Abstract
and function are clearly articulated, and we can look for the formation of constituencies and interest groups which can be called upon to lobby in favour of the development of those specialised programmes. At the same time, broadly defined social and economic issues which address questions concerning the relationship between education and upward mobility, employment opportunity and social welfare are implicitly raised through an analysis of China's 'other' schools. This paper will look at two distinctly divergent cases: education for the disabled; and education which promotes sports and athleticism. The attempt is to discern the general boundaries within which educational specialisation is occurring. The cases are illustrative in that they speak to general issues of social policy in bi-polar voices; juxtaposed, they clarify rather than obfuscate the social context in which policy formation occurs.
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