世界貿(mào)易組織體制下的中國(guó)教育服務(wù)開(kāi)放研究

前言

　　教育服務(wù)是世界貿(mào)易組織（WTO）體系中服務(wù)貿(mào)易的一個(gè)重要部門(mén)，我國(guó)在“入世”協(xié)議中承諾開(kāi)放教育服務(wù)，并在此后的開(kāi)放實(shí)踐中漸進(jìn)改善教育服務(wù)立法。另一方面，教育在我國(guó)是一個(gè)熱點(diǎn)話題，教育學(xué)、經(jīng)濟(jì)學(xué)和管理學(xué)等諸多領(lǐng)域的學(xué)者從不同角度對(duì)我國(guó)的教育進(jìn)行了較多的研究?！　〗逃c教育服務(wù)之間的界限并不明顯，尤其是我國(guó)的學(xué)者很少使用教育服務(wù)的提法，這與長(zhǎng)期以來(lái)我國(guó)對(duì)教育的法律定位有關(guān)。“入世”以后，一些法學(xué)學(xué)者試圖從行政法和國(guó)際法的角度（主要以WTO為背景）研究我國(guó)的教育問(wèn)題，但幾乎沒(méi)有人把教育服務(wù)作為我國(guó)開(kāi)放的服務(wù)部門(mén)整體地置于WTO的法律背景下進(jìn)行考察與研究。本書(shū)是從法律角度研究我國(guó)教育服務(wù)開(kāi)放機(jī)制與法制的嘗試?！　∮捎陂L(zhǎng)期從事教育工作，我對(duì)教育與法制的關(guān)注較多。從2000年起，我開(kāi)始關(guān)注WTO體制下各國(guó)教育服務(wù)政策與法制的走向與發(fā)展，同時(shí)對(duì)我國(guó)教育服務(wù)中存在的問(wèn)題進(jìn)行研究。結(jié)果發(fā)現(xiàn)，我國(guó)教育問(wèn)題的根源在于對(duì)教育服務(wù)的模糊定位，從而導(dǎo)致政府功能在教育服務(wù)提供中的缺位、越位與錯(cuò)位，也導(dǎo)致了教育服務(wù)開(kāi)放中產(chǎn)生的一系列問(wèn)題，其中，最突出、最根本的問(wèn)題就是教育法制滯后、教育體制殘缺。因此，要根本解決我國(guó)在開(kāi)放教育服務(wù)中的問(wèn)題也必須從改革體制、健全法制開(kāi)始?！　”緯?shū)從分析教育服務(wù)的基本屬性入手，將教育服務(wù)的屬性與應(yīng)然定位緊密聯(lián)系，指出我國(guó)教育的法律定位與現(xiàn)實(shí)發(fā)展的矛盾是導(dǎo)致教育服務(wù)提供過(guò)程中種種亂相的根本原因，進(jìn)而影響了我國(guó)教育服務(wù)開(kāi)放的整體規(guī)劃與布局。

內(nèi)容概要

《世界貿(mào)易組織體制下的中國(guó)教育服務(wù)開(kāi)放研究》從分析教育的性質(zhì)入手，研究教育的功能和政府在提供教育服務(wù)方面的責(zé)任和義務(wù)，分析教育產(chǎn)業(yè)化的必要性和可能性。教育的產(chǎn)業(yè)化并不減少或削弱政府的教育職責(zé)；相反，教育的產(chǎn)業(yè)化要求加強(qiáng)政府的教育職責(zé)，它只是為政府實(shí)現(xiàn)教育目標(biāo)提供了新的選擇。教育的經(jīng)濟(jì)屬性使得教育服務(wù)可以跨境提供，實(shí)現(xiàn)部分教育部門(mén)（主要是高等教育服務(wù)）的國(guó)際化。開(kāi)放教育服務(wù)是我國(guó)加入世界貿(mào)易組織（WTO）的莊嚴(yán)承諾。但是，我國(guó)學(xué)者很少研究“入世”以后教育服務(wù)開(kāi)放面臨的法律環(huán)境。國(guó)內(nèi)教育立法的不完善與開(kāi)放教育服務(wù)過(guò)程中出現(xiàn)的種種問(wèn)題對(duì)我國(guó)履行“人世”承諾產(chǎn)生較大的影響。因此，從法律角度研究WTO體制下的中國(guó)教育服務(wù)開(kāi)放政策具有理論和現(xiàn)實(shí)意義?！妒澜缳Q(mào)易組織體制下的中國(guó)教育服務(wù)開(kāi)放研究》認(rèn)為，教育在本質(zhì)上是一種服務(wù)，屬于準(zhǔn)公共產(chǎn)品，具有政治、經(jīng)濟(jì)、文化和社會(huì)功能。國(guó)內(nèi)的學(xué)術(shù)界、教育界、政府部門(mén)片面強(qiáng)調(diào)教育的政治、文化和社會(huì)屬性，對(duì)教育的經(jīng)濟(jì)屬性認(rèn)識(shí)不足。學(xué)術(shù)界和普通民眾對(duì)教育產(chǎn)業(yè)屬性的認(rèn)識(shí)甚至發(fā)生偏差，簡(jiǎn)單地把教育高收費(fèi)和亂收費(fèi)等同于教育產(chǎn)業(yè)化?！　?guó)家擁有教育主權(quán)，公民享有平等的受教育權(quán)。教育主權(quán)的內(nèi)涵包括國(guó)家在教育領(lǐng)域享有對(duì)內(nèi)的立法權(quán)、管理權(quán)、司法權(quán)和發(fā)展權(quán)以及對(duì)外的開(kāi)放權(quán)。保障公民的受教育權(quán)的完整實(shí)現(xiàn)必然要求國(guó)家為公民提供充分平等的教育機(jī)會(huì)，國(guó)家有義務(wù)為公民提供基本的教育。國(guó)家行使教育主權(quán)和保障公民受教育權(quán)的完整實(shí)現(xiàn)，這為國(guó)家開(kāi)放本國(guó)的教育市場(chǎng)提供了可能性和可行性。

作者簡(jiǎn)介

金孝柏，男，生于江蘇灌南，法學(xué)博士，注冊(cè)律師，任職于上海對(duì)外貿(mào)易學(xué)院國(guó)際經(jīng)濟(jì)貿(mào)易研究所，專(zhuān)職從事世界貿(mào)易組織法和國(guó)際經(jīng)濟(jì)法研究，先后發(fā)表過(guò)近20篇專(zhuān)業(yè)論文，主編法律英語(yǔ)教材一部，參與過(guò)兩個(gè)省內(nèi)研究項(xiàng)目。

書(shū)籍目錄

AbstractChapter 1 General Introduction　1.1 Research Orientation　1.2 Research Objectives　1.3 Research Questions　1.4 Significance of the Research　1.5 Rationale of the Research　1.6 Research Methodologies　1.7 Terms and Definitions　1.8 The Organization of This Book Chapter 2 Literature Review 　2.1 The Nature of Education　2.2 The Functions of Education　2.3 The Government's Role in Supply of Education　2.4 The Commercialization of Education　2.5 Transnational Trade in Education Services　2.6 Internationalization of Higher Education Services　2.7 SummaryChapter 3 Education Services in General　3.1 Education Services in General　3.2 The Functions of Education 　3.3 The Nature of Education : Quasi-Public Goods　3.4 The Government's Role in Supply of Education　3.5 The Commercialization of Education　3.6 National and Transnational Supply of Education　3.7 Issues Concerning the Supply of Education Services　3.8 SummaryChapter 4 The Development of Education Policy and Law in China　4.1 The Development of Education Policy in China　4.2 Legislation on Education in China　4.3 Issues Regarding Chinese Legislation on Education　4.4 The Commercialization of Education in China　4.5 Problems with the Chinese Education System　4.6 China Needs to Segment For-profit Education from Non-profit Education　4.7 SummaryChapter 5 Cultural Protectionism and Education Services　5.1 The Definition and the Nature of Culture　5.2 Culture in the GATS　5.3 Globalization and Cultural Protectionism　5.4 Cultural Protectionism and Education Services　5.5 SummaryChapter 6 The WTO Provisions Relating to Education Services　6.1 GATS and Education Services　6.2 Modes of Supply of Education Services in the WTO　6.3 Excessive Opening, Emergency Safeguards and Subsidies　6.4 Effect of Transnational Education Services　6.5 Recognition and Accreditation of Qualifications　6.6 Assurance and Assessment of Education Quality　6.7 SummaryChapter 7 Opening Education Services under the WTO:An Examination of Policies in Seven Countries 　7.1 General Introduction　7.2 Education Opening Policy in the United States　7.3 Education Opening Policy in France　7.4 Education Opening Policy in Korea　7.5 Education Opening Policy in Japan　7.6 Education Opening Policy in India　7.7 Education Opening Policy in Australia　7.8 Education Opening Policy in Poland　7.9 SummaryChapter 8 Opening China's Trade in Services:Commitments, Implementation and Problems Chapter 9 Opening Chinese Education Services under the WTO: Commitments and Implementation Chapter 10 Opening Chinese Education Services under the WTO: Problems, Challenges and Future StrategiesChapter 11 ConclusionBibliographyAppendix Selected WTO Members' Specific Commitments in the Education SectorAcknowledgements

章節(jié)摘錄

　　1.4.1　Academic Significance of the Research　　The education sector is showing a strong tendency to opening and reform in theworld today， partly as a result of economic globalization and regional integration. It isincluded in the WTO system as a tradable service sector and has become a major focusof negotiations on trade in services. In China， there are numerous scholars engaged inthe research on the education sector from the perspectives of education managementand economics， but few people have done research from the perspective of legislationin the context of Chinas accession to the WTO. Fewer focus their attention on theopening of Chinese education and the formulation and legalization of Chineseeducation policies. Most of the current publications on trade in services in China alsoavoid touching upon education services. It must be admitted that the research on theeducation services in China still has a long way to go before researchers engaged inlaw studies shift their attention to the probe into the development and the opening ofeducation services in the new legal environment at both national and internationallevels for solutions to the problems with the current Chinese education sector.　　This research is first of all an academic scheme intended to fill in the blank ofacademic research in China today as is mentioned above. Since China has committeditself to opening its education sector and implementing the WTO rules， its accessioncommitments require　more　academic　research　on　education　services　from　allperspectives for countermeasures that China can adopt to meet the challenges incurredby the new development of education services. The lack of studies on the Chineseeducation sector from the perspective of legislation should be ended for the sake ofdeveloping and opening Chinese education services in the long run.

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