(I) International Education Policy In 2004, the British Ministry of Education published an international education development strategy report entitled "Let the world receive world-class education". The British government expects that through the development of international education, British education and training can make great contributions to the economic and social development of Britain. This development strategy report puts forward three major development goals and their corresponding specific goals and policies. The first strategic goal is to "train our children, youth and adults (in Britain) to live in the global society and work in the global economy". The basic reason is that many people are traveling and working overseas now, and they can feel different cultures on the streets of every city. Our economy is more global, and one out of every four jobs is related to international trade. All these make us feel strong, direct or indirect international competition. This kind of globalization will have a far-reaching impact on our lives. To this end, the British government stressed that "it is the responsibility to prepare children, young people and adults for international life." The second strategic goal is to strengthen cooperation with international partners in order to achieve the goals of all countries. The British government believes that countries should "learn from each other, share experiences and cooperate with each other to jointly improve the level of education, skills and services". The third strategic goal is to serve international trade and economic development to the maximum extent. The British government requires the research departments of British education and training institutions and universities to make the greatest contribution to overseas trade and domestic investment. Education and skills development play a central role in the global knowledge economy. Education and training not only release individual potential, but also expand the competitiveness of modern economy. (2) Three-level management structure The national education administration in Britain is the Department of Education and Technology (DFES). The executive head of the Ministry of Education and Technology is the Minister of State for Education and Technology, and three ministers directly report to it: the Minister of State for School Standards, the Minister of State for Children's Affairs and the Minister of State for Lifelong Learning, Continuing Education and Higher Education. "Creating opportunities, stimulating potential and achieving Excellence" is the leadership concept of the Ministry of Education and Technology. The functions of the Ministry of Education and Technology are closely related to several specialized agencies, such as the Bureau of Curriculum and Qualification (QCA) and the Bureau of Educational Standards (OFSTED), but they are not subordinate to the Ministry of Education and Technology. The local education administrative department is mainly the local education administrative department of cities and counties (LEA), which is directly led by the Ministry of Education and Technology. After more than ten years of educational reform, an educational administrative management system combining centralization with decentralization has basically been formed. 1988 education reform law not only strengthens the centralization of central education administration, but also decentralizes local education administration and authorizes schools to manage independently. All county-run or private schools with not less than 300 registered students have the right to obtain the qualification of direct subsidy from public schools after going through the prescribed procedures. The management system of primary and secondary schools in Britain is the principal responsibility system under the leadership of the school board. Specifically, the educational policies, curriculum plans, school-running standards, teachers' standards and school-running funds of some schools are under the unified control of the state education administrative department; The specific training objectives, service direction, basic scale, some courses, the appointment and removal of principals, and school funding of some primary schools are controlled by local education authorities. The internal management structure of the school can be divided into three levels, namely, senior management, middle management and basic operation. The senior management is mainly composed of the school board of directors and the principal; Middle management is mainly the senior management Committee; The basic operation layer is mainly composed of teaching and research group and grade group. (3) The situation in primary schools is 1. The management of students is very strict, and the school is very strict with the daily behavior of students. Students usually wear uniforms and badges to school. If a student has something to leave school, it should be signed and approved by the principal. At the same time, parents must meet him at the school gate and explain the reasons for leaving school and how to make up for the lost homework. Students are forbidden to use mobile phones, MP3 players, etc. During school, and without the consent of parents, you are not allowed to surf the internet when you go home. Students must go home to reflect on smoking for 24 hours; If a fight begins, both sides of the fight must go home and reflect for 72 hours before the school handles it. The exam is very strict. Large-scale exams are held in the gymnasium, with one table for one person and one meter for each table. There are five teachers in the examination room constantly patrolling and invigilating. Parents also have high requirements for their students. From the perspective of Britain as a whole, only 50% of middle school graduates can usually enter universities (the admission rate of Palmer Middle School and Hasenbrook Middle School is over 90%). At the students' symposium, it was revealed that parents are most concerned about students' grades, and all students spend quite a lot of time finishing their homework every day. Parents will not give their children pocket money easily. It is really necessary for their children to apply. After that, parents should check the accounts to determine what they bought and how much money is left. Teachers are very dedicated. Teachers should attend the regular meeting every day after arriving at school, make clear the work arrangement of the day and discuss the possible problems in the work. They have more than 20 classes a week on average. When preparing lessons, we should expand the available teaching resources as much as possible according to the teaching plan and teaching materials of the education department, and organize the teaching content ourselves, especially the detailed teaching design for geography, history, physics and other disciplines. Students' homework must be corrected every day, and students with many homework problems will be tutored separately after school. At ordinary times, teachers are always discussing the problems encountered in teaching. 3. The successful headmaster works hard. Although the headmaster has no heavy schoolwork, he is also facing severe challenges. From the government's evaluation, the recruitment of teachers, the collection of funds, to the proof that students leave school, they have to do it themselves, so the principals are very busy every day. President Grisby of Friendship School said that to be a successful principal, you must have advanced ideas, scientific management and a United team, and you must also have enough funds, because the number of students is closely related to the school funding. The central task of the school is to improve the quality of education and teaching, because only high quality can have high evaluation and high evaluation can attract enough students. Palmer Middle School has a history of more than 300 years. Mr. Peter Fenwick, the headmaster, thinks that there are two things that puzzled him the most: first, whether all teachers and staff agree with the goal of running a school; The second is to recruit qualified teachers. Perhaps it is because successful principals work hard and there are few candidates for full-time principals in Britain, so the British government has to extend the working life of full-time principals to 65. 4. British education is "frugal". Britain is a developed country and its education is world-famous. However, the appearance of British schools is very inconspicuous, and some even give people a shabby feeling. From the simple college gates of Oxford University and Cambridge University with a history of more than 800 years, to the arched auditorium, multifunctional simple tables and chairs and even self-made experimental instruments that have not changed for more than 800 years, we can clearly feel this feature of British schools-frugality. Both the principal's and the teacher's offices are small and the layout is extremely simple. Some office facilities are said to be made by teachers themselves. Funding for British schools must be approved by parliament, but when it comes to spending, it is definitely a big deal. For example, although one room is multi-purpose, each school has many fixed separate counseling rooms or laboratories. Hasenbrook School has the only innovative thinking laboratory in Britain, which is expensive and has first-class laboratory design and internal facilities. The British Minister of Education specially unveiled the laboratory. Perhaps only in this way can we understand the true meaning of "frugality" in British education. The theme of the principal's office meeting of sister schools is how to spend 3.5 million pounds in the most critical places. Finally, in order to motivate outstanding students, the school decided to provide them with free breakfast. 5. Pay close attention to education in China. The British government and schools are very concerned about the current educational situation and curriculum reform in China. During this visit, the British side also held a Sino-British Principal Forum with the theme of "China Today". There are more than 100 principals in Britain (this is a large-scale meeting for Britain). At the forum, British students demonstrated their Putonghua level in China through speeches. Stephen Castle, vice chairman of the British Conservative Party, pointed out in his speech: "Being able to attend this meeting today has already expressed the importance attached to children and young people; One worry is that they will become world citizens through future exchange opportunities, which seemed impossible a few years ago. 10 years ago, we just dreamed that students from the two countries could visit each other. Nowadays, student exchange visits have played an increasingly important role in inter-school communication between schools. 10 years ago, most schools were eager to teach Mandarin in schools, but it was still regarded as a very long-term project. In order to further enhance the friendship and understanding between the young people of the two countries, British government schools are committed to introducing China Putonghua courses to more schools, which we believe is of vital significance to the stability and prosperity of the world in the 2 1 century. " . Although British students still don't know much about China, they all know it when it comes to the 2008 Beijing Olympic Games. When it comes to China students learning English, most of them can have simple conversations and are extremely excited.