How China’s Double Reduction Policy Reduces the Burden on Students: An Example of Double Reduction Policy Texts in 28 Chinese Provinces (Autonomous Regions and Municipalities)

Abstract

Re-formulation of the double-minus policy by local governments is an important part of promoting a high-quality education system for compulsory education and fostering educational equity. This study aims to quantitatively analyze the action measures taken by the governments of 28 provinces (autonomous regions and municipalities directly under the central government) in China to reformulate the central double-minus policy. The study used the content analysis method and NVivo12 qualitative analysis software to analyze the 28 double-reduced policy texts in three dimensions, policy tools, policy subjects, and areas of student burden reduction. The study found that in terms of policy tools, supply-type policy tools are used more reasonably but are generally insufficient, environment-type policy tools are dominant but internally polarised, and the overall input of demand-type policy tools is low. In the dimension of policy subjects, the coordinated participation of multiple subjects has initially taken shape, but the participation of families, communities, and the media needs to be improved. In the area of student burden reduction, a synergy has been formed between in-school and out-of-school simultaneous burden reduction. Therefore, in the future, it is important to further link up multiple policy bodies, increase the input of policy tools and collaborate to promote both in-school and out-of-school load reduction to promote the implementation of the double-reducing policy.