Research on the Implementation Changes of China's Publicly Funded Education Policy for Normal Students

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Abstract

This study examines the evolving implementation of China's public-funded education policy for normal students over the past sixteen years, using Richard Matland's "Fuzzy-Conflict" theoretical model. Three distinct stages of execution are identified: an initial experimental phase characterized by high fuzziness and low conflict, a symbolic phase characterized by the diffusion of fuzziness and increased conflict, and a subsequent political phase marked by decreased fuzziness and heightened conflict. Significant factors driving the transition from experimental to symbolic execution include consensus barriers and discretionary freedom from the grassroots level. Clear and standardized policy texts, along with the growing empowerment of relevant authorities, have played crucial roles in the shift from symbolic to political execution.

Authors

• XU LIU, Beijing Normal University

• Jiao-yang Du, Beijing Normal University