Since it is a comprehensive outline, the positioning of educational products should bear the brunt. Are they public goods or quasi-public goods? Do you have any goods? How to divide it? This is closely related to whether education can be separated from one of the "three mountains". However, as far as this outline is concerned, what is the positioning of educational products? There is no clear answer, and it is very troublesome to study.
In the second chapter, "strategic objectives and strategic themes", the Outline clearly puts forward that "the education equity that benefits the whole people should be formed. Adhere to the public welfare and inclusiveness of education and ensure that citizens have the opportunity to receive a good education according to law. Establish a basic public education service system covering urban and rural areas, gradually realize the equalization of basic public education services and narrow the regional gap. " If we look at the phrase "insist on the public welfare and inclusiveness of education", if it is positioned as public welfare and inclusiveness, it is a public product. However, after studying the whole article, only the orientation of nine-year compulsory education can be called public goods, which is still a goal to a great extent, because there are still many costs and differences, and the problems of school selection and equalization must be solved.
I pointed out that this issue does not emphasize that all educational products are public products or quasi-public products, which can not be done by any country, but different positioning and differential treatment should be clear. It is also necessary to increase the scope of quasi-public products and public products as much as possible, especially quasi-public products that need government subsidies. How to coordinate the relations between all parties is also very important. For example, for special education for the disabled and some vulnerable groups, there is a lack of explanation on how to do this. Is senior high school and equivalent education included in the long-term consideration of compulsory education? In particular, can local public finance with conditions be included? This involves the educational equity of the whole country, which has already appeared in reality.
In addition, several problems related to this include how to deal with the tendency of high fees and aristocracy in early childhood education. In particular, how will this preschool education run by administrative resources go? Including the so-called "private schools" and aristocratic schools in compulsory education? Including universities, has become the focus of national education investment, how to benefit the educated? Specifically, it is to reduce the cost so that students from ordinary families and even poor families can afford it. What's the difference between public schools and private schools? Can private schools participate in fair competition and get some financial subsidies similar to those of public schools? For example, in the theory of "education voucher", the state financial subsidies are distributed to the educated, and then the fairness of "secondary distribution" is realized through the choice of voucher holders.
Perhaps, the "Outline" can only be an "outline", and more than 20,000 words can't cover these, but in concrete implementation and execution, it is inevitable and very important to solve these problems. In my immature view, compulsory education should be completely positioned as a public product, and inclusiveness and equalization should be the goals to be achieved as soon as possible; Preschool education should at least be a quasi-public product, which not only discourages but also restrains and curbs the aristocratic tendency. Private schools, including the compulsory stage, should pay more attention to the use of market mechanisms to explore and achieve fair competition with public schools, rather than encouraging aristocratic tendencies; High school and equivalent education, even if not included in compulsory education, should try their best to strengthen the nature of quasi-public goods. Compared with compulsory education, special education, including special education in senior high school, should be regarded as special care for the disadvantaged groups and the needs of a harmonious society; Higher education does not exclude the commercialization of public goods or quasi-public goods, but the state should not let such goods become monopoly goods in a certain field. And all public universities must embody the attributes of quasi-public products. On the other hand, we should explore more financial subsidies for the educated to reflect this quasi-public product.
Whether it is public goods or quasi-public goods, marketization should be ruled out, but market mechanism should not be ruled out. These products are provided by people, and all people, or teachers in general, can't avoid the market mechanism and be immune to it under the condition of market economy. Therefore, we must adapt to the market economy, learn from and use the market mechanism, mobilize the enthusiasm of teachers and schools, and improve the quality of public products or quasi-public products.