Challenges and Collaborative Solutions in Off-Campus Training Governance: Addressing Hidden Risks and Market Regulation under the “Double Reduction” Policy

Ying Liu; Pian Wang

doi:10.6918/IJOSSER.202412_7(12).0051

Challenges and Collaborative Solutions in Off-Campus Training Governance: Addressing Hidden Risks and Market Regulation under the “Double Reduction” Policy

Ying Liu, Pian Wang

International Journal of Social Science and Education Research, (2024), Vol.7, No.12, pp.418-427

Published: November 12, 2024

DOI: 10.6918/IJOSSER.202412_7(12).0051

PDF: Download Full Text PDF

Abstract

Pathways for Social Co-Governance in Off-Campus TrainingThis study investigates the evolving governance framework for off-campus training in China under the "Double Reduction" policy, emphasizing social co-governance as a solution to the current regulatory crisis. Given the complex interactions between market, state, and social actors, this research proposes a comprehensive governance model that leverages multi-stakeholder collaboration, democratic consultation, institutional safeguards, and technological tools. Utilizing insights from diverse governance approaches and international practices, we explore mechanisms to expand stakeholder participation, optimize regulatory feedback, and manage post-governance risks through a platform-based model that incorporates big data, AI, and blockchain. The proposed framework addresses structural imbalances and promotes long-term stability in off-campus training governance, aligning educational needs with sustainable public policy objectives. This approach aims to enhance accountability, transparency, and inclusivity in governance, contributing valuable insights into collaborative regulatory models in education.

Keywords: Off-Campus Training Issues; Off-Campus Training Governance; Social Co-Governance.

APA Citation: Ying Liu, Pian Wang (2024). Challenges and Collaborative Solutions in Off-Campus Training Governance: Addressing Hidden Risks and Market Regulation under the “Double Reduction” Policy. International Journal of Social Science and Education Research, 7(12), 418-427. https://doi.org/10.6918/IJOSSER.202412_7(12).0051

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