中国教育政策过程中的策略空间：一个对政策变迁的解释框架

A Space for the Strategies in Chinese Educational Policy Process：An Interpretative Framework on the Policy Changes

本文通过对我国改革开放以民办高等教育政策二十多年来的演变脉络的简要描述，认为在这种上下响应的政策变迁类型中，存在政策系统对政策对象的制约及政策对象进行反制的模式，进而通过对政策对象与政策部门的互动过程的分析，探索出中国教育政策过程中的策略空间。政策部门的自由裁量权、政策规范的可变通性和政策资源的可交换性是政策对象得以发现和利用策略空间的实现途径。如果将策略空间放到长时段的、不断循环的政策过程之中来考察，那么策略空间则是中国教育政策变迁的动力。最后，笔者将“教育政策过程中的策略空间“解释框架放到西方两种政策变革的模式之中进行检讨，分析其不足和进一歩研究的可能性。

By briefly describing the policy evolution of Chinese non—governmental higher education for more than twenty years since the Open—Door Policy， this paper reveals a model on the mutual restrictions existing between the policy objects（policy target groups）and the policy subjects（policy makers）in the policy changes of the interaction from top to bottom. Furthermore it analyzes the dynamic process between the policy target groups and policy sectors， and explores a space for the strategies existing in the Chinese educational policy process. The administrative discretion of the policy sectors， the flexibility of the policy discourses， and the exchangeability of the policy resources are the main approaches for the policy target groups to find and utilize the space for the strategies of the policies. If considering the space for the strategies of the policies in the long run and in a circular policy process， then it can be concluded that the space for the strategies is the impetus to the educational policy changes.