Participation in and Quality of Education Revisited in Developing Countries : politics and public value of educational policies

近年来，家长的“教育参与”作为提高教育质量的一种手段，在发展中国家得到了大力提倡，人们对此寄予了许多希望和期望。本研究试图从国际发展理论、教育行政理论和教育权利理论三个方面来寻找发展中国家语境下的教育行政权的理论基础。然后，以玻利维亚的两个城市为个案，从教育社会学的角度进行实证研究，论证了家长教育参与即家长参与学校管理在这两个城市中的作用及其对学校人际关系的影响。通过这些调查结果和讨论，提出了发展中国家环境中“教育参与”形式固有的问题。

In these days, parents' "educational participation" has been strongly promoted in developing countries with many hopes and expectations as a tool of improving quality of education. This study attempts to find out its theoretical foundation in developing countries context from international development theory, educational administration theory and educational rights theory. Then, taking two cities in Bolivia as cases, how the parents' educational participation, i.e. parents' school administration participation functions in these settings and its consequences on human relations within schools are demonstrated through sustentative research from educational sociological perspective. With these findings and discussions, problems intrinsically built-in the form of "educational participation" in developing countries settings are suggested.