Does the running of schools by social forces violate the cause of education and belong to the public

Social forces running schools are a supplement to running schools, because only the state runs schools, and the current educational resources are insufficient. Therefore, it is necessary for social forces to run schools to supplement.

Running schools by social forces does not contradict the cause of education, and it is a combination of public welfare and education, and running schools by social forces is carried out through social technology.

Does the school run a school contrary to the public welfare of education? I think it should be, but I should consult with an expert to see if it belongs.

This should highlight the fact that a variety of forces undertake education, and education is generally run by social forces, which is conducive to a considerable number of people can enjoy higher quality education, and also reduces the investment in teachers and education.

If you go against society, you don't go against it.

It depends on how the school is run, and if the fees charged exceed those of public schools, then it is not a public good.

Running schools in the society is also a way to make up for deficiencies, and it is beneficial, and everyone takes what they need.

Running schools by social forces does not contradict the cause of education and belongs to the public welfare.

Does the running of schools by social forces violate the cause of education and is it a public good? It is not contrary to the cause of education, and if it is for profit, it does not belong to the public welfare.

Social forces do not run schools contrary to the cause of education, but belong to the public welfare undertakings, and we now want to mobilize social profits to run schools.

It seems that social forces running schools are contrary to the cause of education and belong to public welfare, and this is not violated.

Of course, running schools by social forces is not contrary to the cause of education, and belongs to the nature of public welfare.

Running schools by social forces is a useful supplement to public schools, and it does not belong to the public welfare that violates the cause of education.

Running schools in the society is a part of China's education and should be encouraged by the state.

First, in an abstract sense, there is no difference between the public welfare of private education and the public welfare of public education.

By the same token, unless we can prove in a factual or logical sense that the quality of education provided by for-profit private schools is inferior to that of non-profit private schools, then education provided by for-profit private schools has the same public interest as education provided by non-profit private schools.

Second, the public welfare of private education is constantly increasing, not weakening.

The quality of public education has improved during the same period, which means that the quality of private education has been improved even more during the same period, otherwise, it is impossible to explain why since 2002, while the number of students in public schools has decreased by 20 million, the number of students in private schools has increased by more than 20 million. Therefore, it is an objective fact that the public welfare of private education continues to increase.

When considering the policy design for the common development of public and private education from the perspective of the people, it is necessary to establish a basic principle, that is, to allow private education and public education to obtain equal legal status, and to allow private schools to compete with public schools on an equal footing (Articles 2 and 5 of the Law on the Promotion of Private Education).

The resulting survival of the fittest will lead to an increase in the total contribution of education to society, that is, an increase in the public good, and any discriminatory policy arrangement will inevitably lead to the reduction of the public welfare of education. It is also in this sense that the institutional design of Articles 7 and 8 of the new "Implementation Regulations" should be fully affirmed.

The public welfare of education means that educational activities should respect the common interests of all members of society, education is to serve the whole society and all mankind, and all members of society enjoy the right to education. The public welfare of education is also reflected in the nature of public welfare, the main public welfare, and the product public welfare. Because private education has the attributes of socialism and adheres to the direction of socialism, it is naturally also a public welfare, and private education mainly serves schools outside the state institutions to meet the diverse needs of social education to the greatest extent.

Thus promoting the development of personality.

Compulsory education is a public welfare undertaking that must be guaranteed by the state, and compulsory education is the education that all school-age children and adolescents must receive in a unified manner implemented by the state.

The quality of compulsory education has a bearing on the healthy growth of hundreds of millions of children and adolescents, on the development of the country, and on the future of the nation. In fact, this is a system of compulsory education for school-age children and adolescents for a certain number of years implemented by the state in accordance with the provisions of the law. Compulsory education is also known as compulsory education and free compulsory education.

Compulsory education has the basic characteristics of compulsory, free, universal and secular nature.

Compulsory education originated in Germany. Religious leader Martin Luther.

He was the first to put forward the concept of compulsory education. After the victory of the Reformation, in order for people to study the Bible

Luther promulgated the Compulsory Education Act.

In 1619, the school decree promulgated by the Duchy of Weimar in Germany stipulated that parents should send their children between the ages of 6 and 12 to school, which was the earliest compulsory education. Between 1763 and 1819, Germany basically perfected the compulsory education regulations.

The three basic characteristics of compulsory education in China are:

1. Public welfare, the so-called public welfare, is to clearly stipulate that "no tuition and miscellaneous fees will be charged". Public welfare and free sex are linked, for example, Article 2 of the revised compulsory education stipulates that the state implements a nine-year compulsory education system.

2. Unity, unity is a concept that runs throughout. In the new law, it has been emphasized from beginning to end that a unified compulsory education should be implemented throughout the country, and this unification includes the formulation of unified standards for the setting of textbooks, teaching standards, funding standards, construction standards, and public funds for students at the compulsory education stage.

3. Mandatory, compulsory, also known as obligatory. It is the obligation of schools, parents and society to allow school-age children and adolescents to receive compulsory education. Whoever violates this obligation is subject to the law.

Parents who do not send their students to school are held responsible; If the school does not accept school-age children and teenagers to go to school, the school shall be responsible; **No corresponding conditions are provided, and they are also subject to the law.

The above content reference: Encyclopedia - Compulsory Education.

Public high schools belong to the category of public welfare. It is a public institution that is fully funded by the state finance.

Cities in several provinces across the country have achieved 12 years of compulsory education. For example, Zengcheng City and Zhuhai City in Guangdong Province, etc. With the development of the country's economic form in a good direction.

In the future, 12 years of compulsory high school education will be universalized throughout the country. So. In the long run, public high schools are also part of compulsory education.

What's more, in some middle schools, junior high schools, and high schools, there are them. If the treatment is not the same. Teachers with high levels of high school are paid less than teachers with low standards.

Then everybody will go and teach junior high school. I don't want to teach high school anymore. Thus undermining social fairness and justice.

Add new social contradictions. This should be a reform that the top of the country does not want to see! It is also the reform of unsuccessful public institutions!

The schools covered by the nine-year compulsory education, that is, primary and junior high schools, belong to public institutions, but they are limited to public schools.

Legal Analysis: Private education is a public welfare undertaking. Private education, also known as private education, is a form of education relative to public education and public education, which refers to the activities of social organizations or individuals other than state institutions that use non-state financial funds to organize schools and other educational institutions for the society.

Private education is a public welfare undertaking and an integral part of socialist education. The State implements the principles of actively encouraging, vigorously supporting, correctly guiding, and managing private education in accordance with the law.

Basis of the law: "Law of the People's Republic of China on the Promotion of Private Education" Article 3 The cause of private education is a public welfare undertaking and an integral part of the education undertaking of the Socialist Association. The State implements the principles of actively encouraging, vigorously supporting, correctly guiding, and managing private education in accordance with the law.

The people at all levels shall include private education in the national economic and social development plan.

Yes, compulsory education, you can understand it literally.

Social forces to run schools refers to the education promotion method of integrating all aspects of society to open schools in order to reduce the burden and promote the development of education with the permission of the education department.

The Regulations on Running Schools by Social Forces are formulated to encourage social forces to run schools, safeguard the legitimate rights and interests of organizers, schools and other educational institutions, teachers and other educators, and the educated, and promote the healthy development of social forces in running schools.

It was promulgated on July 31, 1997 and came into force on October 1, 1997. It was repealed on September 1, 2003 and replaced by the Law of the People's Republic of China on the Promotion of Private Education.

The so-called social forces running schools refer to the school-running activities of enterprises and institutions, social groups and other social organizations and individual citizens using non-state financial education funds to organize schools and other educational institutions for the society with the permission of the ** education department.

The state has successively promulgated three regulations and opinions to regulate and encourage social forces to run schools.

According to the "Regulations on Running Schools by Social Forces" implemented on October 1, 1997, "Several Opinions on Encouraging Social Forces to Establish Education and Promote the Healthy Development of Private Education" (Guo Fa 2016 No. 81), and Teaching Letter No. 2017 No. 88 "Notice of the Ministry of Education and Other Fourteen Departments on Printing and Distributing the Task Division Plan for Relevant Departments to Implement the Several Opinions on Encouraging Social Forces to Establish Education and Promote the Healthy Development of Private Education", The State implements classified management of non-profit and for-profit private schools (including other private educational institutions). The State actively encourages and vigorously supports social forces in setting up non-profit private schools. No organization or individual may apportion education fees to enterprises, public institutions, organizations, or individuals in the name of running schools by social forces.

The State protects the lawful rights and interests of educational institutions run by social forces. Educational institutions established by social forces enjoy the autonomy to run schools in accordance with law. Encourage and attract social funds to enter the field of education, set up schools or invest in project construction.

Encourage for-profit private schools to establish equity incentive mechanisms. Improve the school exit mechanism. Private schools enjoy relevant preferential tax policies in accordance with relevant national regulations.

Social forces run schools, which means that individuals other than ** can run private schools. It can also refer to public, private and private schools.