Education policy has become an important means for countries all over the world to manage their own education and realize educational equity. Whether the goal of education policy can be achieved depends on the implementation process of education policy. In the process of implementing China's education policy, the policy results often deviate from the policy objectives, that is, "policy distortion". The distortion of education policy greatly reduces the function of education policy, and even produces many adverse consequences. Therefore, it is of positive significance to explore the causes and countermeasures of educational policy distortion to ensure the realization of educational policy objectives.

First, the main manifestations of educational policy distortion

In reality, education policy pays more attention to direct intervention and operability, which determines that those policy practices that "re-formulate, neglect action, have text and do not implement" will inevitably encounter distortion or inefficiency in the results of education policy.

1. The education policy is superficial.

In the process of implementing the education policy, some local governments or local education authorities and educators failed to combine the local actual situation when implementing and implementing the national education policy, which made the national macro-education policy divorced from the local reality and lost its operability. In some areas and schools, when implementing education policies, the executors only make superficial remarks and empty slogans, and the education policies have not been translated into concrete measures and actions, making the education policies "a dead letter" and it is difficult to achieve the expected goals of the education policies.

2. Each needs his own needs, and the education policy is deficient.

Some local governments or education authorities intercept the education policies formulated by the party and the state, or choose the parts that are beneficial to them to convey, ignore the parts that are unfavorable to them, only emphasize the rights endowed by the policies and ignore the policy responsibilities. So that the spirit of the policy cannot be conveyed or correctly conveyed to the lower organizations and target groups, resulting in the lower organizations or target groups of the policy unable to understand the national education policy and unable to implement it.

3. Expand the education policy for personal interests regardless of public interests.

That is to say, in the process of implementing the education policy, inappropriate contents are added, and the extension of the policy is blindly expanded, so that the scope, intensity, objectives and targets of the policy exceed the requirements of the original policy. In the process of implementing the national education policy, some local governments or education authorities have added some contents that did not belong to the national education policy, and even increased local policies that are inconsistent or contrary to the national policy. The implementation of this additional "indigenous policy" increases the implementation cost of the national education policy and reduces the implementation effect of the policy, thus affecting the realization of the national education policy objectives.

4. Out of context, the education policy is misinterpreted.

In the process of implementing the national education policy, some local governments or education authorities misinterpreted the spirit of the national education policy and seriously deviated from the original provisions of the national education policy. Due to the quality and level of local governments or education authorities, we can't correctly understand the essence of the education policy of the party and the state, which not only makes the goal of the national education policy impossible to achieve, but also makes local governments suffer certain social, political and economic losses.

Second, the main reasons for the distortion of education policy

1. Policy implementers' own defects

Policy executors are the dynamic factors in the process of policy implementation. Their political, ideological and moral quality, psychological quality and knowledge and ability quality determine their initiative, which greatly affects the implementation effect of the policy. At present, many implementers of educational policies still have some problems in all aspects of quality, which directly leads to the distortion of educational policies. First, policy executors lack the necessary knowledge reserves, which leads to a lack of deep understanding of educational policies and uncertainty about the spiritual essence of policies, which leads to distorted policies that are publicized and implemented, and ultimately leads to policy distortion. Second, the management level of some policy implementers is limited. In the process of policy propaganda and implementation, they cannot obtain the resources needed for the implementation of education policies, do a good job of communication and coordination, and cannot achieve the real goals of basic education policies.

2. Reasons for policy target groups

Policy target group, also known as policy implementation object, refers to the recipients of the influence and function of policy implementers in the process of educational policy implementation, including individuals, groups or organizations, and is the object of direct influence and function of policy implementation. Whether the educational policy can be implemented successfully is not always the wishful thinking of the educational policy makers and implementers, but also closely related to the target groups. The reality of the target group's thoughts, ideas and behaviors, as well as their attitudes and views on education policy, will have an important impact on the implementation of education policy. The target group's recognition of education policy is an important guarantee for the smooth implementation and benefit of education policy. On the contrary, if the target group does not accept an education policy or only partially accepts an education policy, the difficulty of implementing the education policy will increase, the risk will increase, the possibility of success will decrease, and even it will become an important reason for the deviation in the implementation of the education policy.

3. Insufficient resources to implement the education policy

The formulation of a policy needs to invest corresponding manpower, material resources and financial resources, and at the same time, it has the necessary information and authoritative resources, which is the necessary material basis for implementing the education policy. The shortage of resources for implementing the education policy is first reflected in the shortage of funds for implementing the education policy. The shortage of educational policy implementation funds is mainly reflected in the lack of supporting expenditure for policy implementation. If there is no necessary investment in implementation resources as a guarantee, it will be difficult for the policy to be implemented smoothly, and even if it is implemented under various pressures, it will deviate from the original policy objectives more or less.