The Implementation Of Tibet 's Basic Education Policy And Its

The development of ethnic elementary education has always been the focus of government attention. The ethnic elementary education in Tibet has developed rapidly over the past sixty years because its foresight in elementary educational policies. The elementary educational policy coexists with and guarantees the development of elementary education. When it was pointed out in the Eighteenth National Congress of the Communist Party of China that "education should put its emphasis on rural, remote, distressed and national areas", the development of elementary education in Tibet became the focus of attention once again and the implementation of the elementary educational policies became a worthy topic of study. Apparently, the elementary education in Tibet has undoubtedly acquired remarkable achievements during the past few decades and maintained a steady development, which confirms the scientificity and feasibility of the elementary educational policies in Tibet. The implementation of the policies is a complicated problem, especially in Tibet, where the special political, economic, cultural and geographical influence would bring about problems like deficiency in the implementation and irregularity in the fulfilling degree of policies, which hinders the development of elementary education in Tibet. How to find a way to solve the problems between the scientific, reasonable policies and the dissatisfactory results makes the research on the implement situation and the problems of the elementary educational policies in Tibet a critical issue. Putting forward instructive suggestions is of great significance in accelerating the ethnic elementary education, the general prosperity of all nationalities, and the stability and unity of our country.From the perspective of political implementation, the thesis analyzed the implement situation of the elementary education in Tibet, including the pairing-assistance policy, the faculty-introducing policy, the bilingual education policy, the unique "triple-guarantee" policy in Tibet and the executive condition of the policies in ideological and political education, thus showing the glorious achievements of these policies in the educational development of Tibet. Under the horizon of motivation theory and the features of public policies, the thesis probed into the establishment and improvement of a complete system of elementary education in Tibet, it also confirmed the validity and rationality of the policies in elementary education. Through analyzing the above circumstances, the thesis listed the problems in insufficient implementation and ragged executive outcomes, explored the causes of these problems, such as the lagging economical development, the severe natural environment, the infiltration of the disunity and the deficiencies of the policies, thus providing proper suggestions for solving the problems.The thesis listed the latest data to demonstrate the implement situation of the elementary education in Tibet, which reflected the historical developing process of the elementary educational policies in Tibet as well as their impact upon the development of the elementary education when combined with the distinctive features of Tibet. Through analyzing the concrete manifestations of the problems, the thesis was trying to find a better way to solve the problems. Most studies on the elementary education in Tibet focus on the elementary education itself, while the present research puts its emphasis on the implementation of the policies which scarcely draw researchers’ attention and attempts to provide some theoretical support for the development of the elementary education in Tibet. It was concluded in the thesis that elementary educational policies in Tibet are scientifically and appropriately made for the practical situation, and the policies are effectively implemented. However, the implementation of the policies has a long and winding way to go, it needs to be renewed and perfected ceaselessly.