Research On The Implementation Process Of The "Double-Qualified" Teachers Policy In Secondary Vocational Schools

The construction of double-qualified teachers is crucial to the improvement of the quality of teacher in secondary vocational education and the quality of teaching in secondary vational schools.However,the shortage of double-qualified teachers is still the bottleneck restricting the development of vocational education.As a matter of fact,our country has introduced a series of policies to promote the construction of double-qualified teachers in secondary vocational schools.And researchers have carried out a lot of researches on these policies and accumulated a lot of valuable researches,but most of them have focused on the text content and the implementation problems of the policies over the years.Few researchers have paid attention to the implementation process of the double-qualified teachers policy in secondary vocational schools.This study used case study design in order to explore the implementation process of the double-qualified teachers policy in a private secondary school in Zhaoqing,which is issued in the "National Implementation Plan for The Reform of Vocational Education" by the the State Council in 2019.Based on the education policy study,the data was collected by depth interviews and questionnaire survey.According to the investigation and analysis,the policy implementation process is basically carried out in the following nine steps in school D: policy understanding,formulation of implementation plan,organization and implementation,policy publicity,specific implementation,supervision and inspection,policy implementation adjustment,summary and improvement.The main problems in the policy implementation include the lack of adequate communication and coordination between the executing organizations causing the failure of forming a good operation mechanism,the formalistic policy publicity causing the failure of carrying out regular and timely publicity,the week policy supervision causing the failure of realizing the unification of power and responsibility,the biased policy summary causing the fails of making a realistic review.The main factors influencing the implementation of the dual-qualified teachers policy include the policy design,the stakeholders and their engagement,the institutional,policy,societal and economic context,and the implementation strategy.In school D,the above four dimensions perform specifically as follows: the evaluation standard of double-qualified teachers is too general;There is not enough participation of government,enterprises and other stakeholders;The institutional environment of the dual-qualified policy is not perfect;It is improper of strategies implemented at the school level.On the basis of the above findings,this paper proposes that the implementation of the double-qualified teachers policy can be improved from the following aspects: Firstly,the evaluation criteria of the double-qualified teachers policy can be clarified;Secondly,the stakeholders of double-qualified teachers should be actively mobilized to participate in the policy implementation;Thirdly,the environment of double-qualified teachers policy implementation should be optimized;Fourthly,the implementation and management strategy of the double-qualified teachers policy should be improved in schools.