The Present Relationship Between The Government And Schools The Reform

Education committee of Shanghai led the Educational Bureau of each district to learn and discuss the Administration Admission Act in July, 2004. The essence of it is to transfer the administrational function and to create a new pattern of government-school relationship. The title of my final paper came out under such background. In my paper, I expressed the same meaning: the dominant effect of government over educational affairs leads to the present structure of government-school relation, a control mode under a "strong government, which goes without saying and becomes a strong inertia. However, the reality and my demonstration research show that there are obviously some problems with the traditional relationship model, which is indeed the barrier of educational reform. For instance, I got, from my research, that the "almighty" Educational Bureau can not carry on their administrative assignment unambiguously and concentrative, they control a lot but control nothing well; and the school always asks the superior for instruments just as I mentioned the case in the preface that they even called the superior asking if they could accept a foreign student. Such phenomenon is common. In fact, this is well known and can often be seen in media. Though, as a survey research, it should be proved again with the method of demonstration.As stated above, the first chapter of my final paper illustrates the motivation of this study and the background of the title, i.e., by "participant-observing" during my apprenticeship, the case-analyzing of some affairs and discussing with the school president and the director of the Educational Bureau about "government-school relationship", I hold some concepts concerning government-school relationship such as right, responsibility and function. Apparently they are the usual meaning of "relationship". But as the object being studied, we should connect the various meanings altogether, find the logical structure and get the most essential points. Thus, I arranged the second chapter in the following way: with the help of literature, I defined some ambiguous concepts above, confirming that the essence of relationship is the authority distribution pattern and the core concept of "authority relationship", that is the function of the government and the school's self-determination right of running a school. In a word, all stated above only shows the origin of the questions mentioned in the questionnaire and interview.From Chapter 3 to Chapter 6 are the core of my paper.Chapter 3 focuses on the above core concepts and takes demonstration research on "the present function of government" and "the actual situation of the self-determination right of running a school". First, I took an from-bottom-to-top view to carry on the large-scale questionnaire survey, small symposiums andinterviews with school presidents, in order to collect the large-scale aptitude of opinion, after which I took an from-top-to bottom view, i.e., interviewed some administrative dignitaries(city-level and district-level officials) to consult with this policy, in order to seek the background of some sayings and the deep meaning, indicating the qualitativeness of this study. The participant- observing during my apprenticeship in a district Educational Bureau covers some ethnographic research. AH in all, I integrated the literature, questionnaire and interview into a whole to enhance the validity of my study by validating each other.I n Chapter 4, I analyzed the reason of the problems mentioned above. On one hand, I began with the external and objective reasons such as the system inertia and the lag of educational legislation to expose that the problems will last long and it is hard to carry on reform. On the other hand, by dint of public choice theory and principal-agent theory in new public management, I expounded the interference of reforming from benefit inducement, clarified the importance of right restricting from the view of right nature, and brought forward the effect of relationship to reform compared with "people" themselves. Indeed,...