What Are the Different Types of Private School Accreditation?

Private school refers to a school that is invested by a private or private institution and approved by the local government and education department. The combination of education and government solves more problems that focus on education equity.

private school

The issue of guaranteeing the quality of education in private schools is actually discussing how to improve private schools

As private schools have only reappeared in China for a few years, and China is currently in the process of transitioning from a planned economy to a market economy, the pattern of government-managed education has not changed significantly. Private and private schools There are still many difficulties and problems in terms of funding. Private schools engaged in basic education can be divided into two categories: one is the "noble school" of what people call, because it charges abnormally high tuition fees, its service target is limited to a very small number of "big money", the general working class is basically I dare not ask questions, let alone ordinary residents. Another type is called "civilian school"

For many years, it has been acknowledged that the current education management system in our country has the disadvantages of "over-controlling the government". For this reason, the public opinion circles have continuously issued the voices of the education administrative departments to "decentralize power" and "expand school autonomy in running schools." During this period, there were also many "decentralization" measures introduced. The problem is that so far, the strange circle of "disorder when one is released, unified when one is disordered, and one who is unified, and died after death" has not yet emerged. It can be seen that the crux of the problem lies not only in the devolution of power by the government, but also to whom the government delegates power. How to ensure "decentralization without chaos"? The lessons learned over the years show that the reform of the educational administrative system is likely to fail if it is not accompanied by corresponding measures for reforming the school management system.

In the history of the People's Republic, the school administrative systems implemented by middle schools and primary schools successively include: the school council system (1949-1952), the principal responsibility system (1952-1957), the principal responsibility system under the leadership of the Communist Party branch (1958-1963), The principal responsibility system under the leadership of local party committees and education administration departments (1963-1967), the school revolution committee system (1967-1978), the principal responsibility system under the leadership of the Communist Party branch (1978-1984), and the principal under the leadership of the Communist Party (1984), and the principal responsibility system. This evolutionary process, in a nutshell, is that after a long period of wandering between the veritable principal responsibility system and the unreliable principal responsibility system, it has long been fixed in the principal responsibility system.

"Principal's responsibility system" seems to be synonymous with "Principal's responsibility system" from 1952-1957. However, there may be subtle differences. The "principal responsibility system" means the responsibility of the principal to the superior department to which responsibility is assigned, and the meaning of "person in charge" is closer to "leader". It's just that this difference is negligible. However, this is not just a matter of terminology. Because although all schools are indispensable to have a "principal" position, the identity of the principal is different in different countries. This issue will be discussed later.

Naturally, the "principal responsibility system" as a school administrative system is not limited to the setting of the principal's duties, but also includes the corresponding division of different management-level functions within the school. Speaking of China's long-standing principal responsibility system, in fact, it is essentially a "one-length system." There is a motto, "In a sense, a good principal is a good school", and it is still widely circulated today, precisely because it is an appropriate commentary for such principals.

The evolution of the school management system in China, although it proves that the "one-length" principal responsibility system is the choice of our country's special education history. The question is, in order to change the current education administration system, who should the education administration devolve? If the authority is delegated to the principal without a complete and effective school self-management and supervision mechanism, whether the result is "live once lived" or "chaotic once lived" is bound to depend on the personality of the principal, "Good" and "bad", and with regard to the choice of the principal, all sentient beings in the school have no right to intervene and can only resort to the decision of the education administrator. Because of this unreliable pattern, it is imperative to reform the school management system.

"School management system" and "school administration system" seem to be synonymous. In fact, the two look at the same problem from different perspectives. The latter is the concept of administration and law, focusing on the structure of the school system and the division of management authority. The former is the concept of management, focusing on the management functions of the school system. Although they belong to two different school management values in different times and different countries, they are all perspectives that cannot be ignored when considering school management issues. This is in accordance with our country's custom and is called "school management system".

Involving the reform of the current school management system in China, it is natural to start with the actual investigation, and before the actual investigation, we dare not make false statements. What can be done here is, at best, a comparative study of the history of this issue, revealing the main aspects and possible options of the school management system, and it is the reference for investigation and research in this area.

The so-called "school management system" mainly refers to the constitution of the main body of administrative power within the school and the division of management authority among the main bodies of administrative power at all levels. Regardless of the composition of the main body of administrative power or the division of administrative power, there may be different choices, thus showing the differences between different school management systems; at the same time, the internal school management system is related to the education administrative management system. A certain school management system is, first of all, the result of the power distribution between the subjects of educational administrative power and the subjects of school administrative power.

The impact of a certain school management system on the realization of school management functions is the most profound and lasting. Because individuals are often powerless in front of the established system, and the reform of an old system and the construction of a new system are worth the results of countless individual efforts; however, even if the school management system is effective, it does not mean the natural realization of school management functions . However, only the issue of school management system is discussed here.

The accelerated development of education comes from institutional innovation. In the process of human capital accumulation, countries can maintain the long-term sustainable growth of human capital, the important reason is that at different stages they have experienced the process of accelerated development of primary education, secondary education and higher education. The accelerated development of education at all levels is not a natural process, but benefits from institutional innovation: first, the state's institutional arrangements for education; and second, education opening up. Education is open to the public, bringing large-scale private investment in education. On the one hand, it solves the problem of insufficient supply of government-run education, and on the other hand, it meets the needs of individuals for educational diversity. While implementing high-quality compulsory education, opening education to the private sector is an important public policy choice for modern countries in solving education governance issues. Since education outside the compulsory education system is a typical purely private good, and in the education stage after compulsory education (especially for higher education), the educated self-benefit is higher than the social benefit of education, The family or individual has sufficient investment incentives. Therefore, institutional innovation in education development often brings about leapfrog development of education, rather than purely cumulative (or linear) growth.

Quantitative and quality first, vigorously develop private education. Japan and South Korea have adopted measures to liberalize the development of private education. After the scale is expanded, they will strengthen management, increase funding, and improve the quality of development measures. Therefore, the popularity of secondary and higher education can be achieved in the short term. South Korea's education has embarked on a path from quantity growth to quality improvement from the period of quantitative growth (1960s)-the period of reform (70s)-the period of improving quality (80s)-the period of humanized education (90s) The expansion and regulation of private schools played a major role in this. The United States has achieved the universalization of higher education by vigorously developing private higher education and community colleges in addition to the original elite education system. It has also taken the road from quantity expansion to quality improvement. We can learn from foreign experiences and vigorously develop private education. The number of private schools in high school and higher education can even exceed that of public schools. First, increase the penetration rate and then gradually improve the quality of schooling.

Drawing on the experience of reforming the public education system in the world, we will promote the reform of a part of the public education resources in a standardized and orderly manner. At present, in some developed countries, there is a trend of mixed public and private education. Private schools receive public financial support from the government. The boundaries between public schools and private schools have become blurred. Pure public schools and private schools have tended to decrease. Yu increased. There are two main models of foreign public school system reform: 1. Singapore's "autonomous school" policy. Singapore began to implement the autonomous school system reform policy in 1988, and promoted part of the reform process of high-quality public schools to become autonomous schools. The government continued to allocate financial education funds to schools while allowing schools to charge fees. Autonomous management. 2. The United States, Britain, Japan, Italy, Canada and other countries implement education vouchers. The operation process is as follows: The government calculates and distributes national education funds into a certain amount of marketable securities (ie, education vouchers) and issues them to each student. Parents can choose any school for their children, and pay tuition fees of equivalent value with the education vouchers in their hands, and the rest will be borne by themselves. The school will exchange the received vouchers with the government for cash to pay for the running of the school. In addition, the government will no longer directly allocate any funds to the school. In the past, abandoning public primary and secondary school enrollment meant abandoning the benefits of compulsory education, but students and parents who choose private schools can still receive government funding.

As of 2004, the number of private primary and secondary schools in Beijing has reached 85. In 2002, there were less than 70 private primary and secondary schools in Beijing, which increased by more than 10 in just two years. Among these private primary and secondary schools, there are 35 pilot schools for reforming the running system of public schools, 11 secondary vocational schools, and 9 kindergartens. Among them, about 80% of the school's annual tuition fee is about 10,000 yuan, and about 20% of the annual tuition fee is maintained between 20,000 to 40,000 yuan, which is a veritable "noble school".

Contrary to the sharp increase in the number of "noble schools", the students of these "noble schools" have shown a sharp shrinking trend. According to the introduction of relevant comrades of the Beijing Municipal Institute of Education's private primary and secondary education research institute for children, before 2000, an ordinary Beijing

Bilingual teaching, direct promotion to international famous schools, training of artistic skills ... Most of the representative "noble schools" in Beijing have played "characteristic cards".

Most of the "noble schools" in Beijing run schools from coastal open areas such as Guangdong. The operation method is generally that the investor first registers a school, and then collects the student's parent's education reserve, deposits it in the bank to use interest to maintain business, or partially invests in other industries. It not only earns profits to maintain school operations, but also makes full use of funds for investors. Generate benefits. These schools will promise to the parents of the students that they will refund the education reserve they paid when they graduate, that is to say, although you paid a few hundred thousand yuan in advance, they will be refunded to you in full at that time, and the school will only occupy you Interest.

Most of the "noble schools" in Beijing are run by loans and loans. In order to recover the investment as soon as possible, whoever pays is the grandfather, resulting in a single source structure. After the children of these investors entered the school, the school often feared that strict management would drive the students away, affecting the school's economic benefits, and often did not dare to place strict demands on the students in terms of management and teaching quality. As a result, it was difficult for the students to be trained. Accepted and recognized by society.

In the face of the above embarrassing situation, "characteristic cards" have become a panacea for "noble schools" in Beijing. Most of the representative "noble schools" in Beijing have adopted this trick.

Take Beijing Shuren School as an example. The school selects students from the age of 11 to 14 to send students to the United States and New Zealand for 6 to 10 months each year. After the bilingual teaching class is graduated, it can continue to be connected with the Shuren School Middle School International Diploma IB class and study abroad classes.

In addition, the school also has erhu special classes that allow students to obtain professional certificates after graduating from primary and secondary schools; flying high schools that enable students to obtain private flight licenses issued by the Civil Aviation Administration after graduating from high school, and can recommend to relevant sports colleges or professional teams Development of the Shuren Baseball Sports School, etc.

The "characteristic cards" set up by the "Noble Schools" in Beijing mainly include bilingual teaching, direct renewal or promotion to internationally renowned universities, and training in artistic skills. And the "noble school" that did not play "characteristic cards" or "characteristic cards" in time could only be eliminated in the gradual shrinking of students.