A教培企業社會責任的履行和優化研究

Abstract

中國教培業始於上世紀80年代中後期，歷經30餘年發展，成為關係到全國億萬家庭與孩子的龐大產業。但隨著2021年7月24日黨中央、國務院發佈了《關於進一步減輕義務教育階段學生作業負擔和校外培訓負擔的意見》（簡稱“雙減”政策），學科類教培業的發展戛然而止，眾多機構倒閉消失，剩下的機構也舉步維艱。 本文從企業社會責任這個角度入手，通過研究A企業的發展及轉型歷程，來分析我國學科類教培企業普遍存在的問題，以及之所以迎來如此強監管的原因。本文認為，自教培業誕生至第一家教培機構上市之前，中國教培業的整體發展是健康的、有益的，為中國教育事業的發展，為全民素質的提升發揮了重要作用。但是，因為教培行業現金流充沛、利潤高等原因，這一行業逐漸被資本市場青睞。由於投資資本以及投機資本的大量湧入，教培業的發展開始脫離教育規律，更多的按照商業邏輯來開展業務，推動擴張。比如，依靠鋪天蓋地的廣告宣傳來提升知名度，而不是依靠教育教學形成的口碑傳播；比如，希望依靠科技手段來代替老師與孩子之間的面對面交流以減輕人的不確定性對機構業務的影響；比如，致力於用標準化的教學流程、教學內容、教學模式來代替個性化的教育教學以降低複製難度等等。這一系列違背教育規律的做法愈演愈烈，從大機構逐漸擴散到眾多中小教培機構，使我國教培業逐漸從公辦教育的有益補充變成了公辦教育弊端的放大器，並且滋生了眾多的教育腐敗，也嚴重消耗了廣大家長的時間和金錢。種種亂象和弊端，歸結為最重要的一點，就是教培企業放棄了自身最重要的社會責任——做正確的教育。這是導致“雙減”政策出臺的直接原因。 本文首先對企業社會責任的基本概念和相關理論的梳理，進而提出了民辦教培行業應該履行的社會責任清單。通過分析“雙減”前後教培業面臨的外部環境和行業業態的變化來分析背後的成因，進而找出中國教培業存在的問題，為本文提出的破局之道提供依據。本文以A企業為例，詳細描述了A企業擁有的內部資源和能力，並分析闡述了為什麼A企業擁有的內部資源和能力使得A企業能夠渡過“雙減”危機，實現轉型升級的內在邏輯。這其中最重要的原因，就是A企業一直堅持做正確的教育。本文選取了與A企業直接相關的企業高管、內部員工、客戶、政府工作人員10人，對他們進行了有關A企業履行社會責任的訪談，結合本文對於A企業履行社會責任的評價，提出了A企業進一步優化履行社會責任的意見和建議。 本文認為，A企業較好地履行了自己的社會責任，這使得A企業自成立以來獲得了快速發展，也是A企業能夠在雙減後找到合法合規開展原有業務的新模式的最重要原因。這充分說明，企業認真履行應盡的社會責任，不僅是一種經營道德，更是企業健康持續發展的必備條件。企業恰恰是因為履行了社會責任才體現出了企業存在的價值，如果不能履行應盡的社會責任，社會將不需要這樣的企業，這樣的企業也終將會被社會反噬。本文同時認為，在雙減政策背景之下，學科類教培行業的破局之道，就是要從原來的傳統教學轉向做真正的教育。A企業的做法，對語文、作文、英語、數學、物理、化學等各學科均有示範作用。 本文還以A企業為例，對教培業如何在人工智慧時代履行企業社會責任等問題做了初步探討，作為進一步研究方向。

The Chinese education and training industry began in the mid-to-late 1980s and has developed over the past 30 years into a massive industry that affects billions of families and children across the country. However, with the release of the "Opinions on Further Reducing the Homework Burden and Extracurricular Training Burden of Compulsory Education Stage Students" (referred to as the "Double Reduction" policy) by the Party Central Committee and the State Council on July 24, 2021, the development of subject-based education and training industry has come to an abrupt halt, with many institutions closing down and disappearing, and the remaining institutions struggling to survive. This article approaches the issue from the perspective of corporate social responsibility (CSR) and analyzes the common problems and reasons for the strong regulation of the subject-based education and training industry in China by studying the development and transformation process of Company A. The article argues that the overall development of the Chinese education and training industry was healthy and beneficial before the first education and training institution went public, playing an important role in the development of Chinese education and the improvement of the overall quality of the population. However, due to the abundant cash flow and high profits in the industry, it gradually became favored by the capital market. With the influx of investment capital and speculative capital, the development of the education and training industry began to deviate from the laws of education and follow the logic of business expansion. For example, relying on extensive advertising to enhance their reputation instead of relying on word-of-mouth from quality education; hoping to use technology to replace face-to-face interaction between teachers and students to reduce the impact of human uncertainty on the business; and striving to use standardized teaching processes, content, and models to replace personalized education to reduce the difficulty of replication, etc. This series of practices that violate the laws of education have become increasingly rampant, spreading from large institutions to numerous small and medium-sized education and training institutions, transforming the education and training industry from a beneficial supplement to public education into a magnifier of its drawbacks, breeding corruption in education, and severely consuming the time and money of parents. The most important reason for the introduction of the "Double Reduction" policy is that education and training companies have abandoned their most important social responsibility - to provide proper education. This article first reviews the basic concepts and related theories of CSR, and then proposes a list of social responsibilities that private education and training industry should fulfill. By analyzing the changes in the external environment and industry landscape before and after the "Double Reduction," the underlying causes are analyzed to identify the problems in the Chinese education and training industry and provide a basis for the proposed solutions. Taking Company A as an example, this article describes the internal resources and capabilities of Company A in detail and explains why these resources and capabilities enable Company A to overcome the "Double Reduction" crisis and achieve transformation and upgrading. The most important reason is that Company A has always insisted on providing proper education. This article selects 10 individuals directly related to Company A, including corporate executives, internal employees, customers, and government officials, and conducts interviews on Company A's fulfillment of social responsibility, and based on the evaluation of Company A's fulfillment of social responsibility, proposes suggestions and recommendations for further optimization. This article believes that Company A has fulfilled its social responsibility well, which has enabled it to achieve rapid development since its establishment and is the most important reason for Company A to find a new model for carrying out its original business legally and compliantly after the "Double Reduction." This fully demonstrates that fulfilling social responsibility is not only a business ethic but also an essential condition for the healthy and sustainable development of enterprises. Enterprises exist because they fulfill their social responsibilities, and if they cannot fulfill their due social responsibilities, society will not need such enterprises, and they will eventually be rejected by society. This article also believes that under the background of the "Double Reduction" policy, the way out for the subject-based education and training industry is to shift from traditional teaching to providing real education. Company A's practices have a demonstrative effect on various subjects such as Chinese, composition, English, mathematics, physics, and chemistry. This article also takes Company A as an example to make a preliminary exploration of how the education and training industry can fulfill its corporate social responsibility in the era of artificial intelligence, as a direction for further research.