Research On The Powers And Responsibilities Of Educational Groups Of Primary And Secondary Schools Under The Background Of Equilibrium

The contradiction between the demand of high quality education and the shortage of quality education resources is one of the most prominent problems in education reform and development in China.In order to solve this problem,some governments and schools made a positive exploration and established educational groups of primary and secondary schools.Although education collectivization can reduce the pressure of the government’s educational investment,improve the utilization efficiency of high quality education resources,meet the social needs and pursuit of high quality education resources,and promote the transformation of education management system,in the process of actual running,there are still a lot of problems such as unclear responsibilities and confusing administrative relationships.The article is under the background of education equilibrium,and it looks at the issue of powers and responsibilities of educational groups of primary and secondary schools in the process of collectivization school-running.By comparing education group with the traditional education pattern,this article tries to analyse the powers and responsibilities between the government and member schools involved in the education groups,clear up the boundaries of different subjects’ powers and responsibilities,find problems in the process of actual running and provide several corresponding strategies and suggestions.The article takes Q high school educational group in M district of S city for example,uses the research methods of interview survey and case analysis.On the basis of analysis of Q high school educational group,it points out that there are three dilemmas:in the powers and responsibilities of educational group of primary and secondary schools.Firstly,the management system between educational groups of primary and secondary schools and government is not clear and there is no system construction.The use of funds needs to be standard since the investment is very casual.Because of the lack of evaluative criteria and index system,the assessment is a mere formality.Secondly,because the tansferring rights of member schools are not clear,it is hard for educational groups of primary and secondary schools and member schools to manage and regulate uniformly.Member schools tend to be selfish and the degree of teacher resource sharing is not high.In other words,they set but not group.Therefore,the educational groups lack informal institution.Thirdly,the position of core schools is superior while other member schools lack speaking right.The strong output of core schools brings about the risk of homogenization in other schools.It is hard for other schools to develop in a long term,because core schools lack motivation.On basis of the above analysis,the article provides several suggestions from three aspects,including the government,education groups and member schools.At the government level,it has to perfect external governance system of educational groups of primary and secondary schools.At educational groups of primary and secondary schools level,it has to normalize internal management system of educational groups of primary and secondary schools.At member schools level,it has to establish a benign relationship between core schools and other schools.