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Education policy is a code of conduct on education formulated by a political party and a country according to the basic tasks and policies of the party and the country in a certain historical period, in order to realize the educational development goals and tasks in a certain historical period.
The basic features of education policy are as follows:
1. Politics and principles: Politics is the fundamental feature of education policy, which directly reflects the interests and requirements of the policy makers. Principle means that the content of education policy must clearly reflect the political intention of the interests of political parties and countries;
2. Purpose and feasibility: Education policy is formulated according to certain needs, and it is the product of people's subjective consciousness and initiative, with clear purpose. To make the purpose of education policy come true, we must consider the feasibility of education policy at the same time;
3. Stability and discontinuity: once the education policy is formulated and published, it will remain relatively unchanged in its effective time and space;
4. Legitimacy and authority: Education policy is an educational guideline formulated by the party and the state to realize the people's educational will under the authorization of the Constitution. The constitutionality of the behavior of the party and the state determines the legitimacy and authority of the educational policies they promulgated.
existing problems
Lack of educational policy
The so-called "absence" of education policy means that there is no corresponding policy to regulate and guide the affairs or activities that need to be managed by education policy in a specific time and space. Our educational policy is always reactive, and we often wait until the educational problems have developed to a certain extent before considering making policies.
On the one hand, the problem needs to go through a process from potential to obvious, from minor to serious; On the other hand, even after the policy is formulated, there is a time lag from promulgation to implementation and from implementation to effectiveness. In this process from scratch and from existence to existence, the policy is "absent".
It should be pointed out that the imbalance of education policy is not only manifested in the insufficient supply of education policy. Sometimes, too many policies and excessive policies are also a problem, which will also interfere with or limit the healthy development of educational practice.
Educational policy incompetence
The so-called "incompetence" of education policy means that the current education policy can't achieve the expected effect and can't regulate and manage the practice. The "incompetence" of education policy mainly includes two meanings: first, it means that education policy has its own ability limit due to the particularity of the problem, the ability of the government, the planning of the policy, the tools of the policy, the acceptance of the target group and other factors.
Second, there is a tendency to make subjective mistakes when formulating and implementing educational policies. This tendency to make mistakes is often because people are too rational, too emotional, or eager to do something, or pursue some special interests and can't consider problems from reality.