Strategy To Improve The Quality Of Schools Run By Non-governmental Sectors

Since the reform and opening up, there is rapid development of society andeconomyin China. The socialist undertakings have made considerable progress and thesignificantachievements of education have made a great contribution to the developmentof economic undertakings. Schools run by social forces play important role in the wholeeducational system. According to the People’s Republic of China Private EducationPromotion Law, schools run by social forces are social organizations or individualsprovide education towards the public without financial support from thegovernment.This kind of schools has become an essential component of educationalsystem in China and it plays an increasingly important role in improvement of nationalquality. On the one hand, schools held by social organizations serve as acomplementation of educational form in multiple levels towards public educationsupported by national finance. On the other hand, a healthy competition between publicand non-governmental schools would boost development and innovation of the entireeducational system effectively, which could significantly improve the quality ofschooling.Presently the Chinese legislative bodies and government have introduced thelaws, rules and regulations to encourage this kind of education. These efforts have madeoutstanding contributions to the reform of Chinese education system and thedevelopment of national education and innovation.Therefore, this thesis analyzes the countermeasures to enhance the quality of schoolsrun by social forces. The first chapter is the introduction of reasons to choose this topic,significance of this research, research status review, related concepts and problems ofdefine, research threads, methodology and innovations. Chapter two discusses theemergence and development of the society to run schools. In one hand, I discribe thenecessity and position and function of this kind of schools. In the other hand, I introducethe gradual restoration of schools, the formation of this education system and the further development in a law-governed manner. The third chapter indicates the shapes of schoolsrun by society, such as secondary education institutions, institutions of higher education,vocational education institutions and adult education institutions. I analyze the status ofschools run by social forces in the next chapter. The contents include two parts. In termsof the characteristics and achievements, I discribe the supplementary characteristics,education marketisation, flexibility of this kind of education, significant characteristicsand efficient benefits. The difficulties and the problems facing by schools run by socialforces mainly involve the social status has not been widely recognized, the overall qualityof teachers is not high, the uneven quality of teaching, the negligence of the ideologicaland political education of students and the poor conditions of some schools.I give out afew suggestions to enhance the quality of schools run by social forces in the last chapter,such as encouraging the regulation of this kind of education, strengthen the teachingforces, improving the quality of education, emphasis on moral education work in schoolsand multi-channel financing of school funding.