The Public Policy Choices Of Tibet Higher Education Development

The Public Policy Choices of Tibet Higher Education DevelopmentIt is the basic tendency of advanced education system reform that local government take charge of establishing local university, central government and local government manage university classified, which leads to the current model of higher education development that government is liable for university macro-control, while university takes charge of the university micro- affairs, and market regulates appropriately the scale of university. With the general identification to the significant function of higher education in the economic development, the status of education policy to instruct the higher education development has been improved gradually.Tibetan higher education has played significant roles for Tibet development of economy and society since it was established in 1958.Tibet higher education, however, lag behind since the constraints on history, society, natural condition and the behindhand economy level. In order to motivate the Tibet higher education sustainable- sound development, both central government and local government set down all-round a series of policies and relevant measures to promote the development of Tibet higher education.Although public policy has played thoroughly its significant role on Tibet higher education development, public policy issues highlight step by step. On the one side, any education policy is the public policy set down by central government and local government to rectify the social problems and interest relation in order to complement the education aims and tasks, therefore, it always is time-lag. On the other hand, as for the policy, its establishment and implement is constrained by the subjective factors in policy itself. Furthermore, the complicated contents, broad boundary and asymmetric information in complementing involved in Tibetan higher education development, makes the policy itself incompatible with the reality of the problem to some extent. With the time going, the government should reconsider to provide more appropriate and effective choices. This paper covers four partsFirstly, it puts forward a number of important concepts and basic theories involved in this paper.Secondly, it first makes clearly the relationship between government and higher education, determines the government's position in the development of higher education, and analyzes the relationship according to Clark's principle of the coordinate triangle, then it demonstrates from the government's perspective that the government has the responsibility and obligation to provide policy support for the development of higher education, and from the perspective of higher school it states that the help and coordination of government policies are needed in the process of high education development. Finally, it points out that higher education is closely related to the development of government policies.In the following part, firstly it begins with the history of the development of higher education in the Tibet, briefly sorts out the evolution of the development of the higher education and government policies in the Tibet followed by the analysis of the challenges that the popularization policy faces with the development of higher education and the weaknesses and inadequacies of the education aid policy in the Tibet with the foundation of the development of higher education.Finally, based on the analysis above, part 4 proposes that public policy for Tibetan higher education development should be chosen and reformulated. Firstly the author analyses the background of the current policy options aiming at the development of higher education in Tibet, advances the principle that government policy made should follow in the new period made light of the actual situation of Tibet in the new era of the of choice, then proposes new policy values from the essence of education policy, and on this basis, it puts forward policy recommendations from five aspects in terms of the speed of size,the quality of educations the input,the optimize of structure and the education aid policies.