Policies Research Of Degree Authorization In Our Country

Degree authorization is the "trigger device" of the degree educational work. Works in the field of degree and post-graduate education, to some extend, can focuses on the degree authorization policy. This thesis takes the degree authorization policy in our country as the object of research, takes the discussion of the policy through phenomena and the origin of culture and value of policy choosing as the logic of research, uses the pattern of policy analysis to fully analyzes the background, process and the effect of the policy and the choice of value. Moreover, it brings forward the aim of the adjustment of the degree authorization policy in our country, the train of thought and strategy of reform, on the basis of introducing and using the policy abroad as reference.Institutional economics points out that the institution is the fundamental factor to influence the development of economy and society. Policy as a kind of formal institution arrangement restricts and guides people's actions. When confirmed, it provides people with the profitable space and approach, and decides their patterns and orientations of behavior. "Incorrect policy turns the good one to the bad, whereas correct one turns the bad to the good." In the society, people's behaviors have their own policy origin. Meeting with different policy arrangements, people adopt various strategies and behaviors which result in kinds of policy effects. From the point of the author's view, the policy of the degree authorization is the "Archimedes basis" of our country's academic degree education whose achieved success and existing problems, to some extend, are related to the current policy arrangement. We do researches on the policy of degree authorization, aiming at analyzing its policy character, clarifying its operation mechanism and taking care of its policy effect, in order to improve our service of degree authorization.Based on Hayek's spontaneous social order principle and commission theory, the thesis points out that restricted by China's peculiar policy system, the degree authorization policy obviously features "rational construction", that is to say, in the chains of policy-making, policy-executing and policy-adjusting, government is endowed with supreme power while diploma-gainer cultivating institutes are relatively limited. Degree educational management, an administrative power in essence, operates on commissioning mechanism to realize hierarchical distribution of power. Although the power of provincial diploma committees and diploma-gainer cultivating institutes is broadened by recent year's reform, which are made just because of the enlarged scope of degree education and the deficiency of government management, it is a kind of power transferring under government's centralized guidance. Therefore, the nature of power remains unchanged.The achievements and the existing problems of academic degree education are entirely related with the present policy of degree conferment. The superiority in centralized regulation policy of the degree education mainly manifests in: First, it had the great help to resume the degree educational work rapidly in the early years of the new nation, especially after the Academic Rule promulgated, it has played a positive promotion role in the rapid development of the scale, the level and the type of the degree education. Second, it has guaranteed the realization of national value goal through the policy release lever. Third, such a management system will help control the degree training standards, so that the degree education maintains the quality of education at the higher levels. However, this policy has its arrangements for the natural defects. On the one hand, the right of the degree education is too concentrative, the basic school autonomy is limited, and the social force is not enough to participate. On the other hand, in a high degree of the right to education monopoly, the energy of the training unit is often invested in the "distribution" rather than the "productive" which focus on the fostering process. The academic degree education in China exists the phenomena—paying more attention to declaring but less to construction, being difficult to implement the layered School Running, and being unable to carry out the cultivation of innovative talents competently. Those are closely linked with the arrangements for the existing policy.From the point of view of property rights, the diploma mechanism of our nation is of great externality. Vaguely containing the quality of academic education of the training units, our diploma mechanism at present is of high homogeosity and being in conformity with the national standard, it has no differences with it in terms of its qualification and size. As the examiner of the diploma education, our nation is endowed with the responsibility of shouldering the risk of academic quality to some extent, while the training units, which will get benefit from it, needn't take all the risks. Obviously the nation has a thorough understanding of its own responsibility, therefore it will set an even higher threshold in its next verification of the diploma endowment, thus to make the "distributive" competition even fiercer. From this we may define this as a "policy spell" that can not be dissolved, and the only solution is to transform the current policy and to adopt the school diploma mechanism.Researches show that school degree is arranged by the degree system of which school is the standard and main part. The value orientation of this sort of system is based on self-government, efficiency, democracy and academy. School degree employs decentralized auto-run mechanism which means the foster institute makes the decision whether to enter the field of degree education or not and what attitude it chooses. As a system arrangement which is benefit for internalization of externalities, school degree transfers the right to the foster institute, which means the main body of decision-making must assume all the responsibility it brings.The implementation of school degree must follow certain logic. Generally speaking, implementing school degree policy must create condition actively from the following four aspects, the first is its guide should be the change of concept, the second is its key point should be the delimitation of property rights, the third is its guarantee should be the innovation of system, the last is its foundation should be the development of the urban community. During the process of concrete implementation, strategy and method needs consideration, the experiment of policy also needs great attention, hasty should be avoid. As a totally new reforming project, degree system needs the participation of government, foster institute and every aspect of society. In system construction, external and internal system should cooperate with each other which can promise the result. Any reform depending on only one aspect can not succeed.