Research On The Implementation Deviation Of Ethnic Education Policy In Tibetan Classes (Schools) In The Mainland Based On Smith Model

The starting point of carrying out each work in Tibet is to strengthen the communication between Han and Tibetan and to promote the their integration.China has set up the Tibetan classes(schools)in the hinterland in many provinces since 1985.In the past 30 years or more,a large portion of the graduates have become the main force in the construction of Tibet,who play an important role in the development and stability there.Seen as a policy for ethnic minority education,the Tibetan classes(schools)have been witnessing their development and improvement in these 30 years,and have produced huge social benefits.However,there is much room to improve from a realistic perspective on the concept of cultivating,the school-running patterns,the management and pedagogical quality.And all these are due to the deviation which occurred in the implementing of this education policy.This thesis conducted in-depth interviews and questionnaires on students,parents,graduates,teachers,government departments and all sectors of society from the aspects of policy understanding,implementation,opinions and suggestions through the questionnaires issued to the relevant personnel,the "Interview Outline on the Implementation of Ethnic Education Policies in Tibetan Classes(Schools)in the Mainland of China" and the "Questionnaire of Ethnic Education Related Personnel in Tibetan Classes(Schools)in the Mainland of China",the author finds out that the deviation occurred in the implementing of the policy lies in the perfunctory,distorting,defecting,substituting and so on by deeply interviewing the students,their parents,the graduates,teachers,the government departments and other sectors of society.Meanwhile,after the deep investigations of current situation about the deviation in the implementation,the author obtains another finding that the unintentional deviations are bought by the following factors: general policy text;the conflict of interest among the policy implementing subjects,inadequate cognition of target group,environmental impact of implementation.Analyzing these influencing factors of implementation deviation from these four aspects with the help of the above pattern: the gap between policy texts and idealized policies,the characteristics of the subjects of policy and their influence,the influence of the attitude and behavior of the target groups,and the resources and environmental influence of the policy implementation,we find that the implementation was affected by inadequate policy text,the limited capacity of the policy implementing subjects,the sufficient understanding of the target groups and the environmental constrains on politics and economy,all of which resulting in the deviation.So the solution to the problems above and to improve the performance of the Tibetan classes(schools)in the hinterland depends on further rationalizing the policy text,improving the comprehensive qualities of the policy implementing subjects,evoking the self-consciousness and the degree of adaptability of the target group and building up a better environment for implementation.