That is to change the pattern of government-run schools in the past and gradually establish a system with government-run schools as the main body and all sectors of society running schools together. First of all, the school's host reform has changed from centralization in the past system to diversification in the combination of the host and the Ministry of Foreign Affairs. In recent years, the rise of different social forces, the emergence of private schools, and cooperation with relevant international organizations and institutions reflect the trend of diversification of organizers in the reform of education management system, and show a trend of gradual deepening and expansion. Secondly, the identities of school organizers, administrators and educators are gradually separated. In the past, in the government-run school system, the school organizers, managers and school leaders appointed by the government were basically the same. Now, on the one hand, there are different organizers outside the system, and the school has gained greater autonomy, which has brought separation and differences between them. This is conducive to better mobilizing all kinds of social resources to develop education and arouse the enthusiasm of running schools, but it also challenges and increases the difficulty of education management.

The basic coincidence of education supply and demand is transformed into relative separation: here, "education supply" and "education demand" refer to different kinds of education and the total amount provided by the whole society, as well as the demand of all social strata for education in the above categories and quality. This trend is shown as follows: the educational demand of the society gradually breaks away from the restriction and control of the educational supply provided by the government and gains relative independence. At the same time, the supply of education itself also presents a pluralistic trend. Through the reform of economic system and the continuous establishment of socialist market economic system, various localities and departments have initially formed certain interest subjects, which are driven and constrained by corresponding interests and become the realistic subjects of educational needs; The reform of labor and personnel system, salary system, enrollment and graduation distribution system also makes education, especially all kinds of education in the non-compulsory stage, intrinsically related to people's own interests, prompting individuals to make more practical and active choices in educational needs.

In short, the above three trends are basically around changing the phenomenon of high unification and excessive concentration of educational management authority in the past. The reform of entrance examination system, educational title and post system, educational fund structure and management further embodies the above three trends from different aspects.