Details
Educational Policies and Legislation in China provides a comprehensive
overview of the development of educational policies and legislation in
China, particularly those after the introduction of Reform and Opening
Up Policy in 1979. This book discusses the theoretic basis and framework
of educational policies, explains the important educational laws and
legislations, and introduces the policies of educational
internationalization, private education, lifelong learning and teacher
education. The characteristics and trends of educational policies and
legislation in China are also provided based on solid and systematic
analysis.
About Author
Dr. Xiaozhou Xu is a professor
of Comparative Education and Dean of the College of Education at
Zhejiang University, China. He is also Director of National Centre for
Curriculum of Basic Education, and Co-director of Seeco Educational
Research Centre at Zhejiang University. His current researches mainly
focus on educational policy, comparative education, higher education,
educational innovation and entrepreneurship education. Dr. Weihui Mei is
a lecturer at the College of Education at Zhejiang University.
Table of Contents
Series Editors' Preface
Preface
1 Theoretic Basis of Educational Policies in China
1.1 Education Position
1.1.1 Historical Context of Education Position
1.1.2 Education Position in Modem China
1.2 Education Quality
1.2.1 Education Quality in Ancient China
1.2.2 Education Quality in Modern China
1.3 Education Equity
1.3.1 Policies and Laws about Education Equity
1.3.2 College Entrance Examination
1.3.3 To Develop Education in the Western Areas
1.3.4 To Help the Poor Students
1.4 Conclusion
2 System of Educational Legislation
2.1 Major Course of the Construction of China's Educational Legislation
2.1.1 Foundation Period of Socialistic Educational Legislation System (1949-1956)
2.1.2 Error-making and Misleading Period of the Educational Legislation System (1957-1976)
2.1.3 Recovering, Reconstructing, Rapid Developing Period of the Educational Legislation System (1977~Present)
2.2 Framework of the Education Laws and Regulations System
2.2.1 The Status of the Education Laws and Regulations in the National Law System
2.2.2 The Structure of Education Laws and Regulations System"
2.3 Education Legislation and Execution of Education Laws and Regulations
2.3.1 Legislature and Jurisdiction Compartmentalization
2.3.2 Education Legislation Procedure
2.3.3 Implementation and Inspection of Education Laws and Regulations
2.4 Analysis of Important Educational Laws and Regulations
2.4.1 Decision on the Reform of the Education System
2.4.2 The Education Law of PRC
2.4.3 Decision on Deepening Educational Reform and Promoting Quality Education on an All-round Way"
3.The Outline and Planning of Educational Development in China
3.1 The Outline of Educational Reform and Development in China
3.1.1 Situation and Tasks Faced by Chinese Education
3.1.2 Goal, Strategy and Leading Policy of the Educational Development
3.1.3 Reform of the Education System
3.1.4 Comprehensive Implementation of the Education Policy and Comprehensive Raising of the Quality of Education"
3.1.5 Setting Up the Teacher Corps
3.1.6 Education Outlay
3.2 Two Action Plans of Rejuvenating Education
3.2.1 Action Plan of Rejuvenation Education for the 21 st Century
3.2.2 Action Plan for Invigorating Education 2003-2007.
3.3 Analysis of the Outline of Educational Development Plan in China
3.3.1 The Outline of the 9th Five-Year Plan for China's Educational Development and the Development Plan for 2010.'
3.3.2 The Outline of the 10th Five-Year Plan for China's Educational Development
3.3.3 The Outline of the 1 l th Five-Year Plan for China's Educational Development
4 Policies of Educational Internationalization in China
4.1 Policy on Chinese-foreign Cooperation in Running Schools
4.1.1 Evolution of the Policy on Chinese-foreign Cooperation in Running Schools
4.1.2 Government's Commitment to Educational Trade in Service
4.1.3 Basic Condition of Chinese-foreign Cooperation in Running Schools
4.1.4 Contents and Characteristics of the Policy on CFCRS"
4.1.5 Problems and Policy Issues on CFCRS
4.2 The Policy on Studying Abroad
4.2.1 The Evolution of the Policy on Studying Abroad
4.2.2 The Basic Condition of Studying Abroad
4.2.3 The Content and Characteristic of the Policy on Studying Abroad
4.2.4 Conclusion
4.3 Policies on Internationalization of Higher Education in China"
4.3.1 Evolution of the Policies on Internationalization of Higher Education
4.3.2 The Basic Condition of International Students in China
4.3.3 Approaches and Characteristics of the Policies on Internationalization of Higher Education
4.4 Conclusion
4.4.1 Unbalance of the Internationalization of Higher Education
4.4.2 Need for a Substantial Expansion of Foreign Students Studying in China
4.4.3 Constructing the International Curriculum System
5 Historic Policies of Private Education
5.1 History of Private Education in China
5.1.1 From the Beginning
5.1.2 In Modern China
5.2 Current Development of Private Education in China
5.2.1 Three Stages of Private Education in the New Era(1978-Present)
5.2.2 Types of Private Schools in China
5.2.3 Importance of Private Education in Modern China
5.2.4 New Challenges and Prospect of Private Education
5.3 Legislation and Policies of Private Education in China
5.3.1 Central Legislation
5.3.2 Local Policies
5.4 Private Education Models with Local Characteristics
5.5 Summary
6 Policies of Lifelong Learning
6.1 Lifelong Learning Policy in China
6.1.1 Background of the Rise of Lifelong Learning
6.1.2 What Is Lifelong Learning?
6.1.3 Policies and Laws about Lifelong Education in China"
6.2 Continuing Education Policy in China
6.2.1 The Meaning of Continuing Education in China
6.2.2 Historical Develonment of Continuing Education in China
6.2.3 Current Situation of Continuing Education in China
6.2.4 Policies of Continuing Education
6.2.5 The Characteristics of Continuing Education in China-.
7 Teacher Policy
7.1 Teacher Education System
7.1.1 History Review of Teacher Education System in China"
7.1.2 Present Situation of Teacher Education System in China-"
7.1.3 Problems Existing in the Current Policies and Regulations..
7.1.4 Conclusion
7.2 Teachers Law
7.2.1 General Provisions of Teachers Law of China
7.2.2 Contents of Teachers Law
7.2.3 Current Problems in Teachers Law
7.2.4 Conclusion
8 Characteristics and Trends of Educational Policy and Legislation in China
8.1 Characteristics of Educational Policy and Legislation in China
8.1.1
Transformation of Educational Policy and Legislation Corresponds to the
Social and Economic Development: A Content Perspective
8.1.2 Formation and Implementation of Educational Pohcy and Legislation Becomes More Open: A Process Perspective"
8.1.3 From Country-oriented Value to People-oriented Value: A Value Persnective
8.2 Trends of Educational Policy and Legislation in China
8.2.1 Strategy of"Giving a Priority to the Development of Education"
8.2.2 Compulsory Education: Narrowing the Education Gap and Promoting Education Equity"
8.2.3 Higher Education: Constructing Several World Level Universities
8.2.4 Diversification, Lifelong Learning and Internationalization of Education
References
Index
Sample Pages Preview
Recently, the Chinese Government has adopted a series of measures to
increase input into education. In order to improve the quality of
education in rural areas, the Central and local governments have
invested additional funds for education, and have implemented the "Two
Exempt and One Subsidy" policy in a period of compulsory education,
which has benefited 150 million within the rural population and improved
the situation of rural compulsory education dramatically.
The
central financial authority will invest 10 billion yuan RMB to support
the basic competence construction of vocational education. In the area
of higher educa-tion, China will continue to implement the "211 Project"
and the "985 Project". In 1995, the Chinese Government initiated the
"211 Project", with the intent to build around one hundred universities
and eight hundred key disciplines for the 21 st century. The "211
Project" requires that all the relevant universities should conduct
reforms con- cerning the internal administrative system and the
operational mechanism, so as to cul- tivate, sustain and attract the
first-level talents, while at the same time guarantee the financial
support for the teaching and research of key disciplines. In 1999, the
Min- istry of Education of the PRC issued The Action Plan for
Invigorating Education Toward the 21 st Century, which declares that
China intends to build several world-class universities and a set of
world famous high level research universities. This project is called
the "985 Project" and is receiving and will continue to receive
significant financial support from the Ministry of Education and the
Ministry of Finance.
Preface
Since the foundation of
People's Republic of China in 1949, China's education has experienced 60
years' of development. This was not an easy period for modem China.
Just like what was said by Deng Xiaoping, the general designer of
China's Reform and Opening Up, "Since there is no previous experience to
fall back on, we need to wade across the stream by feeling the way." We
must acknowledge that the reform in China has inevitably faced a lot of
difficulties and frustrations, particularly in the first 30 years since
the foundation of People's Republic of China. However, the introduction
of Reform and Opening Up Policy in 1978 has brought China new ideas and
a correct direction. Since then, tremendous developments have taken
place. Human resources have been gradually regarded as the first
productivity and thus education, through which creative talents are
cultivated, has been given special attention in the policy of central
government. If you thumb through the recent policy text, you will find
that emphasis like "giving priority to education," "promoting the
education equity, deeply implementing the strategy of developing the
country through science and education and to strengthen the country by
talented persons," etc., have become the key guidelines of the
educational policy in China.
As known to all, the educational
development of a country is based on its economic foundation. Therefore,
the making of the educational policies must be consistent with the real
situation of certain historical periods. Since 1978, the educational
policy in China has experienced mainly four stages: (1) The recovery and
reconstruction of the educational order (1978-1984). Education in China
suffered great losses during the ten-year's "Cultural Revolution". So
the basic framework of educational policies in this stage was to correct
the wrong thoughts of education, recover and improve the basic
educational system, commence on building an educational system and
adapting to the economic construction. (2) The total start-up of
educational system reform (1985-1992).