Studies On Higher Education Policies In The Period Of Bei-yang Government

Higher education policy research during the period of Beiyang government,which fromthe perspective of the education policy of each link, including policy making, executing andevaluating, which from the perspective of the history of the education policy including theinitiation of the policy of higher education in modern times, beginning, basic establishment,revision, adjustment and systemization, and which from the perspective of education policy ofcategories, including university, school of the higher normal school policy, from theperspective of elements of the policy of higher education attributes including teacher policy,financial policy,setting policy, student management,policies and courses, etc. To researchhigher education policy of this period can enrich education policy research content, andcombing related higher education policy. To explore the formed background and causes inhigher education policy, and to seek the development of higher education during this periodand the interactive relationship of higher education policy making. To enrich knowledge ofeducation policy, to improve the level of today’s education policy formulation andimplementation in our country.Higher education policy research during the period of Beiyang government, whichcomply with the basic principles of marxism, and comprehensive literature research,comparative research, case analysis method is adopted and the qualitative and quantitativemethod. Which has the following dimensions: The first one is in the history of this period’shigher education policy for clues, which analyzes the initiation and the establishment of themodern higher education policy, which sorted out and studied the formation of the highereducation policy system, and which studied on the formation of higher education policysystem, discusses and presents the higher education policy implementation, revision andadjustment, which evaluated and summarized the influence of this period, achievements,limitations and its realistic significance. The second one is in levels and categories of thepolicy of higher education for clues,which is divided into ordinary higher education policyand policy of higher normal education, the higher education policy covers the universityeducation and special education school policy. The third one is in the higher education policyattributes for hidden clues, excavating the attribute of education policies during this period, inthe implementation and revision of each covers them in the form of higher education finance, teachers, school management, student management, professional Settings, and so on todiscuss.The above three clues constitute a three-dimensional, chapter, section, and meshfeature of logical structure.The content of the concrete is divided into five chapters: Chapter One studies the periodof beiyang government education background of higher education policy making, andanalyzes the initiation education policy in the process of Chinese modern higher education,which also discusses the policy effect of the modem higher education in our country, whichdiscusses the characteristics of higher education policy from Japan. Chapter Two studies theformation of this period’s higher education policy system, and in this chapter, which isfocused on two aspects of content, On the one hand, it is the influencing factors of thisperiod’s higher education policy analysis, One is the period of beiyang government political,economic, and social culture and education present situation, the influence of the two is themain body of policy research, education history and evolution of administrative organization.On the other hand is the text of the period of beiyang government higher education policyresearch. Chapter Three studies the period of beiyang government higher education policyimplementation. From the school system, school principals, teachers and school funds to raise,collect fees, major setting and educational Settings, etc depicting the execution of nationalhigher education policy and its level of institutions of higher learning in the implementationof the national higher education policy, include school internal management mechanismresearch, the principal of selection, hiring, and responsibility, evaluation of measures, and theordinary higher education and higher normal education has carried on the classificationresearch. Chapter Four studies the period of beiyang government adjustment and revision ofthe policy of higher education,which analyzes the revision of the policy of higher educationcauses, describes the common and normal process and amending the content of the policy ofhigher education, and explains the higher education policy revision and adjustment on thepromotion and development of higher education’s actual effect. Chapter Five expounds themain conclusion of the period of beiyang government higher education policy research. Andthe history of this period’s higher education policy: basically-formed the modern highereducation policy system in our country, for the diversification of modern higher education inour country rapid development laid the policy basis, deeply influenced the developmentorientation of China’s modern higher education. The achievements is the development processwhich has strong openness, democracy, policy content in pursuit of adaptation, the concept of policy independence spirit to highlight the university; and the limitations is the tendency ofportability, imperfect property policy and making certain irrationality; The enlightenmentwhich mainly includes higher education policy making to following the development ofhigher education, higher education reforms and developments to gradually towards thelegalization, the focus of the higher education legislation which establish the subject status ofthe teachers, the higher education policy should protect and promote the development ofprivate higher education, and so on. In our country，which is only based on the currentsituation of the development of higher education, and the better reference for highereducation policy formulation and implementation of historical experience, and comply withthe rules of the international higher education development and trends, can we gradually closethe gap and achieve beyond the development.