Promoting the high-quality implementation of the education differentiation policy in border areas is an inevitable requirement of the changing times and social development, and is an important measure to meet the needs of border areas or ethnic minorities for high-quality education, and to realize the balanced development of the education level between regions and ethnic groups. With the help of Smith's policy implementation process model, the interrelationships among the elements of education differentiation policy implementation in border areas are clarified effectively, and the implementation pattern is grasped systematically. By analyzing the dilemmas in the implementation of education differentiation policy in border areas, it is found that the inherent limitations of the policy text, the poor coordination of the governance structure, the poor quality of the implementation body, the cognitive bias of the target group, and the insufficient external support are important factors that hinder the effective implementation of the policy. The key to solving the policy implementation dilemma lies in understanding the holistic, systematic and complex nature of policies, coupling the top-level design of policy texts with grass-roots level implementation, realizing the high-level promotion of executive agencies and linkage governance, strengthening the attraction and retention of talents and enhancing the implementation capacity of personnel, breaking the stereotyped perceptions of the target groups and stimulating their endogenous motivation, so as to optimize the environment of policy implementation in a sustained manner.
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Jinfeng Xu (2024) studied this question.