Research On The Implementation And Management Of Policies For Ethnic Education In China

Since the Eighteen, "innovative social governance system, improve social governance", has become the main theme of China’s social construction. In this context, social construction must adhere to the system of governance, to strengthen the leadership of the party, play the leading role of the government, encourage and support all aspects of society to participate in and realize the government governance and social self-regulation, resident autonomy benign interaction. From the social management to social governance, although only one word changing, but there is a profound reflection of the top design concept of social construction. With the accelerated pace of China’s social construction and the development of national education needs, the traditional way of education governance is in urgent need of reform. Policies for Ethnic Education is the most important way to transform the governance of ethnic education, and the impact of the governance of ethnic education is becoming more and more prominent. Based on the changes of social environment and the particularity of ethnic education, the implementation of national education policy is the key point of success or failure in the development, implementation and evaluation of Policies for Ethnic Education. Therefore, reforming of the governance of ethnic education in China, improving the effectiveness of the implementation of Policies for Ethnic Education, and reforming the way of national education policy implementation is very important.Policies for Ethnic Education implementation is the product of social relations and social structure in national politics, economy and culture in a certain period, each kind of national education policy implementation with distinctive features of the times and social stigma. In a long period of time, the implementation of national education policy in our country is mainly linear implementation, namely "top down" and "bottom up" two ways. This linear implementation of the management of ethnic minority areas of education, promote the development of ethnic areas of education has played an indispensable role. Since the reform and opening up, China’s political, economic, cultural relations and social structure have changed dramatically, which is bound to exert an important impact on the implementation of Policies for Ethnic Education. Because of the change of social environment, the existing Policies for Ethnic Education has been implemented in a linear way, which has reduced the effectiveness of national education policy and hindered the development of education in minority areas. Such as the linear implementation of Policies for Ethnic Education, the lack of interaction between the upper and lower levels, resulting in the implementation of the policy to produce a vacuum zone, reduce the effectiveness of the implementation of Policies for Ethnic Education. At the same time, the way of execution of the also ignore the role of society at the basic level of the education in ethnic regions and minority areas in the implementation of policies, eventually leading to Policies for Ethnic Education execution efficiency is not high, hinder the development of ethnic minority education.On the basis of analyzing the disadvantages of the linear implementation of Policies for Ethnic Education in China, based on the theory of embedded theory and policy tool, we explore the way to implement the Policies for Ethnic Education in our country. In the existing research carries on the analysis and on the basis of on-the-spot investigation, this study believes that Policies for Ethnic Education embedded executive governance process that already exist in the China Policies for Ethnic Education implementation, but did not cause the attention of researchers and practitioners. Research with the aid of embedding theory and policy instrument theories, from embedded in the main- national education policy implementation tools and embedded object- national education policy implementation of network social relations and social structure properties of two dimensions of, exploration of the national education policy embedded governance. On this basis, put forward four national education policy embedded executive governance paradigm, namely, the compulsory obey, policy, measures, independent, cooperative and exclusion-suppression. Way under the fourth types exist in China’s current policy of national education implementation process executed the four executive governance paradigm as an actual existence embedded. There are advantages and disadvantages of the four executive governance paradigms, to adapt to various environmental and policy type, in the actual implementation process needs to be differentiated treatment. Finally, from the multi subject integration, information communication, differences in consultation, three aspects on how to improve the Policies for Ethnic Education implementation results and better security Policies for Ethnic Education embedded executive governance put forward relevant comments and suggestions.