From The "management Office" To "separation Of Management.

Since its founding, the basic form of education management system belongs tothe hierarchical management system under the unified leadership of the Central. Thehigher educational administrative departments (EDB) set managers and organizers inone. They directly involved in the implementation and make final decision ofschools’ development while schools only play the role of performer to the variouspolicies and regulations that made by EDB. Such kind of education managementsystem owns the typical government blanket phenomenon, ignoring theself-management functions and the needs of self-development of schools andhindering the sustained and healthy development of schools. In addition, the processof educational democratization promotes the education management system from"authoritarian" to "decentralization". Development of the times and the penetrationof new education management philosophy call for a new education managementsystem to balance the relationship between the educational executive branches andschools, create the self-development environment for schools and encourage theschools’ personalized development to meet the social development needs. Hence, thearticle efforts to explore a new school management institution "separation ofmanagement from operation", which corresponds with "mingle of management andoperation" to inject new vitality of the schools’ sustainable development.The article includes the following three parts:The first part mainly analyzes problems of schools’ development under themanagement institution of "mingle of management and operation ". The educationadministrative department is the subject both manage and hold, which sets tripleidentity of school investor, organizers and managers prefer to micromanage theissues of school. I believe that this management institution not only pins down theadministrative departments’ a lot of time and effort but also has reduced schools’self-development space, limited the sharing and exchange of quality educationalresources, inhibited teachers’ professional development, students’ comprehensiveand personalized development as well as the initiative that parents and community participate in schools’ development.The second part is the core of the paper. Firstly, the author used the theory ofdecentralization, neo-liberal and public goods as the theoretical support that theschool management system translated from the "mingle of management andoperation" to "separation of management from operation", demonstrated that the"separation of management from operation" is the inevitable choice of schools’sustainable and healthy development. Secondly, School Development Community asan exploration model under "the separation of management from operation" is notthe only and ultimate way of the school management institutional changes, but it is auseful discussion, which brought vitality and opportunity for schools’ sustainabledevelopment. So the author discussed the issue of the School DevelopmentCommunity construction in country. Finally, The author analyzed the significancesof "separation of management from operation" management system: the "separationit promotes the higher education administrative department to transfer the functionfrom the "unequal powers" to "rights and responsibilities” gradually, expand thespace of the school’s self-development, achieve a shared and efficient use ofeducational resources, promote the professional development of teachers, stimulateoverall and personal development of students and provides a platform for parentsand community to participate in school.The third part mainly discusses the paths and strategies of the development ofcountry school community from the following aspects: First, the change from the"omnipotent government" to "limited government", giving schools moreself-management of external security; Second, the construction of diversifieddevelopment school community within the county, namely to promote the schooldevelopment community from both "quality" and "quantity" and then develop theeducation overall the area; Third, correctly handle the relationship between sharedvision and individual vision, commonality and individuality; Fourth, theestablishment of a scientific internal governance mechanisms in community schoolsto achieve a win-win situation in the school unit; Finally, the use of market rules toactivate the school accountability, so that the school development community will be responsible for the consumer education-parents and society.