我國民辦教育的發展動力

和獨特貢獻回望

現在民辦教育整體上是5300多萬在校學生，學校數是18萬多所，相當于5個學生當中有1個在民辦學校讀書，3所學校當中有一所是民辦學校。民辦教育從2002年民促法出臺以后到2018年底增加了4200萬，民辦學校增加了12萬所；與此同時，公辦學校減少了28萬所，公辦學校在校生減少了2200萬；第三組數據，2003年國家在教育領域投入的財政性教育經費約3500億，到2018年達到37000億，增長了10倍以上，但是財政資金99%用在公辦，只有1%用在民辦，而民辦教育卻向社會提供了近20%的公共教育服務。把這三組數據結合起來必然得到一個判斷，民辦教育為什么能夠快速發展？因為人民選擇了民辦教育，民辦教育的發展是人民選擇的結果，因為它能更好地滿足人民對多樣化優質教育的需要，這是我們對民辦教育一個最重要的判斷：民辦教育是人民選擇的結果。

　　一、民辦教育發展的兩大動力模式

　　早期(qi)民(min)(min)(min)(min)(min)辦(ban)(ban)(ban)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)發(fa)(fa)展(zhan)是(shi)(shi)(shi)(shi)建(jian)立在(zai)(zai)“補充(chong)(chong)論(lun)(lun)(lun)”的(de)(de)(de)(de)基礎之上(shang)(shang)，主要(yao)是(shi)(shi)(shi)(shi)增(zeng)加教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)機會。進入本世紀以(yi)后(hou)，公(gong)(gong)辦(ban)(ban)(ban)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)在(zai)(zai)數量上(shang)(shang)得到比較充(chong)(chong)分的(de)(de)(de)(de)發(fa)(fa)展(zhan)，特(te)別在(zai)(zai)義務教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)領域(yu)(yu)，民(min)(min)(min)(min)(min)辦(ban)(ban)(ban)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)發(fa)(fa)展(zhan)找到了新(xin)的(de)(de)(de)(de)理由，叫“選擇(ze)論(lun)(lun)(lun)”：民(min)(min)(min)(min)(min)辦(ban)(ban)(ban)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)主要(yao)是(shi)(shi)(shi)(shi)提供公(gong)(gong)辦(ban)(ban)(ban)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)不(bu)能(neng)滿足的(de)(de)(de)(de)選擇(ze)性需要(yao)。新(xin)時(shi)期(qi)以(yi)后(hou)，民(min)(min)(min)(min)(min)辦(ban)(ban)(ban)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)是(shi)(shi)(shi)(shi)不(bu)是(shi)(shi)(shi)(shi)還(huan)能(neng)在(zai)(zai)這(zhe)樣(yang)(yang)兩(liang)者的(de)(de)(de)(de)基礎上(shang)(shang)繼(ji)續(xu)發(fa)(fa)展(zhan)呢？顯然(ran)“補充(chong)(chong)論(lun)(lun)(lun)”還(huan)是(shi)(shi)(shi)(shi)需要(yao)，在(zai)(zai)高等教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)、高中教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)、職業教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)等等方面(mian)，民(min)(min)(min)(min)(min)辦(ban)(ban)(ban)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)仍然(ran)可以(yi)發(fa)(fa)揮(hui)數量補充(chong)(chong)的(de)(de)(de)(de)作用。但在(zai)(zai)義務教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)領域(yu)(yu)，主要(yao)是(shi)(shi)(shi)(shi)要(yao)建(jian)立在(zai)(zai)“選擇(ze)論(lun)(lun)(lun)”的(de)(de)(de)(de)基礎上(shang)(shang)，它要(yao)提供更加多樣(yang)(yang)化的(de)(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)產品。這(zhe)樣(yang)(yang)一(yi)(yi)個“選擇(ze)論(lun)(lun)(lun)”的(de)(de)(de)(de)觀(guan)念目前(qian)是(shi)(shi)(shi)(shi)我(wo)(wo)們社會對民(min)(min)(min)(min)(min)辦(ban)(ban)(ban)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)發(fa)(fa)展(zhan)的(de)(de)(de)(de)一(yi)(yi)種(zhong)基本共識，但是(shi)(shi)(shi)(shi)它的(de)(de)(de)(de)邏輯(ji)是(shi)(shi)(shi)(shi)不(bu)對的(de)(de)(de)(de)。因為(wei)選擇(ze)是(shi)(shi)(shi)(shi)每一(yi)(yi)個公(gong)(gong)民(min)(min)(min)(min)(min)的(de)(de)(de)(de)需要(yao)，并非只是(shi)(shi)(shi)(shi)在(zai)(zai)民(min)(min)(min)(min)(min)辦(ban)(ban)(ban)學(xue)習那(nei)20%的(de)(de)(de)(de)公(gong)(gong)民(min)(min)(min)(min)(min)的(de)(de)(de)(de)需要(yao)，所有的(de)(de)(de)(de)人都愿(yuan)意選擇(ze)，那(nei)么所有的(de)(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)今后(hou)是(shi)(shi)(shi)(shi)否都應(ying)該變(bian)成民(min)(min)(min)(min)(min)辦(ban)(ban)(ban)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)呢？這(zhe)顯然(ran)不(bu)是(shi)(shi)(shi)(shi)政府的(de)(de)(de)(de)想法，所以(yi)民(min)(min)(min)(min)(min)辦(ban)(ban)(ban)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)下一(yi)(yi)步的(de)(de)(de)(de)發(fa)(fa)展(zhan)需要(yao)有一(yi)(yi)個新(xin)的(de)(de)(de)(de)觀(guan)念基礎，這(zhe)個觀(guan)念我(wo)(wo)把它叫做“優勢論(lun)(lun)(lun)”，民(min)(min)(min)(min)(min)辦(ban)(ban)(ban)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)今后(hou)的(de)(de)(de)(de)發(fa)(fa)展(zhan)應(ying)該建(jian)立在(zai)(zai)民(min)(min)(min)(min)(min)辦(ban)(ban)(ban)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)優于公(gong)(gong)辦(ban)(ban)(ban)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)這(zhe)樣(yang)(yang)一(yi)(yi)個判斷基礎之上(shang)(shang)。當(dang)然(ran)，這(zhe)個判斷學(xue)術(shu)界(jie)也有很多的(de)(de)(de)(de)爭議，可以(yi)繼(ji)續(xu)爭論(lun)(lun)(lun)。

　 義(yi)(yi)務教(jiao)(jiao)(jiao)育(yu)(yu)的(de)情況非(fei)常特殊(shu)，在(zai)(zai)16年(nian)時間(jian)(jian)當中（2003-2018），民(min)辦(ban)(ban)的(de)義(yi)(yi)務教(jiao)(jiao)(jiao)育(yu)(yu)學(xue)校(xiao)增(zeng)(zeng)(zeng)長2200所，學(xue)生增(zeng)(zeng)(zeng)加(jia)(jia)1000萬(wan)；與此同(tong)時，義(yi)(yi)務教(jiao)(jiao)(jiao)育(yu)(yu)階段(duan)公(gong)(gong)辦(ban)(ban)學(xue)校(xiao)減(jian)(jian)少了28萬(wan)所，學(xue)生減(jian)(jian)少了4400萬(wan)，這與上面說的(de)數據沒沖突，因為在(zai)(zai)非(fei)義(yi)(yi)務教(jiao)(jiao)(jiao)育(yu)(yu)階段(duan)公(gong)(gong)辦(ban)(ban)教(jiao)(jiao)(jiao)育(yu)(yu)也(ye)有增(zeng)(zeng)(zeng)長，所以(yi)公(gong)(gong)辦(ban)(ban)教(jiao)(jiao)(jiao)育(yu)(yu)減(jian)(jian)少最多的(de)是(shi)(shi)義(yi)(yi)務教(jiao)(jiao)(jiao)育(yu)(yu)階段(duan)，但國家投入(ru)義(yi)(yi)務教(jiao)(jiao)(jiao)育(yu)(yu)的(de)經費不是(shi)(shi)增(zeng)(zeng)(zeng)加(jia)(jia)了10倍(bei)，而是(shi)(shi)增(zeng)(zeng)(zeng)加(jia)(jia)了15倍(bei)，但是(shi)(shi)義(yi)(yi)務教(jiao)(jiao)(jiao)育(yu)(yu)階段(duan)公(gong)(gong)辦(ban)(ban)學(xue)校(xiao)少干(gan)了四(si)分之(zhi)(zhi)一的(de)活(huo)，學(xue)生減(jian)(jian)少了四(si)分之(zhi)(zhi)一。學(xue)前教(jiao)(jiao)(jiao)育(yu)(yu)也(ye)值得(de)特別關注，它(ta)是(shi)(shi)目前民(min)辦(ban)(ban)教(jiao)(jiao)(jiao)育(yu)(yu)在(zai)(zai)規(gui)模上唯一超過(guo)公(gong)(gong)辦(ban)(ban)教(jiao)(jiao)(jiao)育(yu)(yu)的(de)領域(yu)，占比(bi)從(cong)2003年(nian)24%現在(zai)(zai)占比(bi)到(dao)56.69%，超過(guo)了公(gong)(gong)辦(ban)(ban)教(jiao)(jiao)(jiao)育(yu)(yu)。從(cong)2010年(nian)到(dao)2018年(nian)，公(gong)(gong)辦(ban)(ban)園(yuan)(yuan)(yuan)所增(zeng)(zeng)(zeng)長翻倍(bei)，但是(shi)(shi)在(zai)(zai)園(yuan)(yuan)(yuan)兒(er)童只增(zeng)(zeng)(zeng)加(jia)(jia)了園(yuan)(yuan)(yuan)所數的(de)四(si)分之(zhi)(zhi)一左右(you)。如果(guo)2010年(nian)以(yi)后新建(jian)園(yuan)(yuan)(yuan)的(de)潛(qian)力得(de)到(dao)充分挖掘，就基本上可以(yi)滿足普惠(hui)園(yuan)(yuan)(yuan)在(zai)(zai)園(yuan)(yuan)(yuan)兒(er)童的(de)規(gui)模需求，這樣也(ye)就不必要把大(da)家都搞得(de)雞飛狗跳。2010年(nian)到(dao)2018年(nian)，民(min)辦(ban)(ban)園(yuan)(yuan)(yuan)增(zeng)(zeng)(zeng)長了60%幾，但是(shi)(shi)在(zai)(zai)園(yuan)(yuan)(yuan)兒(er)童增(zeng)(zeng)(zeng)長了80%多，比(bi)較公(gong)(gong)辦(ban)(ban)、民(min)辦(ban)(ban)之(zhi)(zhi)間(jian)(jian)這兩個(ge)有反差(cha)，再(zai)次表明是(shi)(shi)人民(min)選擇(ze)了民(min)辦(ban)(ban)教(jiao)(jiao)(jiao)育(yu)(yu)。

民辦教(jiao)育(yu)的(de)(de)發(fa)(fa)(fa)展(zhan)也(ye)并非只(zhi)(zhi)是(shi)(shi)在(zai)城(cheng)市，農村(cun)一樣在(zai)發(fa)(fa)(fa)展(zhan)。只(zhi)(zhi)要(yao)(yao)社會存在(zai)沒有(you)被(bei)公(gong)辦教(jiao)育(yu)滿(man)足(zu)的(de)(de)需要(yao)(yao)，就(jiu)(jiu)是(shi)(shi)民辦教(jiao)育(yu)的(de)(de)發(fa)(fa)(fa)展(zhan)空(kong)間。沒有(you)滿(man)足(zu)可以(yi)有(you)兩種理解，一個是(shi)(shi)數(shu)量上，一是(shi)(shi)品類(lei)上，品類(lei)包括不(bu)同質量、不(bu)同服務(wu)形態等等。由于(yu)現(xian)(xian)代(dai)(dai)(dai)社會對教(jiao)育(yu)多樣化的(de)(de)需要(yao)(yao)與公(gong)辦教(jiao)育(yu)的(de)(de)“公(gong)平約束”之間存在(zai)深刻的(de)(de)、難以(yi)調和(he)的(de)(de)矛盾，繼續(xu)發(fa)(fa)(fa)展(zhan)民辦教(jiao)育(yu)就(jiu)(jiu)成為教(jiao)育(yu)現(xian)(xian)代(dai)(dai)(dai)化的(de)(de)內在(zai)需要(yao)(yao)。我認為，實現(xian)(xian)“教(jiao)育(yu)現(xian)(xian)代(dai)(dai)(dai)化”最重(zhong)要(yao)(yao)的(de)(de)制度要(yao)(yao)求就(jiu)(jiu)是(shi)(shi)要(yao)(yao)保障民辦教(jiao)育(yu)充分發(fa)(fa)(fa)展(zhan)，否則如(ru)何滿(man)足(zu)人們對美好(hao)教(jiao)育(yu)的(de)(de)需要(yao)(yao)呢(ni)？

二、民辦教育對教育事業的獨特貢獻

前面有領(ling)導和嘉賓(bin)講了民辦(ban)(ban)教育(yu)有十大貢獻(xian)，這個提法是目前教育(yu)部對(dui)民辦(ban)(ban)教育(yu)的積極肯(ken)定(ding)，但(dan)我(wo)下面要講三點民辦(ban)(ban)教育(yu)的獨特貢獻(xian)。

第(di)一個方(fang)面，民(min)(min)辦(ban)(ban)(ban)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)發(fa)展推(tui)動了(le)(le)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)權(quan)(quan)(quan)(quan)或者辦(ban)(ban)(ban)學(xue)(xue)權(quan)(quan)(quan)(quan)從政(zheng)府(fu)(fu)(fu)壟(long)斷向(xiang)政(zheng)府(fu)(fu)(fu)與社會分享的(de)(de)(de)回歸。教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)權(quan)(quan)(quan)(quan)本來是(shi)(shi)(shi)民(min)(min)間(jian)的(de)(de)(de)，人類社會有(you)(you)史以(yi)(yi)來最(zui)早是(shi)(shi)(shi)民(min)(min)間(jian)在辦(ban)(ban)(ban)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)，后(hou)(hou)來政(zheng)府(fu)(fu)(fu)有(you)(you)興趣也來辦(ban)(ban)(ban)，所(suo)以(yi)(yi)在長時期內是(shi)(shi)(shi)民(min)(min)間(jian)和(he)政(zheng)府(fu)(fu)(fu)同時在辦(ban)(ban)(ban)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)，古(gu)今中(zhong)外全球皆然。但是(shi)(shi)(shi)到(dao)(dao)了(le)(le)1949年(nian)之后(hou)(hou)，在50年(nian)代(dai)，大(da)陸的(de)(de)(de)民(min)(min)間(jian)辦(ban)(ban)(ban)學(xue)(xue)權(quan)(quan)(quan)(quan)被取消了(le)(le)，這(zhe)(zhe)(zhe)種政(zheng)府(fu)(fu)(fu)壟(long)斷辦(ban)(ban)(ban)學(xue)(xue)的(de)(de)(de)情況(kuang)一直延續(xu)到(dao)(dao)七十年(nian)代(dai)末。改革開(kai)放(fang)以(yi)(yi)后(hou)(hou)，社會的(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)需求(qiu)勃(bo)發(fa)，公(gong)辦(ban)(ban)(ban)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)滿足不(bu)了(le)(le)，所(suo)以(yi)(yi)民(min)(min)辦(ban)(ban)(ban)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)興起。民(min)(min)辦(ban)(ban)(ban)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)的(de)(de)(de)實踐再(zai)次(ci)表明教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)可(ke)以(yi)(yi)由(you)(you)民(min)(min)間(jian)來辦(ban)(ban)(ban)，而且在若(ruo)干領(ling)域可(ke)以(yi)(yi)辦(ban)(ban)(ban)的(de)(de)(de)比公(gong)辦(ban)(ban)(ban)更好，由(you)(you)此推(tui)動教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)權(quan)(quan)(quan)(quan)（辦(ban)(ban)(ban)學(xue)(xue)權(quan)(quan)(quan)(quan)）向(xiang)民(min)(min)間(jian)和(he)政(zheng)府(fu)(fu)(fu)共享的(de)(de)(de)回歸。這(zhe)(zhe)(zhe)個貢獻(xian)是(shi)(shi)(shi)民(min)(min)辦(ban)(ban)(ban)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)最(zui)重要的(de)(de)(de)貢獻(xian)，沒有(you)(you)這(zhe)(zhe)(zhe)個貢獻(xian)民(min)(min)辦(ban)(ban)(ban)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)就(jiu)(jiu)沒有(you)(you)合法(fa)(fa)(fa)身份。憲法(fa)(fa)(fa)、教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)法(fa)(fa)(fa)、民(min)(min)辦(ban)(ban)(ban)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)促(cu)進法(fa)(fa)(fa)里面都鼓勵民(min)(min)間(jian)辦(ban)(ban)(ban)學(xue)(xue)，但這(zhe)(zhe)(zhe)個鼓勵的(de)(de)(de)前提是(shi)(shi)(shi)你(ni)(ni)有(you)(you)這(zhe)(zhe)(zhe)個權(quan)(quan)(quan)(quan)利(li)，政(zheng)府(fu)(fu)(fu)鼓勵公(gong)民(min)(min)和(he)社會組織使用這(zhe)(zhe)(zhe)個權(quan)(quan)(quan)(quan)利(li)，所(suo)以(yi)(yi)政(zheng)府(fu)(fu)(fu)對民(min)(min)間(jian)辦(ban)(ban)(ban)學(xue)(xue)申請的(de)(de)(de)審(shen)(shen)批(pi)不(bu)是(shi)(shi)(shi)審(shen)(shen)批(pi)你(ni)(ni)有(you)(you)沒有(you)(you)辦(ban)(ban)(ban)學(xue)(xue)權(quan)(quan)(quan)(quan)，而是(shi)(shi)(shi)審(shen)(shen)批(pi)你(ni)(ni)滿不(bu)滿足政(zheng)府(fu)(fu)(fu)設定(ding)(ding)的(de)(de)(de)辦(ban)(ban)(ban)學(xue)(xue)條件(jian)和(he)要求(qiu)，否則地方(fang)政(zheng)府(fu)(fu)(fu)哪有(you)(you)權(quan)(quan)(quan)(quan)力來審(shen)(shen)批(pi)你(ni)(ni)有(you)(you)沒有(you)(you)辦(ban)(ban)(ban)學(xue)(xue)的(de)(de)(de)權(quan)(quan)(quan)(quan)利(li)呢(ni)？公(gong)民(min)(min)的(de)(de)(de)權(quan)(quan)(quan)(quan)利(li)只(zhi)能由(you)(you)法(fa)(fa)(fa)律來確(que)定(ding)(ding)，不(bu)是(shi)(shi)(shi)地方(fang)政(zheng)府(fu)(fu)(fu)可(ke)以(yi)(yi)確(que)定(ding)(ding)的(de)(de)(de)，有(you)(you)了(le)(le)辦(ban)(ban)(ban)學(xue)(xue)權(quan)(quan)(quan)(quan)向(xiang)民(min)(min)間(jian)的(de)(de)(de)回歸，民(min)(min)辦(ban)(ban)(ban)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)的(de)(de)(de)發(fa)展就(jiu)(jiu)獲得(de)了(le)(le)法(fa)(fa)(fa)律基礎。這(zhe)(zhe)(zhe)是(shi)(shi)(shi)民(min)(min)辦(ban)(ban)(ban)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)最(zui)重要的(de)(de)(de)貢獻(xian)，但是(shi)(shi)(shi)被學(xue)(xue)術界(jie)所(suo)忽略了(le)(le)。

第二個方面，初步驗證了民(min)(min)(min)(min)(min)(min)(min)辦(ban)(ban)(ban)(ban)(ban)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)優于公(gong)(gong)(gong)辦(ban)(ban)(ban)(ban)(ban)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)的(de)(de)(de)(de)(de)(de)(de)理(li)論(lun)假說(shuo)。根(gen)據(ju)我(wo)的(de)(de)(de)(de)(de)(de)(de)研究(jiu)結(jie)果，民(min)(min)(min)(min)(min)(min)(min)辦(ban)(ban)(ban)(ban)(ban)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)就是(shi)(shi)(shi)(shi)優于公(gong)(gong)(gong)辦(ban)(ban)(ban)(ban)(ban)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)，當然我(wo)們可(ke)以(yi)說(shuo)得(de)更加保守一點(dian)，是(shi)(shi)(shi)(shi)初步檢驗。通過(guo)前面說(shuo)的(de)(de)(de)(de)(de)(de)(de)三(san)組數據(ju)，我(wo)們得(de)到的(de)(de)(de)(de)(de)(de)(de)第一個判(pan)(pan)斷，民(min)(min)(min)(min)(min)(min)(min)辦(ban)(ban)(ban)(ban)(ban)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)比(bi)公(gong)(gong)(gong)辦(ban)(ban)(ban)(ban)(ban)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)更有效率。因為民(min)(min)(min)(min)(min)(min)(min)辦(ban)(ban)(ban)(ban)(ban)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)有個特點(dian)，凡是(shi)(shi)(shi)(shi)辦(ban)(ban)(ban)(ban)(ban)得(de)不(bu)(bu)(bu)好(hao)的(de)(de)(de)(de)(de)(de)(de)民(min)(min)(min)(min)(min)(min)(min)辦(ban)(ban)(ban)(ban)(ban)學(xue)(xue)(xue)校(xiao)都(dou)將被市(shi)場無情的(de)(de)(de)(de)(de)(de)(de)淘汰，所以(yi)留下來(lai)的(de)(de)(de)(de)(de)(de)(de)學(xue)(xue)(xue)校(xiao)會(hui)越(yue)來(lai)越(yue)好(hao)，越(yue)來(lai)越(yue)適應市(shi)場的(de)(de)(de)(de)(de)(de)(de)需(xu)要。第二個判(pan)(pan)斷，民(min)(min)(min)(min)(min)(min)(min)辦(ban)(ban)(ban)(ban)(ban)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)比(bi)公(gong)(gong)(gong)辦(ban)(ban)(ban)(ban)(ban)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)有更多(duo)(duo)選擇(ze)，這是(shi)(shi)(shi)(shi)它的(de)(de)(de)(de)(de)(de)(de)制度(du)(du)特征。現在(zai)我(wo)們有關的(de)(de)(de)(de)(de)(de)(de)政(zheng)策要限(xian)制民(min)(min)(min)(min)(min)(min)(min)辦(ban)(ban)(ban)(ban)(ban)學(xue)(xue)(xue)校(xiao)的(de)(de)(de)(de)(de)(de)(de)選擇(ze)性(xing)，這是(shi)(shi)(shi)(shi)令(ling)人(ren)難以(yi)理(li)解的(de)(de)(de)(de)(de)(de)(de)。第三(san)個判(pan)(pan)斷，民(min)(min)(min)(min)(min)(min)(min)辦(ban)(ban)(ban)(ban)(ban)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)比(bi)公(gong)(gong)(gong)辦(ban)(ban)(ban)(ban)(ban)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)更少不(bu)(bu)(bu)公(gong)(gong)(gong)平(ping)(ping)。在(zai)學(xue)(xue)(xue)校(xiao)內部，公(gong)(gong)(gong)辦(ban)(ban)(ban)(ban)(ban)、民(min)(min)(min)(min)(min)(min)(min)辦(ban)(ban)(ban)(ban)(ban)都(dou)有公(gong)(gong)(gong)平(ping)(ping)問(wen)題(ti)需(xu)要處理(li)，但在(zai)學(xue)(xue)(xue)校(xiao)之(zhi)間只有公(gong)(gong)(gong)辦(ban)(ban)(ban)(ban)(ban)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)才有公(gong)(gong)(gong)平(ping)(ping)問(wen)題(ti)，民(min)(min)(min)(min)(min)(min)(min)辦(ban)(ban)(ban)(ban)(ban)學(xue)(xue)(xue)校(xiao)之(zhi)間不(bu)(bu)(bu)存在(zai)公(gong)(gong)(gong)平(ping)(ping)問(wen)題(ti)（這里暫(zan)不(bu)(bu)(bu)討論(lun)“國有民(min)(min)(min)(min)(min)(min)(min)辦(ban)(ban)(ban)(ban)(ban)”學(xue)(xue)(xue)校(xiao)引發的(de)(de)(de)(de)(de)(de)(de)在(zai)民(min)(min)(min)(min)(min)(min)(min)辦(ban)(ban)(ban)(ban)(ban)學(xue)(xue)(xue)校(xiao)之(zhi)間的(de)(de)(de)(de)(de)(de)(de)公(gong)(gong)(gong)平(ping)(ping)問(wen)題(ti)）。最(zui)近(jin)有一種(zhong)說(shuo)法，認(ren)為民(min)(min)(min)(min)(min)(min)(min)辦(ban)(ban)(ban)(ban)(ban)學(xue)(xue)(xue)校(xiao)把好(hao)生(sheng)都(dou)招走了，對(dui)公(gong)(gong)(gong)辦(ban)(ban)(ban)(ban)(ban)學(xue)(xue)(xue)校(xiao)不(bu)(bu)(bu)公(gong)(gong)(gong)平(ping)(ping)，這是(shi)(shi)(shi)(shi)缺乏常識(shi)的(de)(de)(de)(de)(de)(de)(de)說(shuo)法。公(gong)(gong)(gong)平(ping)(ping)只有在(zai)分(fen)配公(gong)(gong)(gong)共(gong)(gong)資源的(de)(de)(de)(de)(de)(de)(de)時候(hou)才會(hui)產生(sheng)，學(xue)(xue)(xue)生(sheng)不(bu)(bu)(bu)是(shi)(shi)(shi)(shi)公(gong)(gong)(gong)共(gong)(gong)資源，他有自己的(de)(de)(de)(de)(de)(de)(de)選擇(ze)權，是(shi)(shi)(shi)(shi)你(ni)公(gong)(gong)(gong)辦(ban)(ban)(ban)(ban)(ban)學(xue)(xue)(xue)校(xiao)沒有辦(ban)(ban)(ban)(ban)(ban)好(hao)我(wo)才要去民(min)(min)(min)(min)(min)(min)(min)辦(ban)(ban)(ban)(ban)(ban)學(xue)(xue)(xue)校(xiao)，而(er)不(bu)(bu)(bu)是(shi)(shi)(shi)(shi)我(wo)去了民(min)(min)(min)(min)(min)(min)(min)辦(ban)(ban)(ban)(ban)(ban)學(xue)(xue)(xue)校(xiao)你(ni)公(gong)(gong)(gong)辦(ban)(ban)(ban)(ban)(ban)學(xue)(xue)(xue)校(xiao)就辦(ban)(ban)(ban)(ban)(ban)不(bu)(bu)(bu)好(hao)了。當然，政(zheng)府推進教(jiao)(jiao)(jiao)育(yu)(yu)(yu)公(gong)(gong)(gong)平(ping)(ping)也做了很多(duo)(duo)工作，但是(shi)(shi)(shi)(shi)效果并不(bu)(bu)(bu)是(shi)(shi)(shi)(shi)太(tai)令(ling)人(ren)滿意。比(bi)如上海地(di)區通過(guo)了義(yi)務教(jiao)(jiao)(jiao)育(yu)(yu)(yu)基本均衡縣驗收，但就“生(sheng)均教(jiao)(jiao)(jiao)學(xue)(xue)(xue)儀器設備值”這一項指標校(xiao)際差距(ju)(ju)可(ke)以(yi)達到3-8倍；在(zai)全國范圍(wei)內，學(xue)(xue)(xue)校(xiao)之(zhi)間的(de)(de)(de)(de)(de)(de)(de)綜合(he)差距(ju)(ju)在(zai)2-4倍。政(zheng)府不(bu)(bu)(bu)是(shi)(shi)(shi)(shi)不(bu)(bu)(bu)想推進公(gong)(gong)(gong)平(ping)(ping)，但是(shi)(shi)(shi)(shi)公(gong)(gong)(gong)辦(ban)(ban)(ban)(ban)(ban)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)存在(zai)制度(du)(du)缺陷(xian)，這是(shi)(shi)(shi)(shi)全球(qiu)性(xing)的(de)(de)(de)(de)(de)(de)(de)問(wen)題(ti)，不(bu)(bu)(bu)是(shi)(shi)(shi)(shi)中國一國的(de)(de)(de)(de)(de)(de)(de)問(wen)題(ti)。公(gong)(gong)(gong)辦(ban)(ban)(ban)(ban)(ban)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)在(zai)全球(qiu)范圍(wei)搞得(de)好(hao)的(de)(de)(de)(de)(de)(de)(de)少，搞不(bu)(bu)(bu)好(hao)的(de)(de)(de)(de)(de)(de)(de)多(duo)(duo)，這是(shi)(shi)(shi)(shi)它的(de)(de)(de)(de)(de)(de)(de)制度(du)(du)缺陷(xian)。

第三個(ge)方面，民(min)(min)辦(ban)(ban)(ban)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)通過帕累托改進(jin)和(he)自由選擇機制開辟了改善教(jiao)(jiao)(jiao)育(yu)(yu)(yu)公(gong)(gong)平(ping)的新(xin)路徑。民(min)(min)辦(ban)(ban)(ban)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)對(dui)公(gong)(gong)平(ping)的貢獻有(you)三種方式，一是(shi)增加(jia)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)機會；二是(shi)民(min)(min)辦(ban)(ban)(ban)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)的存在(zai)使得公(gong)(gong)辦(ban)(ban)(ban)學校(xiao)生均公(gong)(gong)共財(cai)政資(zi)金增加(jia)，這個(ge)多出的份額優(you)先流(liu)向了薄弱學校(xiao)、弱勢群(qun)體(ti)和(he)欠發達地區，民(min)(min)辦(ban)(ban)(ban)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)讓窮(qiong)人得到更(geng)多的好處，促進(jin)了教(jiao)(jiao)(jiao)育(yu)(yu)(yu)公(gong)(gong)平(ping)。所以，任何(he)損害民(min)(min)辦(ban)(ban)(ban)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)的政策最終都(dou)將損害窮(qiong)人和(he)社會弱勢群(qun)體(ti)的利(li)益。最后，由于民(min)(min)辦(ban)(ban)(ban)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)讓那(nei)些特別不滿意(yi)公(gong)(gong)辦(ban)(ban)(ban)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)的人離開了，留(liu)下來的生源更(geng)均衡，教(jiao)(jiao)(jiao)育(yu)(yu)(yu)教(jiao)(jiao)(jiao)學都(dou)可以更(geng)加(jia)公(gong)(gong)平(ping)。

我(wo)們(men)為什(shen)么需(xu)要民辦(ban)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)？一是民辦(ban)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)為人們(men)提供了(le)主動尋找優質(zhi)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)的(de)(de)機會；二是民辦(ban)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)能(neng)夠(gou)更好的(de)(de)滿足人們(men)對多樣(yang)化(hua)優質(zhi)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)的(de)(de)需(xu)要；三(san)是中(zhong)(zhong)國(guo)(guo)民辦(ban)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)的(de)(de)發展(zhan)揭(jie)示(shi)了(le)超越傳統公辦(ban)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)的(de)(de)正確(que)方向。由于(yu)伴隨工業文(wen)明產生的(de)(de)傳統公辦(ban)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)的(de)(de)制(zhi)(zhi)度(du)(du)(du)局限(xian)在(zai)與(yu)中(zhong)(zhong)國(guo)(guo)民辦(ban)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)的(de)(de)比(bi)較中(zhong)(zhong)得到充分揭(jie)示(shi)，這樣(yang)我(wo)們(men)就可以在(zai)全球范圍內重(zhong)新(xin)理(li)解民辦(ban)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)與(yu)公辦(ban)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)的(de)(de)制(zhi)(zhi)度(du)(du)(du)比(bi)較，從(cong)而為人類社(she)會今后的(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)制(zhi)(zhi)度(du)(du)(du)選擇提供新(xin)的(de)(de)思路。因此，深刻認識民辦(ban)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)的(de)(de)制(zhi)(zhi)度(du)(du)(du)優勢，創造性(xing)地發展(zhan)民辦(ban)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)，將會成為中(zhong)(zhong)國(guo)(guo)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)對人類教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)發展(zhan)的(de)(de)偉大貢獻(xian)！