从疏远到干预:诱致性制度变迁视角下美国联邦政府职业教育角色的转变

From Estrangement to Intervention:The Changing Role of the U.S.Federal Government in Vocational Education from the Perspective of Induced Institutional Change

美国联邦政府在《莫雷尔法案》和《史密斯—休斯法》等系列法案的颁布与实施中,其职业教育角色经历了从疏远到干预,并最终确立其“调控者”领导地位的过程。关于这种职业教育角色的转变,组织模式分析以及国外研究中的经济分析都未从根本上回答“联邦干预为何被容忍”这一问题。从新制度经济学视角来分析,这是一种需求动因、供给动力以及内生变量共同作用下的诱致性制度变迁,使得联邦政府的职业教育角色由疏远的“局外人”转变成了进行干预的“调控者”。联邦政府通过立法调控和财政资助的方式干预职业教育,和州、地方政府共同追求职业教育的“外部利润”,形成了联邦政府、州政府和地方合作办学、多渠道筹措资金的发展形式。

During the promulgation and implementation of Morrill Act in 1862 and Smith-Hughes Act in 1917 and other series of acts,the role of the American federal government in vocational education has experienced a process from estrangement to intervention and established its leading position as“regulator”.Neither organizational model analysis nor economic analysis in foreign studies can fundamentally answer the question“why federal intervention is tolerated”.From the perspective of neoinstitutional economics,this is a kind of induced institutional change under the demand factors,supply power and endogenous variables,which changed the role of the federal government in vocational education to an intervening regulator instead of a distant outsider.The federal government began to intervene in vocational education through legislative regulation and financial support,jointly pursued the“external profits”of vocational education with states and local governments,and formed the development form of running schools and raising funds by the federal government,state governments and local governments.