| 校外培训机构治理政策的逻辑演进与现实挑战
——兼146起教育培训纠纷司法案例的实证分析 |
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| 引用本文： | 方 芳,李剑萍.校外培训机构治理政策的逻辑演进与现实挑战
——兼146起教育培训纠纷司法案例的实证分析[J].复旦教育论坛,2021,19(6):28-35. |
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| 作者姓名： | 方 芳 李剑萍 |
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| 作者单位： | 天津市教育科学研究院,天津300191 |
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| 基金项目： | 全国教育科学“十三五”规划 2020 年度教育部重点课题
“ 教 育 供 给 侧 改 革 视 域 下 校 外 线 上 培 训 的 有 效 治 理 研 究 ” （DHA200319） |
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| 摘 要： | 伴随着“双减”政策的落地,校外培训机构治理再次进入新阶段。梳理校外培训机构治理政策的
变迁可以发现,以问题为导向的政策目标不断演进,以规范为主要特征的政策措施逐渐完善,以政府为主体
的政策执行体系渐趋形成。择选分析发生在全国范围内的146起教育培训纠纷司法案例可以发现,行政部
门、培训机构、受教育者以及法院在教育培训纠纷的发生和解决中都会受到校外培训机构治理政策的影响,
这种影响不断折射出校外培训机构发展和治理中存在的问题。校外培训机构治理政策的执行和发展还需
坚持教育公益性原则下的分类管理、探索完善培训机构退出的善后机制、建立培训机构的金融监管制度、构
建线上培训的规范治理体系、推动治理机制向政府与行业双重治理转变、重视对学校及家庭等外围因素的
考量,形成政府引导、行业自治、社会参与的常态化治理格局。
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| 关 键 词： | 校外培训机构 治理政策 教育培训纠纷 司法案例 |
Logical Evolution and Practical Challenges of Governance Policies on After-school Tutoring Institutions:
An Empirical Analysis of 146 Judicial Cases |
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| FANG Fang,LI Jianping.Logical Evolution and Practical Challenges of Governance Policies on After-school Tutoring Institutions:
An Empirical Analysis of 146 Judicial Cases[J].Fudan Education Forum,2021,19(6):28-35. |
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| Authors: | FANG Fang LI Jianping |
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| Institution: | Tianjin Academy of Educational Sciences, |
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| Abstract: | With the implementation of the "double reduction" policy, the governance of after-school tutoring
institutions has entered a new stage again. Combing the changes of governance policies on after-school tutoring
institutions, we can find that the problem-oriented policy objectives are evolving, the policy measures with norms
as the main characteristics are gradually improved, and the policy implementation system with the government as
the main body is gradually taking shape. The analysis of 146 cases of tutoring-related disputes in China shows that
the administrative departments, tutoring institutions, students and courts will be affected by the governance policies
on after-school tutoring institutions. This influence constantly reflects the problems existing in the development
and governance of after-school tutoring institutions. The implementation of governance policies on after-school
tutoring institutions needs to adhere to the classified management under the principle of educational public welfare,
explore and improve the aftercare mechanism, establish the financial supervision system, build a standardized
governance system for online tutoring, promote the transformation of governance mechanism from single governance
of the government to dual governance of the government and industry, and attach importance to the consideration of
schools and parents, so as to form a normalized governance pattern featured by government guidance, industry autonomy and social participation. |
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| Keywords: | after-school tutoring institutions governance policy tutoring-related disputes judicial cases |
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