Implementation Of "locally-binding" Policies From The Perspective Of Administrative Ecology

The outline of the national medium and long term education reform and Development Plan(2010-2020)is devoted to the comprehensive planning and deployment of ethnic education,emphasizing the need to "attach importance to and support the cause of national education" and "comprehensively improve the level of education development in ethnic minorities and ethnic areas",This undoubtedly provides a great opportunity for the leap-forward development of the subject of ethnic education.The implementation of national education policy is the basic way to realize the goal of national education policy,which determines the realization degree of national education policy and the running direction of national education policy process.The special environment of ethnic areas restricts the effective implementation of ethnic education policy and the effect of policy implementation which affects the whole.Under this background,it is of positive significance to correctly grasp the mode of national education policy Implementation Research and analyze the influencing factors restricting the effective implementation of national education policy,and to improve the national education work of our country and guide the development of national education to adapt to the actual situation of ethnic areas.Based on the perspective of Administrative ecology theory,this paper analyzes the limitations of the study on the implementation of ethnic education policy by systematically combing the changes of the policy implementation Research mode from the first to the third generation,as well as the research on the influencing factors of policy implementation at home and abroad,by using the field investigation method and case study method.Based on the five Elements of administrative ecology,this paper summarizes the local restraint mechanism affecting the implementation of national education policy,and tries to explore the implementation of the "local restraint type" policy,which is more in line with the implementation process of national education policy in China.This article throughinto Liangshan Yi area,from the Yi long history,rich cultural resources,a variety of survival status,to understand,to compare,to study Liangshan Yi People's production,life,language,writing,religious beliefs,customs and the implementation of ethnic education can not be abandon of all kinds of links,to a representative village,a young " Policy as an example,this paper analyzes the restraint mechanism affecting the implementation of the policy of "one village,one child",and verifies the applicability of the "local restraint" policy implementation research model in the process of analyzing the implementation of the national education policy.This paper puts forward the development prospect and limit of the implementation of "local constraint type" policy,although the implementation mode of "local constraint type" provides an effective analytical framework for the implementation of national education policy,but it is not a universal interpretation model,and the different types of public policy are carried out through what process,Further research and empirical testing are yet to be done.Finally,it provides policy suggestions for the promotion and sustainable development of the anti-poverty policy of "one village,one child" education.