从公共产品理论看美国联邦政府对职业教育的立法干预

Research on US Federal Vocational Education Legislation in Public Goods’ Perspective

近百年来,美国联邦政府通过一系列的职业教育立法,不断强化了国家对职业教育发展的导向功能,相比之下,联邦宪法为各州所保留的教育主导权却更多居于从属的地位。本文从公共产品理论切入这个问题,并从南北战争后职业教育公共产品特征的显现以及联邦立法对公共产品特征的保障两个方面进行了阐释。

Depending on a series of vocational education legislations, the federal government of United States has gradually established and reinforced the guiding functions in promoting its development for nearly a century. Comparatively, the leading right of education which preserved by the Constitution to each state was in subordinate position. This paper analyzes it from perspective of public goods theory, and reviews the characteristics of vocational education and the protections provided by the federal legislation after the Civil War.