This dissertation examines the dynamics of the education policy network for migrant children in China, analysing its impact on the implementation of such policies. Migrant children often struggle to access educational opportunities in urban areas due to restrictive hukou registration regulations and inadequate social service systems. Despite measures introduced by the central government over the past two decades aimed at addressing this issue, educational inequality remains a significant challenge (Wong, 2019; Zhou & Cheung, 2017). The research objectives include examining this educational inequality, investigating the policy networks involved, and assessing the effectiveness of policy implementation. Additionally, the study provides recommendations to enhance the effectiveness of these policies. This thesis uses Xi'an City as a case study to explore the education policy network for migrant children and to scrutinize the policy's implementation. It adopts Rhodes's policy network theory, which provides a foundational framework for analysing how stakeholders introduce and implement policies (Rhodes & Marsh, 1992). Building on this theory, the dissertation constructs a comprehensive conceptual framework that encompasses environmental, organizational, and individual factors. Using this framework, the study investigates the policy network and the implementation of education policies for migrant children in mainland China. This dissertation utilizes a qualitative research method, drawing on primary data collected through semi-structured interviews. Respondents were purposively sampled from five key groups: local government officials, junior high school principals, teachers, and both migrant and local parents. Sampling criteria included the type of school and the children's past educational history to ensure a comprehensive understanding of the diverse educational experiences. The study finds that demographic changes have introduced new challenges and opportunities in the implementation of education policy for migrant children. With the evolving policy context, there has been some alleviation in the funding pressures for migrant children's education, and local government attitudes have shifted from rejection to partial acceptance. Despite these positive developments, migrant children continue to face marginalization in the distribution of high-quality educational opportunities. The research also uncovers that changes in population structure and internal management within the education system have led to varied implementation strategies at the school level. Notably, in both ordinary and key schools, two distinct policy implementation strategies have emerged: an expansionary strategy, which has helped reduce past educational inequalities, and a conservative strategy, which has perpetuated them. Under the revised policy framework of the central government, educational inequality for migrant children has become more covert. Furthermore, the involvement of migrant families in policy formulation and implementation marks a critical shift towards inclusive policy processes. Local parents, as significant stakeholders, have also played an essential role in these processes. The findings suggest that to effectively address educational inequality, education policies for migrant children must consider the specific characteristics of the education system and the impacts of broader demographic and social changes.
Wanlin QIU (Wed,) studied this question.