Analysis On The Cultivation Of The Talents Majored In Educational Policy In China

Since China adopted the reform and opening-up policy in 1978, the nation has attached great importance to making the establishment of public polices more democratic and scientific. By the 90s in the 20th century, educational policy had initiated its development by several generations'efforts. During this period, many scholars in various universities did researches in the field of educationl policy and turned out some excellent professionals. In 2002, the Ministry of Education first examined the educational policy in Nanjing Normal unverisity and approved its establishement as the secondary discipline under priminary discipline of education. By the year 2010, three universities in China had been authorized to recruit graduate students on their own choices. However many achievements have been made, it still moves very slowly compared with the developed educational policy in western countries. Thus, it is meaningful to study the cultivation of graduate students majored in educational policy in China.In this thesis, the author mainly focuses on the status of the cultivation and factors that affect the cultivation, using the research methods of interview and investigation. The overall features and the characteristics of the cultivation are discovered and discussed. Based on the discovery, differences of the cultivation in the three universities are also analyzed, and the factors influencing the cultivation are discussed. On the basis of the above research, some advices for improving the cultivation of graducate students majored in educational policy are put forward.In this thesis, three conclusions are obtained. First, universities in China have made certain achievements in cultivation objective orientation,curriculum setup,cultivation procedures, graduate matriculate and evaluation, and graducally formed certain fixed forms. But we still have a long to go compared with universities in the western countries. Second, commons and differences in talents cultivation are both found in the three universities. Commons are that the cultivation procedures are almost the same, while the differences exist in contents, for each university has its own uniqueness. Third, there are three factors which affect the cultivation of talents: policy of running the school independently, market needs and development of the discipline of educational policy.