Analysis Of The "group-based" Education Aid Model

The educational assistance to Tibet organized by the Chinese government has continued more than 30 years to support the effective development of Tibetan education,which with a substantial input of financial,material and human resources,when the first Tibetan Neidiban set up in 1985.How about the actual effects?How about the receivers'-the managers of the local education authority,the teachers and the students acceptance and recognition?Such questions arouse varieties of academic concerns.The empirical research of Lhasa L Middle School,which is a model of "Zutuanshi"educational assistance to Tibet,provides the references for further formulation of national policies of educational assistance to Tibet while probing into the advantages and disadvantages of the "Zutuanshi" educational assistance modal.Under the support of "Zutuanshi" educational assistance,Lhasa L Middle School of Tibet which was established in September 2014 has made remarkable achievements in figuring out suitable educational and instructional ideas and technologies step by step with the collaboration between the local teachers and the Beijing group,playing a significant demonstration effect in local schools.Students in Tibet have enjoyed a relatively higher quality of educational resources without leaving home far away,while L Middle School also promoting the improvement and development of educational quality in Lhasa,even in the entire Tibet Autonomous Region.This kind of educational assistance is still at an experimental stage,just running for more than 3 years,facing some challenges besides the achievements:1.In the aspect of the whole development of the school,the power and responsibilities of the relevant administrative department of the educational assistance are unclear and overlapped lead to that the policies and financial supports needed by the operation of the project are always not in place in time and more long-term behavior decisions are in great need to promote this new assistance pattern.2.As for the assignment and management of the teachers who are sent to Tibet,lacking the unified and clear standards of selection,management and evaluation,the strict control of the "qualities" was absent as well.The demands of the target school failed to get enough attention,although the problems have improved.3.For the teachers team building,local teachers are easily ignored and the different management standards between the teachers in assistance group and the local ones impact the unity of the whole team.On the account of the problems encountered in the development of the new model of educational assistance to Tibet,some suggestions proposed:1.The authorities in charge of this program should pursue the policies' continuity and stability,clear the power and responsibilities,give strong policies and financial backing to this program,push forward reform moderately.2.Attaching importance to the actual demand of the target school and setting a long-term and effective system to manage the teachers who send to Tibet for their physical and mental health and evaluation.3.To strengthen the community-building,administer and evaluate the whole teachers group in unified,balanced and stable standards.