美国农村社区基础教育现状与改革方略 总被引：15，自引：1，他引：15
美国农村社区的公立学校及其学生分别占美国公立学校及其学生总数的31.3%和21%,其教育质量的高低直接影响到美国教育乃至整个社会的发展状况和水平.由于以往美国社会、政府关注不够和教育投资不足,致使美国农村社区的教育环境、条件和质量严重恶化.20世纪90年代以来,美国联邦政府与社区、学校和相关利益团体一起开始改善农村社区和学区的发展条件.他们设立"农村教育成就项目",增加农村教育专项投入,全面统整农村社区和学校,对推动农村社区的教育发展产生了积极影响. 相似文献
17.
社学是中国古代较为特殊的初等教育机构,以原始资料尤其是浩如烟海的地方志中丰富的教育资料为依据,对社学之起源与性质进行考述：社学萌芽于唐末,宋代社学开始发展,唐宋两代社学均属私立性质。至元代,社学得到官方认可与推广,社学开始具备“准官学”性,明清社学则成为既区别于地方官学,又不同于书院、私塾等由地方政府在社会最基层所设立的初等教育机构,有着较强的官立性及地域性。社学作为一种官立性较强的初等教育机构,为传统蒙学做出了很大的贡献,同时又与官学系统接轨,为近代学制体系的形成奠定了基础。 相似文献
18.
The public-private division of responsibility for education 总被引：1，自引：0，他引：1
In this chapter “private” schools are defined as those that were privately founded and are privately managed; they usually have some private funding, although in some cases considerable funding and control come from the government. The size and nature of the private sector is viewed as stemming from excess demand for education due to limited public spending (i.e., these are students who would prefer to use the public schools but are involuntarily excluded and pushed into the private sector); differentiated demand due primarily to cultural heterogeneity (i.e., these are students whose differentiated tastes along religious, linguistic or ethnic lines lead them voluntarily to choose the private sector even if a public school place is available); and the supply of non-profit educational entrepreneurship (e.g., founders who start schools to maximize religious faith or believers, rather than profits) by competing religious organizations. The impact of public policies, including public educational spending and private subsidies, is also considered. 相似文献
19.
Education Management Organisations (EMOs), for-profit and non-profit management companies engaged in take-over and operation of public education, are becoming big business in the USA and the UK. It is estimated that in the US, EMOs were projected to generate up to $123 billion dollars in revenue in 2000. In the smaller UK system it is estimated that about 5 billion of services in public education could be contracted out to private organisations per annum. This paper examines the policy frameworks that have enabled EMOs to take-over and progressively contribute to the privatisation of public education in two national settings, the USA and England and Wales. The British scene is distinctive because government policies that have sought to expand the role of the private sector, via public-private partnerships, in the provision of public sector services and its strong accountability system, have provided opportunities for EMOs to be engaged in, or take-over, schools and educational administrative services formerly provided by LEAs. In the US, in the mid-1990s, EMOs were invited to take over school districts and specific schools. However, this practice has been succeeded by a new focus on taking over the management of charter schools. A large capital market that is able to finance enterprises involved in educational services supports the development of EMOs in the US. Our research findings, however, point to halting progress by EMOs in public education in the US. There have been well-publicised failures to deliver the promised better education at a lower cost and also well-documented failure to raise student performance levels in school and school districts. The paper concludes with reflections on the extent to which EMOs have taken forward privatisation and its implications for the governance of education. 相似文献