Educational decentralization in China: A case of Jilin Province

摘要

This research attempts to explore the process of implementation of decentralization of education in China. The focus of the research is on: the shift of decision making power and responsibility for education within the vertical system of educational authorities from the central level to the province, city, county, and township levels; the changes in intergovernmental relations as the decentralized policies evolved; the economic and administrative context that influenced the implementation of the policies; and the new interventions that cope with the new policies.;This study involved field research conducted in March and April of 1995 in Jilin Province of China. Jilin made a special case because, although this province was at a medium level of economic development, it had achieved a level of success in educational development as high as economically advanced provinces.;The research is organized and analyzed by using the "contract" model developed in the study. The general questions addressed in this research are: (1) Under decentralized policy, what have been the changes in the goals, functions and responsibilities of basic education at each level of government? (2) How have organizational and financial factors influenced the implementation of decentralized policies of education? (3) How have intervention factors affected the process and outcomes of decentralized policy in education? (4) What early outcomes in basic education have resulted from decentralized policies in education? Forty education administrators from all five levels of government and principals from selected schools in the townships were interviewed. Relevant documents were collected at all administrative levels.;The research reveals that the process of decentralization of education in China resembles "contracting" in several ways. The Chinese policy of educational decentralization represents a range in the degree of control over input, process, outputs and outcomes of education. The Chinese educational decentralization experience has demonstrated both successes and failures. The research analyzes a new intervention of an accountability system initiated in Jilin Province which is considered by the national and provincial governments to be successful in improving the implementation of policies, particularly for regions with financial difficulties. The research also reveals changed relationships between the levels of government.