Abstract:

During the in-depth implementation of the group school-running policy, how to realize the transformative leap from “scale-driven expansion” to “quality and efficiency improvement” has become a critical breakthrough focus in basic education reform. Based on the “ambiguity-conflict” model constructed in the context of China, this study focuses on the logical framework of “identity difference” in policy implementation, and analyzes the “ambiguity-conflict” patterns of typical implementation cases, such as the intensive management model of prestigious schools establishing branches, the land enclosure assistance model of strong schools supporting weak schools, the cross-regional pairing model of linkage and radiation, and the collaborative development model of heterogeneous multi-subjects. Furthermore, it comprehensively reveals the practical manifestations of the local implementation blockage of group school-running from four dimensions, including environmental constraints of resource dependency, the imbalance of ownership and rank relations, the pressure from interest groups, and insufficient collaborative incentive measures. In implementing the spirit of the Outline for Building a Leading Country in Education and moving towards the high-quality development of basic education, group school-running is increasingly approaching the fundamental logic and original intent of educational reform. To this end, the study proposes recommendations to foster long-term development of group school-running in local basic education, including strengthening resource support, clarifying the structure of authority, promoting modern governance, and improving incentive and constraint mechanisms.

Key words: basic education, group school-running, policy implementation, “Ambiguity-Conflict” model