【作者】 郑绍红；

【导师】 刘义兵；

【作者基本信息】 西南大学 ， 成人教育学， 2011， 博士

【摘要】 成人教育是继续教育的重要形式,是我国终身学习体系的重要组成部分。农村成人教育能够促进农村民众个体的改变,这种改变既可能是思想和精神层面的,也可能是智力和技术层面的。从教育功能的角度看,成人教育对于实现社会的政治、经济、文化等方面的发展目标起着十分重要的作用。但是我国成人教育现在的发展却面临着实践中被弱化甚至忽视的尴尬,一方面,社会承认成人教育对于国家和社会发展的重要性,另一方面,国家和社会并没有给成人教育的发展提供有力的支持,致使成人教育发展缓慢。尤其是在广大的农村地区,成人教育的弱化现象十分突出。这种现状与我国社会发展对高质量成人教育的要求严重脱节。农村成人教育的发展是城乡统筹发展的重要组成部分,而有效的治理则是农村成人教育发展的重要保障。那么,在城乡统筹发展的进程中,到底应该如何实现农村成人教育的有效治理、不同社会主体在农村成人教育的公共治理中应该承担哪些职责、如何调动政府部门以外的力量参与农村成人教育公共治理等一系列问题,就需要我们加以思考和解决,这既是城乡统筹发展的需要,也是农村成人教育自身发展的需要。我们以城乡统筹发展的国家级试验区重庆市为背景,探索新的历史时期我国农村成人教育的治理之道,对于农村成人教育的理论与实践都具有一定的意义。研究借鉴公共产品的视角,通过问卷调查、访谈和比较研究等方法,并综合运用公共治理理论、社会正义理论的观点对农村成人教育进行分析,希望能够给城乡统筹进程中农村成人教育的管理提供一种新的理论视角,拓展农村成人教育发展问题的理论探索空间,尝试给我国成人教育尤其是农村成人教育构建一种多元互动的多主体治理模式,为突破目前成人教育的发展困境提供一种更加开放、更有活力的机制,同时也为城乡统筹发展提供理论支持。全文共分为七个部分：导论介绍本研究的选题缘由,对基本概念加以界定,梳理、归纳有关城乡统筹、公共治理的研究现状与现存问题,阐述研究的基本问题、重点与难点、思路与方法、意义与创新等基本设计。第一章农村成人教育公共治理的内涵。阐述“农村成人教育公共治理是什么”,主要论述农村成人教育的公共产品属性、公共治理的基本思想、农村成人教育公共治理的基本内涵。农村成人教育是面向农村地区成人学习者的、由政府承担全部或部分费用的教育产品,具有公共产品的基本属性。农村成人教育公共治理是教育自由与公平的重要载体,是多元主体的共同参与,是一种弹性化的机制。在具体内容上,农村成人教育公共治理应该通过服务行政理念改进治理方式,引入市场契约理念提升治理效率,扩展主体范围实现多元参与,重新界定参与主体的身份以明确各自职责。第二章城乡统筹背景下农村成人教育公共治理的理性诉求。以城乡统筹的基本理念和规划为基础,阐述农村成人教育公共治理的基本价值诉求。在城乡统筹发展的进程中,农村成人教育公共治理应该通过促进户籍制度改革和城镇化来促进城乡一体化；通过促进农村家庭经济条件改善、促进农村社会与民众变革、促进农村人力资源开发和配置来推动农村社会变革与发展；通过权利平等原则、机会均等原则、身份差异原则、弱势补偿原则来促进教育正义。第三章城乡统筹背景下农村成人教育治理的现状审视。通过问卷调查与访谈等方式,对城乡统筹进程中农村成人教育治理的现状开展调查,概括农村成人教育治理现状的基本特点。从现实运转、社会功能、个体功能、教育机会、社会支持、学习意愿、现实困难等几个方面研究了农村成人教育治理的现状。目前农村成人教育治理处于一种低水平的运行状态,社会功能和个体功能弱化,教育机会缺少,社会支持缺乏,面临比较大的困难。第四章城乡统筹背景下农村成人教育公共治理的困境分析。阐述当前我国农村成人教育公共治理的主要困境,分析政府部门在农村成人教育公共治理中的管理失灵问题,解析造成困境的多种原因。目前农村成人教育公共治理面临着政府单一供给的困境,其他社会力量的有效参与十分缺乏。而单一供给又导致了管理失灵,使得农村成人教育公共治理决策机制不完善,治理效率不高,治理质量偏低。困境背后的原因包括：观念落后导致农村成人教育被弱化和边缘化,社会发展指标体系产生某些不良诱导,社会力量参与机制缺失带来不利影响,教育经费不足制约了教育部门的选择。第五章城乡统筹背景下农村成人教育公共治理的多元机制。尝试构建多元化的农村成人教育公共治理主体结构,阐述由政府部门、市场主体、社会组织等共同参与的农村成人教育公共治理机制。政府部门是农村成人教育公共治理的最佳主体,应该通过多种形式生产农村成人教育公共产品,并对农村成人教育公共产品的分配和消费进行管理。同时,要充分调动市场主体、社会组织等参与农村成人教育公共治理,将市场和半市场机制引入到由政府直接投资的农村成人教育公共产品领域,形成多元主体之间既合作又竞争的良性互动机制,缓解政府部门单一供给的压力,并提升农村成人教育公共治理的质量与效率。第六章城乡统筹背景下农村成人教育公共治理的实践策略。从完善政府的农村成人教育公共治理职能、实施项目化运作、加强劳动力迁移群体的教育服务、推进农村成人教育公共服务创新等几个方面着眼,提出城乡统筹进程中农村成人教育公共治理的实践策略。具体来讲就是：完善对话与决策机制,加大财政投入力度,加强规范管理；实施项目化运作,坚持公共选择的基本原则,协调好项目实施主体间的关系,提升项目质量；加强低文化劳动力迁移群体的培训；从教学形式、教学内容、项目设计等方面推动农村成人教育公共服务不断创新。更多还原

【Abstract】 Adult education is an important form of continuing education and is an important part of the lifelong learning system of our country. Rural adult education can help to achieve individual changes of the populace of the countryside, such changes may be on the thinking and spiritual level or on the intelligence and technological level. Seeing from educational functions, adult education plays a great part in achieving the objective of political, economic and cultural development of the society. However, the present development of adult education of our country is facing the awkward situation of being weakened even being ignored:on the one hand, the importance of adult education to the development of the country and society is recognized by the society; on the other hand, the country and society have not provided strong support to the development of adult education so that it has developed slowly. Especially in rural areas, the weakening of adult education is extremely outstanding. The current situation is seriously out of line with the requirement for high-quality adult education of social development of our country.The development of rural adult education is an important part of urban-rural overall development, and effective governance is the major guarantee for the development of rural adult education. Therefore, in the progress of urban-rural overall development, it is necessary for us to think and resolve such series of problems as how exactly to realize the effective governance of rural adult education, what duties and responsibilities should different social subjects take in public governance of rural adult education, how to mobilize forces other than government authorities to participate in the public governance of rural adult education, etc. This is not only the requirement of urban-rural overall development, but also the requirement of the development of adult education itself.By setting Chongqing as the state pilot zone for urban-rural overall development, we explored the governance for rural adult education of our country in the new historic period, which will be of certain significance to both the theory and the practice of rural adult education. Drawing on the perspective of public product, by means of questionnaire surveys, interviews and comparative studies, etc. and synthetically applying the public governance theories, social justice theories, we conducted an analysis on rural adult education, in the hope of being able to provide a new theoretical perspective for the management of rural adult education in the urban-rural overall progress, expand the space for theoretical exploration of the developmental problems of rural adult education, attempt to construct a multivariate interactive multi-subject mode of governance for adult education of our country especially rural adult education, provide a more open and more dynamic mechanism for breaking through the difficult situation of current development of rural adult education, and also provide theoretical supports for urban-rural overall development. The whole paper is divided into seven parts:Introduction Introduces the reasons for subject selection, defines the basic concepts, sorts through and summarizes the research status and existing problems concerning urban-rural overall planning and public governance, presents the basic design of the research such as basic problems, key and difficult points, thoughts and methods, significance and innovation, etc.Chapter 1 The Connotation of Public Governance of Rural Adult Education Explains "What is public governance of rural adult education", mainly discusses the attributes of rural adult education as a public product, the basic idea of public governance and the basic connotation of public governance of rural adult education. Rural adult education is an education product with the basic attributes of a public product, which caters to adult learners in the rural areas and the whole or part of the costs of which is borne by the government. Public governance of rural adult education is an important medium for education freedom and fairness, an involvement of multi-subjects and a flexible mechanism. Specifically, public governance of rural adult education should improve the governance mode by adopting the philosophy of service administration, increase efficiency of governance by introducing the idea of market contract, expand the scope of subjects to achieve multiple involvement and redefine the status of the involving subjects to identify their respective responsibilities.Chapter 2 Rational Pursuit of Public Governance of Rural Adult Education in the Context of Urban-rural Overall Planning Elaborates on the basic value pursuit of public governance of rural adult education according to the basic idea and planning of urban-rural overall planning. In the progress of urban-rural overall development, public governance of rural adult education should promote city and countryside integration through the promotion of reform of household registration system and urbanization; push forward the transformation and development of the countryside by promoting improvement of economic conditions of rural households, transformation of the society and the mass in the countryside, the development and distribution of rural human resources; promote education fairness according to the principles of equal rights, equality of opportunity, different status and disadvantage compensation.Chapter 3 Survey of the Present Situation of Public Governance of Rural Adult Education in the Context of Urban-rural Overall Planning Conducts investigations on the present situation of public governance of rural adult education in the progress of urban-rural overall planning by means of questionnaire surveys and interviews, etc., and summarizes the basic characteristics of present situation of public governance of rural adult education. Studies the present situation of public governance of rural adult education in the aspects of actual operation, social functions, individual functions, educational opportunities, social supports, learning desire and practical difficulties, etc. At present, public governance of rural adult education is in a low state of operation, with weakened social functions and individual functions, lack of educational opportunities, and is facing considerable difficulties.Chapter 4 Analysis of Predicaments of Public Governance of Rural Adult Education in the Context of Urban-rural Overall Planning Presents the major predicaments of public governance of rural adult education in our country, analyzes the management failure of the government departments in public governance of rural adult education and the various reasons causing the predicaments. At present, public governance of rural adult education is confronted with the predicament of unilateral supply from the government and is extremely lacking in effective involvement of other social forces. In turn, unilateral supply leads to management failure which has caused that the decision-making mechanisms of public governance of rural adult education is imperfect, the efficiency of governance is not high and the quality of governance is low. The causes behind the predicaments include:old-fashioned ideas have led to the weakening and marginalization of rural adult education, the indicator system of social development has produced some adverse guidance, deficiency of mechanisms for social forces involvement has brought about unfavorable influence, and insufficiency of education funds has restricted the choice of the educational departments.Chapter 5 Multivariate Mechanism of Public Governance of Rural Adult Education in the Context of Urban-rural Overall Planning Attempts to construct a multivariate primary structure for public governance of rural adult education, and elaborates on the mechanism of public governance of rural adult education with the involvement of government departments, subjects of market and social organizations, etc. Government departments are the optimum subjects of public governance of rural adult education who should produce public products for rural adult education in various ways and manage the distribution and consumption of the public products for rural adult education. Meanwhile, we should bring into full play the motivations of the subjects of market and social organizations to participate in the public governance of rural adult education, introduces the market and quasi-market mechanisms into the field of public products for rural adult education with direct investment by the government, formulate a benign and interactive mechanism for cooperation and competition between the multi-subjects, reduces the stress of unilateral supply from the government, and improve the quality and efficiency of public governance of rural adult education.Chapter 6 Practice Strategies for Public Governance of Rural Adult Education in the Context of Urban-rural Overall Planning Proposes the practice strategies for public governance of rural adult education in the progress of urban-rural overall planning by considering the aspects of perfecting the government functions of public governance of rural adult education, carrying out projectized operation, enhancing education services for the labor migration population, carrying forward the innovation of public services of rural adult education, etc. In specific:perfect the dialogue and decision-making mechanisms, increase financial input, strengthen standardized management; carry out projectized operation, stick to the basic principle of public choice, coordinate the relationship between the project implementing subjects, improve the quality of the projects; reinforce training to labor migration population with low level of literacy; and push forward the continuous innovation of public services of rural adult education from the aspects of form of teaching, teaching content and project design, etc.更多还原