【摘要】 教育援藏奠基于教育公平、"民族平等、民族团结"等政治认知和价值观念体系,其演进大致经历了教育援藏的初步提出和谨慎实施、教育对口支援的提出和初具体系以及教育对口援藏体系化和制度化三个阶段。不同时期的外部观念如西藏特殊性、民族平等、科教兴国等,和内地政策实践如对口支援、西部大开发等交互融合,逐步形塑了当前的教育援藏体系。整个制度建构过程凸显观念推动-政策借鉴-政策实施-政策修正-有效制度沉淀的基本逻辑,这是中国公共政策的重要经验。但过度的制度价值依赖与制度内在理性化扩展存在一定程度的冲突,未来教育援藏需注重结合国家战略与西藏地方区情进行理性设计,整体思考西藏经济社会发展和教育发展关系,提升西藏教育的自主发展能力。更多还原

【Abstract】 The educational aid to Tibet is based on the political cognition of " educational equality,ethnic equality and ethnic unity" and the related values. It falls roughly into three stages,the initial proposal and preliminary implementation,the proposal of educational counterpart support and its formation; and the systematic and institutional construction of the educational counterpart support. The formation and introduction of such concepts as the specialty of Tibet,ethnic equality and the building of China based on technology and education plus the inland counterpart support and the policy of quickening the development of west China has helped the formation of the existing education- based support system. The whole process of institutional construction is closely related to the logic of conceptual promotion,policy- planning,policy- implementation and policy modification. However,the over- reliance on institutional value is somewhat in conflict with the institutional rationality. The future projects should have some rational consideration of China’s strategies and the local situations as well as the relations between the socio- economic development and educational development in Tibet of China,which will promote the self- development of education in Tibet.更多还原