The Implementation Effectiveness Of Ethnic Education Policy

Education policy is the basic means of modern government to develop and manage the education.The essence of the formulation and implementation of educational policy is to allocate the educational interests and to make plan of education system. Ethnic education is an important part of China’s education, whose development directly affects the overall development of education in our country. The ethnic education policy is the security policy of the Communist Party of China and the state, as well as the guidelines and guarantee for the development of ethnic education, whose implementation effectiveness directly affect the progress of ethnic education.The research, through the case of the implementation effectiveness of continuing education policy of teachers of ethnic region, targets to check the effectiveness of such policy, to detect the possible problems, and to put forward corresponding measures. On the basis of literature review, the research engages in field study, questionnaires, in-depth interviews and participant observation and other methods. It combines the fair education theory, theory on professional development of teachers, and the objectives for the teachers in ethnic minority regions stipulated by the relevant laws and regulations. It checks the effectiveness of continuing education policy of teachers in ethnic minority region, from the perspectives of teachers’knowledge, teachers’ ability, professional ethic and the multi-cultural background in those specific regions.Through data analysis and interviews, it is found that the implementation of the education policy to teachers in ethnic minority areas, improves the teachers’ teaching skills, enriches the knowledge of educational theory, enhances teachers’ occupation identity. However, the implementation of this policy also exists some problems. For example, teachers multicultural literacy level is low; the ability of bilingual teaching to improve the degree of lower; and teachers with different teaching experience have remarkable difference in the effectiveness of Continuing Education. There were huge differences in education effectiveness among teachers with different professional titles. Effect of continuing education for teachers from different subjects has significant difference. Effect of continuing education for teachers from different schools varies greatly.The research argues that those above-mentioned difference derive from the following factors:the homogeneity of the teaching content, lack of ethnic features in those continuing education policy, the failure of training on the characteristics of multi ethnic regions, short of financial aid in the schools, and the phenomenon that the opportunity for teachers in different school and from different subjects to receive continuing education is uneven.Therefore, from the problems of continuing education policy of teachers of ethnic region, it can be obviously noted that there are some flaws in the ethnic education policy implementation. It ignores the guidelines on the impact of ethnic education on inheritance and development of minority culture. The implementation of ethnic education policy is not based on the ethnic education reality, which only mechanically copies the national education policy. It focuses too much on taking care of the bilingual policy, and the ethnic minority school that neglect other education policies and the ordinary school problems.Therefore, it is suggested that the guiding ideology of the ethnic education policy should be modified with a clear concept of multiculturalism, that the formulation and implementation of ethnic education policy should come from the reality of ethnic region to solve the specific problems, that the connotation of ethnic education should be clarified, and that the targeted groups should be specified, in a bid to enhance the effectiveness of the ethnic education policy.