After The Founding Of The People's Republic Of China, The Central Government Supported The Policy And Implementation Of Higher Education In Tibet

The support to higher education in Tibet refers to policy action,which is under the guidance of Aiding policy of the central government,central government institutions,inland provinces and universities support colleges and universities in Tibet to improve condition for running school,management level and education quality by providing money,sending cadres and teachers,donating free supplies,training cadres and teachers.Higher education aiding policy in Tibet is a concrete manifestation of the policy of "the central government cares about Tibet,and the national people support Tibet" in the field of higher education,and is also a mode of management which the central government coordinates development of higher education in Tibet and the whole country.Since the establishment of Tibet higher education in 1958,the central government has always attached importance to Tibet higher education,and formulated a series of special policies and support measures to help Tibet higher education accelerate development and reform.The aiding policy and its implementation throughout the history of change of Tibet higher education from establish to development,and constantly adjusting and reforming with the social situation and demands in different stage.After 60-year development,higher education aiding policy in Tibet is gradually institutionalized and standardized,and become external power of promoting reform and development of Tibet higher education.By systematically researching the evolution of higher education aiding policy and its implementation in the past 60 years in Tibet,summarizing the experience of aiding policy and its implementation,revealing the change causes and characteristics of the evolution of the aiding policy,and exploring the problems in aiding policy and its implementation,there are important theory value and practical significance for innovating content of aiding policy and improving effectiveness of implementation in the days to come.This research systematically reviewed the evolution of higher education aiding policy and its implementation in Tibet in the past 60 years firstly.According to background the policy making,policy content,policy form and feature,the article divides the process of higher education aiding policy and its implementation in Tibet into three stages.The First is exploration stage of aiding policy and its implementation(1958-1979).During this stage,higher education aiding policy and its implementation in Tibet showed distinct characteristics of political mobilization.Through the political mobilization of the central government,a large number of graduates and teachers from inland universities were sent to Tibet in order to helping political education in Tibet.In the mid-1970s,the central government began to explore the model of counterpart support in the process of supporting the establishment of Tibet normal college.The second is the adjustment stage of the aiding policy and its implementation(1980-2000).During this stage,a policy system of higher education aiding policy and its implementation in Tibet was initially formed,through the central government continued to innovate aiding forms and enrich aiding content.In view of weak infrastructure facilities,shortage of teachers,backward specialty construction,central government institutions arranged special funds to support Tibet higher education.The ministry of education continued to organize inland provinces and universities counterpart support Tibet higher education.In the process of counterpart support,the execution subject changed from inland provinces to inland universities,and aid task was changed from solving the shortage of teachers to helping build new majors,developing scientific research cooperation,and training teachers,etc.the Organization Department of the Central Committee of the CPC also send cadres of inland universities to Tibet higher education.The third is the expanding stage of aiding policy(since 2001).On the basis of the previous aiding model,the aiding activity has developed in depth,policy contents are enriched and ways are diversified.The system of aiding policy and its implementation has become more perfect and mature.Under the guidance of strategy of invigorating Tibet by science and talents which was proposed by the central government,special funds policy and its implementation of central government institutions has become institutionalized.The implementation mechanism of counterpart support policy became more and more perfect,which the ministry of education organized inland universities to support Tibet higher education.This manifests itself as follows:Team-based Aiding system has been formed,aiding content include not only hardware construction based on improving condition for running school,but also software construction based on improving management level,establishment of majors and construction of a contingent of teachers.Aiding way gradually extend to donate free supplies,sending cadres and teachers each other,developing scientific research cooperation,training teachers,co-training students and carrying out academic exchange,etc.Selecting cadre policy of the Organization Department of the Central Committee of the CPC has become strengthened.The number of cadres who were assigned is increased,and the policy scope also is extending to all colleges and universities in Tibet.At the same time,relevant inland provinces have also organized and carried out work of counterpart aid relationship to Tibet higher education.The study argues that under the guidance of aiding policy in the past 60 years,conditions of Tibet colleges and universities have been improved,modernization level of education have been enhanced greatly unceasingly,academic level and ability of teachers are greatly increased,colleges and universities in Tibet and inland are more close,cooperation and communication between two sides have become more and more frequent,through effective implementation of relevant policies by the central government institutions,the inland provinces and universities.However,there are still some problems to be improved in the process formulation,implementation and evaluation of higher education aiding policy in Tibet.For example,policy design attaches importance to short-term effects and lacks of long-term planning,which leads to frequent replacement of policy implementation subjects and lacks of stability and continuity.In the process of policy making,political logic is emphasized while market logic and education logic are ignored.As a result,political mobilization in policy implementation is highlighted,and the main implementation subjects lack of motivation.In implementation of the policy,there are numerous decision-making departments,unclear responsibilities,lack of effective communication and coordination among various departments,and inconsistent regulations,these all hinder the successful implementation of Aiding Policy and reduce the effectiveness of Aiding Policy.There are Lack of scientific and effective measures in the process of supervision and evaluation of the policy and its implementation,and also lack of unified standards and requirements in the process of policy implementation,which result in the policy lacks of effectiveness to some extent.In the matter of the problems which existing in higher education aiding policy in Tibet and in its implementation,the central government should further strengthen institutional innovation of the policy and its implementation,especially to improve effectiveness policy implementation.Firstly,the central government should strengthen top-level design of the policy.In policy making,the central government should stick to the long-term and stable principle,and organically combine the effort of stable principle,colleges and universities in Tibet with inland universities so as to promote the reform and development of higher education in Tibet.Secondly,the implementers should change policy ideas and enhance initiative in implementation.In implementation process of the policy,the implementers should have clear goals and emphasis,strictly select cadres and teachers,and take improvement of management level of Tibet higher education and construction of teachers as the core of aiding activities.Thirdly,the central government should strengthen supervision and inspection of aiding activities,and then formulate unified standards of policy evaluation,finally promote the standardization and institutionalization of aiding policy and its implementation through scientific and effective supervision and evaluation.