A Study On The Effect Of Tibet Classes(Schools)Educational-policy In Inland China

Contemporary society witnesses that education policy, as an measurement of adjusting social relation, social problem and distributing educational interest, exercises an increasing impact. In relation to this, the evaluation of education policy is an important means which is the examination of the effectiveness, the adjustment of the direction and promotion of the development of education reform in such domain. Apart from this, its importance enjoys growing prominence. The analysis of national educational policy, the representative one of the Tibet classes in inland China,and the implementation of its effects for28years, is of great significance in the improvement and effectiveness of it.The present paper, directing at the educational policy of the Tibet classes in inland China, analyzes the aims of it. Based on the literature review, the adoption of field investigation, interview in depth, the research on public policy evaluation standards and China’s education policy evaluation standard at home and abroad, combined with the Tibet inland class (school) special education policy, all constitute the construction of Tibet inland class (school) education policy evaluation standard system according to the dimension of fact and the value, which can be divided into the efficiency.effect, efficiency, rationality of policies, policy fairness, and education development.The present research is on the development on the mainland and influence of Tibet classes in Tibetan area. The research shows that the implementation of education policy in Tibet classes in inland China, is beneficial in saving the investment in education, improving the quality of education, offering all kinds of talents for social development, promoting the reform and development of education in Tibet area. In the mean time, the fairness of design for the goal of education policy embodies the value of fairness and the development of it, and ultimately realizing the goal of integration of efficiency, effect and benefit and the policy of value fairly. Research demonstrates that there exists the process of implementing policy, for example, the implementation of the policy to adopt closed management is not conducive to physical and mental development of students; the self-development capacity on Tibet education needs to be strengthened, Tibet class mainland (school) education and the education of harmonious development of Tibet education requires development coordinately.