本文选取政策网络理论为分析工具，以《国家中长期教育发展和改革规划纲要（2010-2020）》的政策制定过程为例，通过讨论参与《规划纲要》制定的主要成员，分析其特征及构成，论证其符合政策网络中政策共同体的特征，如成员的相对小范围与稳定，具有相似背景；一体化程度较高，由共同的制定政策的实践活动发展出的共同语言和价值观；参与者之间存在利益关系，合作与互惠关系等。 以《教育规划》为例，政策共同体对政策过程及其结果的影响主要体现在：第一，参与者之间比较容易达成共识，而外部成员的意见很难进入共同体内部；第二，政策共同体的“领导”不具有传统意义上的支配权力，“解决问题的能力是联结共同体的线索”；第三，政策共同体会带来政策的高度稳定性和连续性。 作为政策网络之一的政策共同体能够对政策过程及其结果产生影响。由于政策网络的结构限制了网络主体关注的议题、解决方案以及它们在网络中所扮演的具体角色，政策网络的参与主体及其互动关系与网络的结构，在很大程度上影响政策过程和结果。因此，教育政策网络必须打破政策共同体这个小范围，让教育的消费者、企业等用人单位、独立的研究机构等相关利益主体均有机会制度化地参与《规划纲要》的制定过程，尤其是使公众能够有更多的政策参与机会，让教育规划的主角形成多足鼎立之势——政界、教育界、企业界、非营利组织和民众共同形成开放的政策网络，促进教育政策的民主化与科学化，提高教育政策的质量和可行性，引导中国教育摆脱改革困境以及解决中国教育领域中的一系列问题。

This paper takes policy network theory as an analysis tool, and "State Planning Outline for Medium and Long-term Education Reform and Development (2010-2020)" (Plan Outline for short)as an example, analyses the characteristics and constitution of the main policy makers, and argues that the community of these main policy makers corresponds the characteristics of policy community, which has some effects to the policy process, especially to policy formation and adoption. The Effects of policy community to policy process are: 1. The policy makers share the same value and can easily reach a consensus, while opinions from outside the policy community are seldom accepted; 2. The headmen in policy communities are not traditional leaders and cannot dominate the other policy makers, usually, the one who owns more professional ability has more power to make decision; 3.Policy community leads to successive and stable policies. Policy community has its own defects. To make Plan Outline more scientific and democratic, improve the quality of education policy and feasibility, more stakeholders such as the general public, the business circles, the students and parents, the schools and teachers, NPOs(Non-profit organization) and think-tanks should all take part in decision making, that' s the key to lead Chinese education reform out of trouble.