Regional Primary And Secondary Vocational Education Policy Research

With the continuous development of lifelong education,countries all over the world attach importance to the issue of teachers’ sustainable professional development.In the relevant research at home and abroad,scholars agree that the process of teachers’ professional development is continuous,and there are different stages,and the development goals of each stage are different.Teachers’ professional development runs through the whole career.Only by connecting and cooperating with each other can we promote the sustainable development of teachers’ profession.At present,there is still a certain distance between the current situation and the demand of the development of our country’s first-time teachers’ education.The lack of special policy guarantee is one of the important factors restricting the development of the first-time teachers’ education.Therefore,we should strengthen the research on the policy of the first-time teachers’ education,and constantly promote the development of the first-time teachers’ education.This study selects Y district as the case study object,through the methods of investigation and interview,investigates the formulation,content and implementation of the education policy of primary and secondary school beginning teachers in Y District,analyzes the problems and causes in the practice process of the education policy in Y District,and then constructs the content of the regional education policy from two aspects of policy objectives and policy implementation plan,and analyzes the problems in the implementation process of the education policy Finally,the paper puts forward some personal suggestions on the implementation and guarantee of the policy.Through the investigation of the policy practice of primary vocational education in Y District,the following points are found: first,the policy of primary vocational education at the regional level is in the state of independent exploration due to the lack of policy guidance at the national level in the process of practice;second,the content,implementation and guarantee system of the policy are not perfect;third,the local education administrative departments are in the state of independent exploration due to the lack of relevant education theory and technology support Therefore,it is impossible to realize the scientific evaluation of the beginning teachers and the education policy.Based on this,this study puts forward the following suggestions:first,we should speed up the formulation of special policies for the initial education of beginning teachers at the national level;second,we should strengthen the theoretical research and practical exploration of the initial education policies for beginning teachers,and constantly improve the content of the initial education policies for beginning teachers and the corresponding implementation guarantee system;third,we should establish a long-term cooperative relationship with professionals and universities to promote the implementation of the policies Regional education administrative departments provide relevant education theory and technical support.Due to the lack of theoretical knowledge and the limitations of objective factors,there are still many deficiencies in this study,which need to be further improved.It is believed that with the deepening of the theoretical research and practical exploration of the education policy for first-time teachers,the education policy for first-time teachers will be gradually improved and more scientific,and the education for first-time teachers will develop faster and better.