Quality, Justice And System Assurance

The dissertation mainly explores the problems of China adult higher educational justice caused by its poor quality, and the objective is to form a correct theoretical foundation and suitable tactics conception for solving the problems to the roots.In order to realize the objective, the dissertation has done the following research of the four steps:Firstly, it constructs the theoretical foundation under the guide of the philosophy of Marx's historical materialism, and the main points include:1. Educational quality and educational justice are both the results of concrete educational relations and social relations, which are the original and decisive factors to the problems. In real and concrete society, educational relations and social relations that have been institutionalized are called educational system and social system. So, educational system and social system are the real starting point for solving the educational problems.2. Explains the relations in a new way between educational quality and educational justice.Educational quality is the premise and foundation of realizing educational justice, and educational justice provides motive power and orientation for educational quality. So, their real relations are payment and reciprocation, which means educational quality and educational justice are the two sides of one question. So, only exploring them together can it be a meaningful research.3. Advances and explains the concept of Educational Qualitative Justice.Its fundamental connotation is that educational subject only can ask educational quality for justice, so educational quality is the biggest educational justice. Since educational quality is the result of concrete educational relations and social relations and decided by them, the research on educational qualitative justice is in essence shifted to the research on the concrete educational and social relationships.Secondly, chooses two concrete cases to prove the previous theoretical foundation.The cases are British adult higher education and China adult higher education for academic credentials, with which can we prove that adult higher education existing in different educational and social relations produce different behavior and obtain different educational qualitative justice.Thirdly, comparative study is done between the two cases, and the concrete comparative dimension is their irrespective achievements and costs.The comparative conclusion is that the two different starting points of the two quality assurance measures are the root cause of different achievements and costs. China's quality assurance measures begins with intervening or regulating their own concrete practices and ideas of adult higher educational subjects, which almost obtain no effectiveness; while British government mainly intervenes or regulates the higher educational relations according to the concrete social real needs and social relations. From WW||, the process that British government has been intervening the higher education quality is just the process intervening and adjusting the higher educational relations. The different educational justice show that Britain adult higher education for academic credentials ask educational quality for justice, while Chinese ask educational large-scale for justice.Through comparative study, two enlightenments from British higher education quality assurance measures occur to us:One is, if we want to realize our adult higher educational qualitative justice, we must begin with changing or adjusting our concrete higher educational relations; the other is, only according to Chinese market production relations can we establish suitable higher educational relations. Fourthly, it forms a basic tactics conception of China new higher education system: we should establish a unitary higher educational system with Chinese characteristics.The system is formed both under the guide of the previous theoretical foundation and the enlightenments from British higher education quality assurance measures, and its essence is just to establish higher educational relations with China characteristics. Then according to the special characteristics of Chinese market production relations and higher educational production relations, the system's characteristics, ethical value objective, construction method, operational mechanism and so on, are also explored in a constructive way.