Study On Obstruction And Countermeasures Of Rural Compulsory Education Policy Implementation In China

With the execution of the reform and opening-up policy,China governmentvigorously develops and improves its rural compulsory education. On one hand,education expenditures for rural area are invested increasingly; the conditions foroffering education get improved; constructions of teacher teams obtain strengthened.On the other hand, rapid development of rural compulsory education in differentregions not only eliminates illiterate younger but also infuses fresh knowledge andenergy for the construction and development of rural area. But, it is seen obviouslythat the deep-rooted problems of rural compulsory education in China is yet to besolved thoroughly, and some new problems arises under this new situation of reformand opening-up. Such as the failure of100%admission in the stage of compulsoryeducation in rural and serious losses in source of students etc., which makes ruralcompulsory education trapped in a dilemma.The smooth implementation of compulsory education policy in rural areasstrongly pushes forward reform and development of China education career; helpsdevelop rural labor resources; and further promotes rural economic development. Assuch, studying problems regarding rural compulsory education under the backgroundof new historical period is of significance. This text, based on the theory of Smithpolicy execution model, analyzes difficulties and solutions that compulsory educationpolicy faced in China rural areas attempting from four aspects including policy itself,main body of policy execution, and subjective group of policy execution as well asenvironment of policy execution.Seen from the perspective of Smith Policy Execution Model, the reasons whycompulsory education policy is hard to be popularized in China rural areas are mainlybased on the following aspects. First, policy itself: discrepancy in the policy objectivesof rural compulsory education, confliction between “dominant” and “subordinate”education policies; misunderstanding and vagueness of policy contents as to ruralcompulsory education; pertinence insufficiency in making policies of ruralcompulsory education. Second, main body of policy execution: policy objectives of local governments’ GDB worship; shortage in communication and coordinationamong policy execution organizations of rural compulsory education; low quality ofpolicy executor of rural compulsory education. Third, subjective group of policyexecution: insufficient sense of identity of rural public towards rural compulsoryeducation policy; contradiction between tradition worship and modern pragmatism.Four, environment of policy execution: education policy “adoration of metropolitanpreference” under the urban-rural dual structure; General restriction of ruralcompulsory education expenditure; mechanism insufficiency of legal protection torural compulsory education; poor culture in the rural impedes carrying out ofcompulsory policy; the publicity of compulsory education in the rural is week.In views of above statements, the author thinks that the following specificmeasures should be taken to dissolve the difficulty of execution of compulsoryeducation policy in the rural areas. First of all, improve the quality of policy makingregarding rural compulsory education; do well publicity and interpretation followingpolicy making of compulsory education; optimize policy making of rural public andparticipation mechanism. Secondly, reform government officials’ performanceappraisal system; strengthen communication and coordination among compulsoryeducation policy executors; improve compulsory education policy executors’knowledge structure, enhance their senses of work responsibility, reform work stylesand methods of policy executors. Thirdly, firmly convert education concepts of therural pubic; inspire rural public with massive actual examples: Knowledge is the keyto change one’s destiny. Last, establish urban-rural equal educationsystem;vigorouslydevelop rural economy; complete legal protection system andsuperstition of rural compulsory education; strengthen publicity of compulsoryeducation in rural areas.