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Unintended consequences of intended action: conversion of Public School Reform Policy

Abstract: The restructuring of China's reform of public elementary and secondary intention is to mobilize social forces to run the enthusiasm to learn, to raise funding for education to change the situation of the government taking school; but in the reform process is not conducive to social forces to run, it was an unintended consequence of learning. Analysis of this there is a fitness of the Key words: public elementary and secondary transformation; policy; intent; unintended consequences; methodology of Chinese papers League finishing. Restructuring of public elementary and secondary reform originated in the early 1990s, the intention is to mobilize social forces to run the enthusiasm to learn, to raise funding for education, change of government taking school situation. But the reform process has given rise to the consequences of not conducive to Closely supervise. The consequences of this accident, most education policy analysts still not be clear or strong understanding of the interpretation of policy issues that will affect the So, starting from practice, to consider what factors and what mechanisms lead to the emergence of unintended consequences of policy; from theory, the need to reflect on the existing education policy analysis and analysis of the problem on the lack of understanding. This article is trying to make these two issues of the answer. First, to clarify the intent: Public school reform and restructuring of what? Conversion to determine whether there unintended consequences of reform, analyze and define the intent of reform, restructuring is a prerequisite tasks. Because the And grasp the intent of school restructuring reform, the most direct method is the text of the relevant policy analysis. However, as an external claim, whether from policy to truly capture the text of the policy intent of it? After all, the policy idea of the text and intent of the government, although the statement is not always a clear policy statement can be openly expressed intention of the Government, and occasionally as a way to hide on the issue. In a large number of in-depth research is still sadly lacking in the field situation, we should determine whether the real intention of restructuring reform policies, you can view the relevant policy whether the facts described in the real and the subsequent policy actions and related research to support the discussions. At the central level, the formal restructuring of the reform of public schools is the intention of the policy document, form. Then, the central government that System. The And one of the people's organizations, the collective economic organizations, social organizations, academic groups, private school operators and other groups or individuals. Although the intent of school restructuring reform, the emphasis at different times be different, but If in 1997 development of decision In addition, to confirm the intent of restructuring reforms identified above, you can use the methods mentioned earlier or standard to be a simple argument. First of all, from the Such as the Secondly, from the policy after the enactment of the situation, and indeed in many places to absorb the use of school reform and restructuring expenses. Finally, judging from the unofficial observer point of view, the vast majority of people believe that this policy objective is the government's true intentions. Second, examine the consequences: Closely supervise any office environment today? Situation of changing the country swept the school to raise funds for education point of view, restructuring of the reform has achieved some results. Related investigations showed that the school restructuring reform However, the original policy made it clear that the Then, when the To clarify this issue, can be examined in two ways: First, the reform and restructuring of the relationship between the development of private schools, the second is the main source of funding for restructuring schools. First look at the first aspect. Conversion features and advantages of the school is the largest while enjoying preferential policies and public and private two kinds, both to ensure that an important condition for the success of a converted school, but also the process of development constitutes a system of pure private schools is not fair. Of course, simply the development of private education is entirely the difficulties caused by the restructuring of the school, obviously not very strict, but also irresponsible and the development of private schools by many factors. However, from the reality of the situation, these factors do not exist independently, but by restructuring the direct or indirect effects of reform. The so-called direct impact refers to the education market in the common competitive environment, the restructuring of the school's impact on private schools. The so-called indirect effect refers to the generation of a converted school transfer to a large extent the government's attention, leading many to afford private school education in the real market competition. To the present situation, the transformed blocks of the school has become the development of private education On the one hand, restructuring the school according to the policy advantages of private schools into the cause of many difficulties. On the other hand, restructured schools are also increasingly highlight the So, One might ask: If a converted school itself absorbed the social forces of the school funds, but also said that restructuring of the social forces of reform impeded the school on it? To this end, we need to examine There are two main types of restructuring schools: First, the old School System, the second is the New School System. Old School System does not require upfront infrastructure investment, it has become difficult for the social forces involved in a converted school reasons. Because private schools and the school important difference is transformed into advance. So, the new school is to be restructured to attract Closely supervise the channel? Restructuring of the school including new schools and the focus of the school district supporting the branch office. Among them, the neighborhoods are in the public school facilities, is provided by the state school buildings and other facilities,[link widoczny dla zalogowanych], some local governments have also allocated funding for education for these schools, naturally, requires very little private capital. 'd Do some key branches of the school way of joint school provides a possible injection of private capital, but in general,[link widoczny dla zalogowanych], transformed the school's school funding is minimal. General-set conversion is A survey of education in Wuhan, many wearing Beijing survey showed that from 1996 to 1999, organized by the school's transformation into only 3%. Which, in 1997, more than 30 schools surveyed, the organizers actually no input. In fact,[link widoczny dla zalogowanych], as a high school principal in Guangdong admits: to help. If the intent is to solve the shortage of government funding for education and the promotion of public investment in education, the reforms eventually led to the school is not conducive to social forces to run anti-intentions effects. Third, comparative analysis: Why understanding the consequences of restructuring of the reform ideas? Why is not conducive to restructuring of the reform would bring social forces to run school results? In this regard, the analysis of ideas or theories of different ideas may come to different attribution. Here, this article will compare the three main line of analysis, based on the understanding and interpretation of policy actions proposed by the unintended consequences of comprehensive ideas. (A) the idea of rational choice theory rational choice institutional analysis of school manage process from the time and emotional factors and a variety of complex conditions. It is precisely because rational choice school of thought insists that the action policy and system designers to link up with a variety of policy outcomes, and results in action to establish a direct causal relationship between the. Naturally, these commentators seem, any consequences for the interests of the people which should be considered are the use of reason to choose the result is expected. However, some shortcomings of logical theory, and often result in the interpretation of rational choice theory to explain the difficulties and distortions. First, in epistemology, rational choice theory will be pushed to the extreme of individual rationality that a rational person with full cognitive ability. And Simon (H A. Simon), Madge (J. March) and the Lynd Brom (CELindblom) and others studies suggest that human reason is limited. Second, the methodology, rational choice theory methodological individualism insist that specific policy arrangements because of mutual interests between the individual calculated results. The relevant sociological theory is that human behavior is the product of the structure and culture, action can not be simplistic about individual units of analysis. Third, rational choice theory followed from the In fact, the specific policy arrangements may not be the intention is single, but diverse and pluralistic intent of these is no conflict between the not. Public schools school reform intended both to attract Closely supervise, but also to raise education funds, and is still in the initial view of this high degree of unity between the two. However, in the policy implementation process, but the gradual emergence of alienation between the two, this is one. Second, the policy intent of the But not with the same effect as these policy intentions themselves. Third, the policy intent in the implementation process may be adjusted, set aside, tampering and replacement, in which case the intent of the policy output and policy will be a huge difference. So, the idea that the policy consequences of current policy design of the original intent of the point of view should be questioned. (B) the evolution of ideas of rationalism Rational choice theory and the rational capacity of respected actors in contrast, evolutionary rationalism emphasizes the limits of reason. Hayek believes that only in the framework of cumulative evolution, human reason can be developed and successfully play its role, the idea that reason can determine and control the development of things is entirely rational belief He believes that civilization, but through constant trial and error,[link widoczny dla zalogowanych], caused by the increasing accumulation of the results difficult, or that it is the sum of experience, human action is the result of non-intention, as many people imagine The ordered intellectual or design product. Because social development of its comfortable place order, make a conscious process of social control or guidance of the various demands of deliberately never be realized.
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