The Institutional Arrangements Of Provision-production Of Educational Services: An Employment Of NIE To The Analysis Of Governance Of Public Goods

China is undergoing a social transition guided by economic reform .As we know, all-round social transitions, economic and constitutional will certainly result in the reform of public goods governance in the views of the world experiences. We have undergone two times of transition from 1949,that is firstly from backward market economy to planned economy and later from planned economy to perfect market economy. History told us that all the countries which experienced central planned economy are now carrying out or will be carrying out the transition aiming at market-economy. Today, nobody will still doubt that market prices system is the most efficient mechanism for allocating resources in modem human society. Market economy consists of competitive price system and relative convention, custom and institutions.The specific property of education lies in the fact that it is invariable a dependence of legitimacy in different economic-political system; as the product of education, organization and with positive externality, educational services makes almost all the governmental power in the world involved in educational affairs to some degree. But my questions are, does it exist same aim and provision-production arrangement of institution of public education in a central planned society and the developed market societies? To today's educational reform characterized multiple subject participating educational affairs, is it just a re-transition response to previous transition we have done past? What object does our educational reform aim at? Is there a form of independent logic in education itself? or it is just an appendage to other department reform? How to determine the optimum resources in a state-how many resources allocated in educational field will be enough? What option is appropriate between taxpayer and private capital to education issues? If it has only one way that government provision-production to use given educational resources? Is there a row model of arrangement of institutionsfrom government control to market transaction? What reason for different arrangement of institutions co-existing in the same district? What variable we should take into consideration when we choose the arrangement of institutions?And in our country, the reform toward market made the most goods and services market changed from seller-market to buyer-market in less than 10 years. We found that educational services as the necessaries of life remained still remained scarcity. Why? What a kind of organization the school is? Why does a service produced by such organization can remain a lasting scarcity? Why does not it have enough response and efficiency as people's anticipation when we use the "hand "of government instead of using the "hand" of market to conquer the latter's failure? Is the decentralized governance in the provision-production of educational services a have-no-choice short-term policy or a long-term choice based on efficiency consideration?The educational reform in developed area has made clear the efficiency presume: no-state-run school has priority to state-run school according to efficiency consideration, otherwise reform would be unnecessary . But is there an optimum district in which there is a stable scale for state-run school and no-state-run school system to co-exist?This thesis includes 4parts. Part 1 refers to a simple reviewing the institutional construction of educational services synthesizes the product feature of education, the determination of quantities and quality of educational service, and other existed research achievement in the arrangement for institution of educational services.Part 2 discuss the problem of the equilibrium quantity on educational services as quasi-public goods as well as the nature of school-the organization products educational services.Part3 gives an explanation in views of NIE to the provision change of educational services since 1949 in China.Part 4 seeks for an institutional support for the optimum quantity andquality educational services. In this part, a...