“组团式”教育援藏政策执行的制约因素与调适策略  

Restrictive Factors and Adjustment Strategies for the Implementation of the“Group-Type”Educational Aid Policy for Tibet

作　　者：葛新斌[1,2] 赵红艳 GE Xin-bin;ZHAO Hong-yan(School of Education,South China Normal University,Guangzhou,Guangdong,51063l,PRC;Research Center of Tibet Education Development,Lasa,Tibet,850000,PRC;Faculty of Education,Guangxi Normal University,Guilin,Guangxi,541004,PRC)

机构地区：[1]华南师范大学教育科学学院,广东广州510631 [2]西藏教育发展研究中心,西藏拉萨850000 [3]广西师范大学教育学部,广西桂林541004

出　　处：《西北师大学报（社会科学版）》2024年第5期111-119,共9页Journal of Northwest Normal University(Social Sciences)

基　　金：国家社会科学基金一般项目“‘组团式’教育援藏政策运行机制与成效评价研究”(20BMZ068)。

摘　　要：“组团式”教育援藏政策执行是将促进西藏教育内涵式发展的政策目标转化为现实效果的唯一途径。但执行过程出现选择式、替换式和停滞式等执行偏差问题。基于政策执行影响因素分析模型,发现政策问题的复杂性、政策文件的规制能力、政策执行主体的行动和政策环境等因素综合作用于执行过程。因此,明晰政策问题的可处理程度、提升政策文件的规制能力、提高政策执行力、善于利用政策环境的积极因素是推进政策有效执行的基本调适策略。The implementation of the“group-type”educational aid policy for Tibet is the only way to turn the policy goal of promoting the connotative development of education in Tibet into practical results.However,there are some deviations in the implementation process,such as selection,replacement and stagnation.Based on the analysis model of influencing factors of policy implementation,it is found that the complexity of policy issues,the regulatory capacity of policy documents,the actions of policy implementation subjects and policy environment are comprehensively affected in the implementation process.Therefore,the basic adjustment strategies to promote the effective implementation of policies are to clarify the manageability of policy issues,to improve the regulatory capacity of policy documents,to improve the implementation of policies,and to make good use of the positive factors in the policy environment.

关 键 词：“组团式”教育援藏政策 政策执行 制约因素 调适策略 

分 类 号：G206[文化科学—传播学] G527