Conclusion: A Chinese Zhong-Yong Model of Policy Implementation?

Abstract

At this point, I have managed to tessellate and assemble the rational, dynamic, and complex implementation jigsaw at YNU, providing a comprehensive analysis of how a higher TEI has implemented China’s policy of teacher education reform over the period since the 1990s. In this final chapter, the research questions of the study will be revisited, and I will bring back the multiperspectival approach, which is consisted of the rational and critical perspectives, and the operational analytic model to reflect upon the implementation process. Drawing on the Chinese experiences, this chapter also discusses implications for policy studies more generally and proposes recommendations for policy implementation and future research orientations. At the end of the chapter, the Chinese Zhong-Yong Model is fully constructed for policy studies.