摘要
以国家治理的"控制权"理论与纵向权力约束机制、横向权力约束机制为理论指导,分析了美国、英国、法国、德国、日本、韩国、印度、俄罗斯八个国家中央教育行政机构设置与职能,总结了我国中央教育行政机构设置特点和职能定位。教育分权制和集权制并不表明机构的多少和人员的数量,分权制国家的机构和人员不一定少于集权制国家,而是机构设置的不同、职能分配的不同、人员配置的不同。我国中央政府的"控制权"是全面和充分的,拥有目标设置权、检查评价权与激励分配权,而核心权力是目标设置权。教育部是中国最高教育行政机构,负有对全国教育事业进行宏观规划与教育方针、政策制定的权责,必须确保"目标设定权"的实现。除了核心的"目标设立权"之外,教育部还拥有检查评价权和激励分配权,这两种权力与核心的目标设立权不同,可以委托给地方教育行政部门和第三方评价机构去执行,教育部可拥有最终决定权。
Under the theoretical guidance of the gitudinal and lateral power constraint mechanisms, Control Theory of national governance and the Ionthis paper summarizes the settings and functions of central educational administrative institutions in China, based on a comparative analysis of the situa- tions in the United States, Britain, France, Germany, Japan, Korea, India, and Russia. Education decentralization and centralization are more about the variety in institutional settings, assigned functions and personnel allocations than about the number of institutions and staff. The Chinese central govern- ment has a comprehensive control and is endowed with the power of goal setting, inspection and evaluation, and motivation and distribution. The Ministry of Education, China＇s highest educational administration, is responsible for the macro-planning and policy making of education in China. It should stick to the goal-setting power, but on the other hand, it can entrust the other two kinds of power to local educational administrative institutions and third party evaluation agencies, retaining only the final decision.
出处
《清华大学教育研究》
CSSCI
北大核心
2014年第6期11-21,共11页
Tsinghua Journal of Education
基金
中国人民大学研究品牌课题"现代大学组织变革与转型研究"
关键词
国家治理
控制权
权力约束机制
中央教育行政机构设置与职能
national governance
control
power constraint mechanism
settings and functions ofcentral educational administrative institutions
