| Tibet’s educational policy is the crystallization of the integration of China’s ethnic policy and educational practice,and the "group-style" educational talent aid policy is the development and innovation of the educational aid policy in the new era.Since its implementation in 2016,the policy of "group-type" educational talents aiding Tibet has achieved remarkable results in improving the working mechanism of educational aid to Tibet,promoting intra-regional exchanges and improving the quality of running schools in Tibetan areas,which has an important impact on the construction of teachers and the improvement of modern education level in Tibet Autonomous Region.At present,under the strategic background of revitalizing rural education and strengthening teachers’ plan,we should re-examine and explore the time value of the policy of "group-type" educational talents to aid Tibet,care about and understand the feelings and needs of policy stakeholders,test and evaluate the real impact of policy practice on education in Tibet Autonomous Region,especially on the construction of teachers’ team,investigate and analyze the outstanding achievements and key problems in policy implementation,and explore and propose policy optimization countermeasures suitable for the strategic needs of strengthening teachers in the new era based on evidence,which is beneficial to the achievement of policy objectives,the play of policy effectiveness and the policy itself.Based on the stakeholder theory,the logical model of policy evaluation and the theory of human capital,this study makes a systematic and comprehensive study on the development context,effective influence and optimization countermeasures of the "group-type" education talent aid policy in Tibet.Using the framework of policy evaluation logic model,this paper combs the internal logic of policy operation,and analyzes and evaluates the possible correlation between the input,output and impact of "group-type" education talents’ aid to Tibet policy.Six "group-type" educational talent aid policy implementation project schools in Linzhi City and Changdu City of Tibet Autonomous Region were selected as cases to carry out in-depth investigation and evaluation,data collection and empirical analysis.Through the investigation,it is found that the "group-style" educational talents have achieved outstanding results in aiding Tibet,the satisfaction of policy participants with the implementation effect is generally positive,and the understanding of policy requirements and objectives and the degree of support for policies can have a significant impact on the effectiveness of policies.At present,the existing problems in the implementation of the policy of "group-type" educational talents aiding Tibet mainly include the following six aspects: teachers aiding Tibet are facing the challenge of teaching adaptability;unclear policy provisions lead to the contradiction between supporters and recipients;some educational talents aiding Tibet continue to have physical and mental adaptation problems and family worries;the policy benefits are not widely benefited;the radiation effect on surrounding schools is limited;teachers aiding Tibet are facing new adaptation problems and challenges after returning to schools;and the evaluation and quality supervision mechanism of educational talents aiding Tibet is not perfect.In order to better optimize and improve the policy and enhance its effectiveness,we should strengthen the demand investigation of the recipient areas and the pre-job training of Tibetan aid teachers before the implementation of the policy,strengthen the humanistic care of Tibetan aid teachers and the promotion of policy beneficiaries during the implementation of the policy,and continuously improve the policy guarantee mechanism and management evaluation mechanism after the implementation of the policy. |
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