Research On The Implementation Process Of Bilingual Education Policy

Since the founding of new Republic of China, our country has already issued a series of bilingual education guidance documents and polices. However, the policy implementation process influences the effect of the policy and the governance effectiveness. Basing on the hierarchical management of our country's administrative organization system, this research focuses on the implementation of the policy during in the country, the provincial league level, the county level, and in the school level. The implementation concludes four dimensions:the subjects and the target groups of the policy implementation, the implementation mechanism, the implementation tools, the implementation resources. This research uses the public policy theory and the social construction perspective to analyze the problems, system obstacles and methods of bilingual education policy implementation in the Inner Mongolia Autonomous Region. This is not only to improve our bilingual education theory, promote and enlighten the system of bilingual education, but also to provide certain references for the strengthening of China's political modernization of social governance ability.The first part is text analysis of the Inner Mongolia bilingual education policy since the founding of new China. And then I analyses the proper value judgments of the bilingual education policy by using value analysis method.The second part is the analysis of main actors of bilingual education policy in the implementation process, as well as the target group.The third part is the investigation of the implementation of the bilingual education policy during Inner Mongolia. The main objects of this research are the managers of educational administrative departments, primary and secondary school administrators, and the teachers and students of Xilin Gol. The investigation mainly adopts the literature method, interview method and questionnaire method, data analysis method. And then according to the survey data, this research mainly uses multi case analysis, classification, qualitative data coding method and data statistical analysis method. The investigation results are the follows. First, the bilingual education policy of Inner Mongolia has made great achievements since the founding of new China. Second, the policies' coordination enhanced. Third, the policy implementation process is also faced with some problems. At first, in the autonomous region level, the problems include the concept of bilingual teachers is fuzzy, and the bilingual education policy guarantee mechanism and supervision mechanism is imperfect. As well as the ability to solve the problem of the administrative personnel is poor, and the policy tools are simple. In the second, in league and county level, the problems include the implementation of "the bilingual teachers" training policy had deviated, and the bilingual education policy, supervision mechanism, as well as the feedback/complaint mechanism is imperfect. Furthermore, the teachers do not trust the executive power of the government. Thirdly, in school level, the problems include:teachers lack of independence in the policy decision-making process, and the relevant interest groups lack of the opportunities to participating in the school management.The fourth part is the cause analysis of those problems. The reasons are the follows. Firstly, different groups involved consider their own interests; Secondly, national education management model is simple; Thirdly, bilingual education policy implementation resources is limited; Fourthly, the restrictive factors of the bilingual education policy. In addition, the author also found some influence factors, such as, bilingual education system, bilingual education and related concepts, the power of the main groups involved, the leadership of bilingual education. Those four factors impact and restrict the execution process of bilingual education policy.The last part is the discussion that how to improve the effectiveness of bilingual education policy implementation. We need to First, clear the concept of bilingual education and the value orientation of policy; second, improve the organization of bilingual education and strengthen its service function; third, improve the education administration ability of the administrative personnel. Fourth, improve the enforcement mechanism of bilingual education policy.In the conclusion part, this research mainly analyzes the major findings of this study and the existing problems, and also discusses future research of the related research.