多元主体参与下的学区治理困境与突破:一个案例的研究

The Dilemma and Breakthrough of School District Governance of Multiple-Subject Participation: A Case Study

多元主体参与是现代治理理论的应有之意,也是实现善治的根本途径.学区制改革的初衷就是探索一种介于区域教育治理与学校治理之间的新型教育治理体制和模式,以实现多元主体参与共治.从北京市D区学区制改革的案例来看,虽然学区制改革在解决择校问题和资源统筹整合方面取得了一定实效,但是由于学区定位不明确、学区内部结构关系没有理顺等导致学区治理陷入困境.事务庞杂使学区偏离了设置的初衷,形式多元下的主体不平等制约了参与的有效性,一厢情愿的资源共享难以提高资源的整合和使用效率,根深蒂固的“单位”观念和体制惯性消解了学区认同.完善学区制管理,有必要进一步明确学区定位,充分发挥学区的协商功能;优化学区委员会构成,促进参与主体的平等对话;完善学区治理机制,使学区成为落实“管办评”分而有合的平台;发挥新型治理工具的作用,力求治理手段多样化;重视学校参与,提高教育资源统筹使用效率.

Multi-subject participation is the meaning of modern governance theory and is also the fundamental way to realize good governance. The original intention of school district reform is to build a new educational governance system and mode between regional education governance and school governance, so as to realize co-governance of multiple subjects. From the case of school district system reform in Beijing D district, the school district has achieved a lot in solving the problem of school choice and resources integration, but because of the unclear orientation of the school district and its unreasonable internal structure, the governance of the school district is lost in a dilemma. A lot of complex affairs make the school districts deviate from its original intention of setting up;the inequality of subjects under the multi-subject participation restrict the effectiveness of participation;one-sided willingness to share resources is difficult to truly improve the efficiency of resource integration and use;and the deep-rooted concept of “unit” and institutional inertia dissolve the school district identity. To improve the management of school districts, it is necessary to further clarify the orientation of school districts and bring its consultative function into full play, optimize the composition of school district committees to promote equal dialogue among participants, improve the governance mechanism of school districts so as to make school district be a platform for separation and collaboration of “management, running and evaluation”, play the role of new governance tools and strive to diversify the means of governance, attach importance to school participation and improve the overall utilization efficiency of educational resources.