A Comparative Study Of The Non-governmental Educational Policies Between China And Other Countries

Promoted by the constantly deep-going reform and opening policy, especially directed by the national guiding principle: "to give it positive encourage, to give it great supports, to give it correct instruction, to reinforce its management", our non-governmental education has made unprecedented and flourishing progress. Nowadays, the various non-governmental educations have become an important force and integral part of governmental education system that cannot be neglected in our education process. The improvement of our non-governmental education brings effective promotion to the development of the economy and society.The rise of non-governmental education adds vitality to the national education cause. During the long-term process of running schools, non-governmental education has formed gradually its particular education thought, educational ideas, teaching methods, management system, model, and changed the past model and situation which cultivate people through unilateral way. It established a significant exemplar and offered new experience new reference system to the state-run education. It makes up the shortage of the financial investment for the national education and increases the varied choices for the supply system of education; it reinforces the characterization and personalization of the school' features and cultivate the potential of the current educational resources.The more crucial reason for the rapid development is that the basic idea that guides the non-governmental educational policy is gradually changing and deepening. Since the 1980s, every change of the non-governmental educational policy has been followed by a more healthy and swifter development of the non-governmental education.Furthermore, the existing non-governmental educational policy cannot, to some extend, meet the demand of the development of the non-governmental education. Our country has clearly put forward the guiding principles for the non-governmental education, i.e., to give it positive encourage, to give it great supports, to give it correct instruction, to reinforce its management. However, with the increasing deep-level problems emerging from the process of the running the non-governmental schools, new policies or rules are needed tostandardize and manage it. At the same time, the deep-going changes of the economic structure and the developmental model of our country makes a newer and higher demand for the development to the non-governmental education. Therefore, it's necessary for us to reinforced the construction of our non-governmental educational policy and rule in order to meet the needs of the development of the non-governmental education.In the formulation of the non-governmental educational policy or rule, we should take into account the concrete situation of our country, and combine the experience of running the non-governmental schools in the more than 20-year reform and opening on one hand, and on the other hand, we should learn from the useful experience of the development of the non-governmental educational policy in other countries to make up the deficiency of that in our country for the purpose of the optimizing our own rules. This thesis, taking the comparative study of the laws-making of the non-governmental education in China and in other countries as the starting point, tries to make a deep analysis on the contents of the two non-governmental educational policies from the perceptive level, the management level and the monitor and evaluation level so as to find out their extensive and intensive differences and the similarities. On base of the analysis, we realize four implications of the non-governmental educational policy of other countries: we should have the corresponding policy and rule to encourage the development of the non-governmental education; we must construct a reasonable device to monitor the non-governmental schools; we must form a reasonable device to balance the right and the duty; we must pay much attention to the functions of the educational inter-agency. Meanwhile...