Restructuring Of The School Property Management

Converted school is a kind of complex school with various funding sources in that it is financed by national government for building and facility, teacher salary, and everyday cost, by parents in the form of tuition, and by other societal funds. Its efficiency is achieved through funding management by the board and principle. During past several years, the stable development of pilot program at some public elementary and secondary schools has brought far-reaching impact on systemic reform of primary education as well as the society in China. The changes of economic system and structure are recognized as the main propellant of schooling system reform in China. They include changes in proprietorship structure, changes in allocation structure, and changes in consumption structure. Consistent with the three kinds of changes, Converted school is emerging as an inevitable consequence of educational reform. On the other hand, national policies indicated by related laws and regulations, make feasible the transformation of public elementary and secondary school. In this sense, inevitability and feasibility become important features of Converted school.As a result, the transformation of public schools has diversified national assets. This problem, more specifically the evaluation and documentation of national assets, however, is neglected in some schools. Obviously, this situation has influenced the undergoing pilot program. How to define property rights of Converted school is imperative for schooling system reform. This thesis is aimed to introduce the concepts of property rights into the field of education through relevant theories of modern economics. After describing the implications, characters and diversity of educational property rights under the circumstance of transformation, it analyzes confusions in property rights and disorders in national assets management during this process. Based on introduction and comparison of charter school and private management of public schools in the United States of America, and Education Action Zone in the United Kingdom in terms of property right management, this thesis analyzes and assesses property rights management and its impact on teacher resource, teaching and learning, and other dimensions from the perspective of educational economics. The author hopes that regulating property rights management of Converted schools alike could enhance holistic management of school, and thus provide an effective substitute for future educational reform and diversity.