Core Viewpoint - The Ministry of Education has launched the "Normative Management Improvement Year" initiative to enhance the management of basic education, focusing on consolidating previous achievements, addressing key issues, and improving governance capabilities and digital empowerment [1][3]. Group 1: Key Actions and Measures - The initiative includes the release of the "Negative List for Normative Management in Basic Education (2025 Edition)," which outlines 16 prohibited behaviors across various areas such as teaching management, enrollment, campus safety, and teacher ethics [2]. - Specific prohibitions include starting school early, extending holidays, conducting collective classes during breaks, using graduation rates for school and teacher evaluations, neglecting food safety responsibilities, and forcing students to purchase supplementary materials [2]. - The initiative emphasizes the establishment of clear behavioral norms for schools and teachers, while also providing parents and students with stronger grounds for rights protection and supervision [2]. Group 2: Supervision and Transparency - The initiative requires local education authorities to establish and publicize channels for reporting violations, allowing for broader oversight from parents, representatives, and the community [2]. - It promotes a multi-level supervision system combined with digital tools, such as standardized examination inspections and smart campus security, to enhance governance transparency and encourage public participation in education management [2]. Group 3: Long-term Goals and Implementation - The fundamental goal of the "Normative Management Improvement Year" is to better serve educational development, protect the rights of students and parents, and respond to public concerns [3]. - The initiative aims to create clear institutional boundaries for educational governance, eliminate persistent issues, and allow schools to focus on teaching while ensuring a safe and healthy environment for students [3]. - Continuous improvement in basic education reform requires both top-level design and grassroots implementation, with education authorities responsible for management and schools encouraged to exercise autonomy [3].