The Corner And The Breakthrough Of Education Industrialization Policy In China

We live in an era when competition and efficiency are oriented. Nearly all activities are subordinated to such a goal, including education. Any individual, organization, or country which has not followed the pace will even be doomed to be washed out. Looks through the world, the market-reforming tendency has become popular in past twenty or thirty years. According to such an epoch characteristic, nearly all the countries have adopted a series of measures. The counterpart in education field is the Education Marketing (named Education Industrialization in our country).The Education Industrialization is not merely a theory, but also is a policy and a practice. Since the Reforming and Opening-up Policy was put into practice, our country has been changing the former government working style in education unremittingly by legislation. Certain kind of education which was run by government in the past now is open to other agents gradually. Although this process is slow, it is carried on persistently, and it is inspiring. This means education makes some adjustments due to our country's market-economy system which keeps developing unceasingly. This also is the original motivation of the practice of Education Industrialization. The kind of policy guidance had ever given hope to the organizations or individuals that wanted to invest in education. The theorists also argued on Education Industrialization policy fiercely. However, on January 6, at the 2004 State Council Press Conference, an official summary to "Education Industrialization Argument" was given out, pointing out the Chinese government has never adopted the Education Industrialization policy. This research embarks precisely on this official claim, pondering the reasons which caused the predicaments in our country's Education Industrialization policy. Is Education Industrialization theory not correct? Or the Education Industrialization policy is distorted or goes with deficient institution construction when put into practice? Or there exists any other reasons? This dissertation expects to combine academic analysis way with case study to find out the reasons which cause the difficulties predicaments in our country's Education Industrialization policy, and put forward some beneficial meditation for the Education Industrialization policy' possible development in the future. Theoretically speaking, I believe that the education can be industrialized but needs some conditions restrained. In other words, the education can be industrialized under some conditions. The conditions refer to the government shouldering the responsibility of education in macro-management, supervision and subsidization. In recent years, while our country is carrying out the Education Industrialization policy, there exist some failed cases in practice, such as NanYang education group and so on. What needs to ponder here is whether we can attribute the Education Industrialization practice failure to the Education Industrialization policy defeat? Whether can we deny the Education Industrialization policy according to these special cases? I believe that the Education Industrialization practice deviation is not because the Education Industrialization policy has problem itself, but because the Education Industrialization policy implementation does not work and lacks the relevant supporting system. Therefore, we should strengthen institution's construction following the Education Industrialization policy implementation process, consolidating Education Industrialization policy accomplishments, unceasingly advances the Education Industrialization policy in practice.The article is divided into five parts: The first part illustrates the reasons of the paper topic, the literature summary, the research object, methods and the article's logic; The second part is about the practice and the theory of Education Marketing in western countries. The third part is the article's main body, which is divided into two major parts. One part is about the history of our country's Education Industrialization Practice. The other part is to discuss the Education Industrialization theory again in my opinion based on comparison and analyses. The theory discussion part is the innovation spot. The fourth part is about an analysis of NanYang education group, which hopes to cast the institutional reasons which caused the predicaments in our country's Education Industrialization policy. The last part is a conclusion. In this part, an overall summary on this reach will be given.