Evaluation of the Effects of China's Policy Mix for Educational Informatization(1993-2019)
Policy mix has garnered considerable attention due to its ability to yield an effect where"one plus one is greater than two".Upon reviewing the theory of policy mix,an analytical framework is established,encompassing dimensions of policy subjects and policy elements.Comprehensive,consistent,and balanced indicators are utilized to assess the state of three sets of educational informatization policies spanning the period 1993-2019.Findings reveal that the range of departments involved in China's educational informatization policy mix has expanded progressively,culminating in a collaborative development network centered on the Ministry of Education.The comprehensive,consistent,and balanced nature of policy goal mix has witnessed minimal alterations,demonstrating a high level of stability.However,the comprehensive and balanced nature of policy mix involving policy targets and policy tools has increased significantly,while consistency shows significant volatility.Upon thorough analysis,issues with the existing policy mix emerge,such as insufficient cross-departmental collaboration among formulating entities,an emphasis on"achieving results"in policy objectives,a clear focus on explicit performance by development targets,and an over-reliance on authoritative tools.To address these challenges,strategies such as enhancing inter-departmental collaboration,emphasizing humanistic values,bolstering the development of intrinsic elements,and improving the precision of tool use can be adopted to refine the current policy mix.
educational informatizationpolicy mixeffect evaluationpolicy subjectspolicy elements
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