Research On The Development Of Federal Education Program Management In The United States After World War Ii

Program management is a hot idea and mode in the theory and practice of contemporary public management,which is also widely used in contemporary education management.The United States is the earliest source of education program management and the most common and effective country in contemporary application.At today's federal government level,almost all educational affairs and corresponding resources reflecting the will and guidance of American national education are designed and divided into relatively independent educational programs to promote and manage based on certain educational goals and corresponding independent matters.What is the complete nature and connotation of American federal education program management? How could the original generation and orderly development of education program management model in the United States be the embodiment or even representative of the trend of contemporary education management? What are the advantages and limitations of this mode in coordinating and dealing with the contradictions between the administrative intervention of education and the operation of the social market? Can it provide corresponding enlightenment and reference for the reform of the educational management mode and even the system of our country? The keen attention and consideration of these fundamental issues of contemporary education program management naturally makes the federal education program management in the United States enter the author's field of vision of investigation and research,and become the first choice of doctoral dissertation topics.Guided by the methodology of the unity of Marxist logic and historical science,this study takes the concept of educational social ecology as the basic research paradigm,uses the methods of literature,observation and vertical comparison,according to the basic process and track of the evolution of educational program management form from single to system,and analyzes the evolution background,practical practice and effectiveness of American federal educational program management after World War II and the main characteristics of the United States federal education program management were systematically reviewed in different stages.On the basis of a brief grasp of the foundation of the United States federal education program management before World War II,the key creation(after World War II-early 1960s),system integration(mid-1960s-early 1980s),system optimization(early 1980s-late 20 th century),and innovation promotion(early 21 st century-present),all stages of innovation and upgrading have been systematically analyzed and synthesized,trying to reveal the development process and law of gradual spread,continuous improvement and continuous optimization.After World War II,the development of federal education program management in the United States started on the basis of the embryonic formation of federal education program management in the United States before World War II.The dispersive development conditions,forms and patterns of education in reality,the natural educational mission,responsibilities and powers of the state apparatus,the clear provisions of the power of the Congress to tax and the responsibility of social welfare security in the constitution,have provided historical necessity and laid a solid foundation for the federal government to carry out direct and powerful but limited program management on education.After the end of World War II,the federal education program management entered the key creation stage on the solid foundation laid before the war,and began the vigorous development of the historical process.Congress passed the Servicemen's Readjustment Act of 1944 and the National Defense Education Act of 1958 were promulgated,which created the education assistance program for veterans and the National Defense Fellowships Program and its management mode for the federal government,and began to use the education program management to directly intervene in higher education.The effective implementation of these federal education program management has greatly promoted the key development and quality improvement of higher education,provided a legal,compliant and practical mechanism and handle for the solution of practical higher education problems related to the overall situation,and also provided a basic model and good demonstration for the federal government's more active and comprehensive education direct intervention.Of course,the direct intervention of the federal government to the immediate higher education problems inevitably has some limitations or deficiencies in response to the acute,expedient and local.The promulgation of the Elementary and Secondary Education Act and the Higher Education Act in 1965 marks that the federal education program management in the United States has entered the stage of systematic development.After the rapid adjustment and strong expansion after the World War II,by the early 1960 s,the American economy and society entered an unprecedented period of prosperity,and the "civil rights movement" also emerged from time to time.This not only makes the federal government rich in financial resources and become the "provider of educational resources",but also creates favorable historical conditions and needs for the federal government to strengthen its comprehensive intervention in education.The two laws and a series of subsequent education bills in Congress successively introduced a large number of federal education program management,from pre-school education,primary and secondary education to higher education,from vocational education,bilingual education to minority education,from immigration education to international education,which can be described as all levels and fields of education,until the establishment of the Department of Education in 1979.The creation and implementation of these federal education programs are consistent,complementary and mutually reinforcing with the whole education system,which greatly promotes the all-round development of the American education system at all levels and types,and also provides a complete framework,foundation and resources for the systematic optimization of education program management.With the systematic setting and implementation of the federal education program,the inherent limitations of the federal education program have become more and more obvious while effectively protecting and promoting the overall and complete development of American education.In particular,with the increasing direct intervention of the Department of Education in federal education programs,the isolation,formalization,administration,independence and unbalanced development of the implementation and operation of various education programs have become increasingly prominent.It urges and requires the federal education program management to strengthen communication,close cooperation,mutual coordination and cooperation,and constantly enhance the organic system of all federal education programs,thus the federal education program management enters the system optimization stage.The oil crisis in the Middle East in the early 1970 s also greatly weakened the ability of the US federal government to fund education programs.In the early 1980 s,President Reagan firmly opposed the federal government's over intervention in education,and began the "new federalism" education plan.Through the Omnibus Budget Reconciliation Act of 1981,he reduced and integrated federal education programs,reduced the federal government's education funding and intervention measures,and transformed the decentralized management programs of various departments of the federal government into the centralized management of the Department of Education.Until President George Bush came to power in the late 1980 s,the federal government readjusted the system structure optimization of education program management again,strengthened the connection,systematization and flexibility of education programs,and formulated America 2000:An Education Strategy and Goal 2000: education America Act,which took the whole situation as a whole,defined the overall goal,optimized and improved the overall efficiency of education programs.The education program management is closely linked with the national education development strategy,and the federal government's education function is more extensive,becoming "the maker of education standards".Under the influence of the Government Performance and Results Act of 1993,the Department of Education began to focus on the establishment of performance culture and accountability culture,strengthen the performance evaluation of federal education programs,and promote the structural improvement and quality improvement of federal education programs.In the 21 st century,with the occurrence of the "9.11" event and the impact of the financial crisis in the United States,in order to cope with the increasingly complex situation at home and abroad,ease various social problems and improve the quality of education,the federal government,based on the optimization of the education program management system,further strengthens the role of the education program management system in the embodiment,support and rationalization of the national social development strategy.It started the innovation and promotion stage of the federal education program management system.In 2009,the American Recovery and Reinvestment Act alone devoted more than 100 billion dollars to education,of which 53.6 billion dollars was invested in the state financial stability fund,including 48.6 billion dollars in formula funding and 5 billion dollars in competitive funding,providing a strong federal education for national social development program financial management support.The systematic education program set in the No Child Left Behind Act regards the development of all members of society as the national responsibility and ultimate goal,and integrates the national development,social progress and the survival rights of every member of society perfectly and organically.The STEM series of science and technology education programs created and implemented by the federal government,the "100,000 strong" series of international education exchange programs covering the world,promote international economic and cultural exchanges,and also integrate the development of American national society with high technology,globalization and ecology to draw a blueprint of education program management for the common development of the United States and mankind.The above-mentioned development process of federal education program management in the United States shows that the emergence,development and ultimate development of federal education program management in the United States has become the main mode of the American education management system,which is deeply rooted in the specific educational social ecosystem in the United States,that is,the starting and follow-up pattern of early education decentralization development,the corresponding cultural concepts and practical education practice,and also benefits from the active participation and intervention consciousness and action power of all members of the American society.The management of federal education programs in the United States is neither the result of the whims and willful power of the executive department,nor the result of the conventional and stubborn experience,but according to the complete structure and development process of educational action,legislation comes first,functions are clear,rights and responsibilities are corresponding,affairs and finance are integrated,scientific design,continuous innovation and upgrading are carried out.Finally,a sound and dynamic federal education program management system with reasonable state administrative intervention and active operation of social market will be formed.From this,we can draw lessons from it,which will be of great benefit.