Education Policy In China Research Articles

Professionalisation of initial teacher education in China: 1974–2024

ABSTRACT Over the past 50 years, China’s initial teacher education (ITE) system has undergone significant changes and improvements. To review and reflect on these experiences, we construct a multi-level, context-specific conceptualisation of ITE professionalisation. Guided by this framework, we segment the history of ITE professionalisation into three phases: the specialising phase (1974–1998), the upgrading phase (1998–2012), and the quality-equity balancing phase (2012-present). The specialising phase is characterised by a single-purpose ITE system that is directly governed by educational authorities. The upgrading phase involves a policy-driven enhancement of ITE within higher education institutions and the transition from single-purpose to general-purpose institutions, reflecting broader transformations in higher education policies in China. The quality-equity balancing phase focuses on policies aimed at improving the quality of ITE while ensuring equitable access to high-quality teachers in underdeveloped regions and hard-to-staff rural schools. Our historical review contributes new insights into ITE research, offers practical implications for ITE reform and improvement, and raises questions for further investigation of ITE in both the Chinese context and internationally.

Research on Gender Equality Education Policy in China

Research on Gender Equality Education Policy in China

Comparative Analysis of Artificial Intelligence Education Policies in China, the United States and Mongolia

This paper aims to explore the similarities and differences of artificial intelligence education policies and strategic layout in China, the United States and Mongolia. First of all, by analyzing the evolution of AI education policies in the three countries, it is found that China focuses on the combination of technology introduction and independent research and development, the United States emphasizes industry-university-research cooperation and innovation, and Mongolia focuses on infrastructure construction and teacher training. Then, the author makes a comparative analysis of the three countries' AI educational policies, and points out that the United States and China have achieved remarkable results in the promotion of educational modernization and the improvement of educational quality. Finally, on the basis of comparative analysis results, This article gives some inspiration and suggestions for developing and implementing AI educational policy in the future.

Content Analysis of Elderly Education Policies in China: From the Perspective of Policy Instruments (1982–2021)

Population aging has emerged as a social issue in most countries worldwide. Developing education for the elderly is one of the key strategies to combat the challenges of an aging population. Based on the two-dimensional analysis framework of the policy instruments and the type of elderly education, the content analysis method was used to analyze 49 elderly education policy documents developed and issued in China over the last four decades in this study. This study aims to provide a reference for the formulation of education policies for the elderly in China and other countries. The results indicated that the allocation of policy instruments was inconsistent between and within types. It is imperative to issue new programmatic documents, optimize the allocation of policy instruments, and enhance their adaptability, thereby boosting the development of elderly education.

A Review on Foreign Language Education Policies in China from 1949 to 2023

This paper reviews on the topic of foreign language education policies in China from 1949 to 2023. It mainly focuses on English and Russian. In this paper, the timeline is separated by three important timepoint. The first important section is in 1949. As the People's Republic of China came into being, complicated and convoluted foreign language education policies in China started to emerge. The second important section is in 1978. In this year, Chinese government launched the famous national strategy of reform and opening up, and thus many changes in Chinese foreign language education policy happened. The third important section is in 2021, and in this year, Chinese government launched the Double Reduction Policy. This is a policy aiming to alleviate students' homework burden and off campus training burden in the compulsory educational stage. This policy uses various kinds of measures to reduce students' burden in academic learning, help families who cannot afford luxurious after-class tutoring fee, and enable children to have more time and space needed for all round development. In general, this paper concludes the development of foreign language education policies in China from 1949 to 2023 and gives some points in economic and historical effects to English and Russian learning during this historical process.

Promoting Early Childhood Learning Education: A Systematic Review of Structural Quality of Preschool Education in China

The study aims to investigate the evolution of preschool education policy in China, which plays a vital role in early childhood development. It required the government’s intensified focus since 2010 on enhancing both access and quality standards of preschool education, which illuminated through the lens of historical policy shifts and their implementation. This study is grounded in the PRISMA guidelines and involved a thorough literature search, selection based on stringent criteria, and a robust data extraction and coding process. The analysis reveals that the Chinese government increasingly perceives preschool education as a fundamental public service, which has been established in revised policies and targeted endeavors to bridge the urban-rural areas of China. The study concluded that persisting challenges, notably in the equitable distribution of resources, enrollment inequalities, and optimal teacher-to-child ratios, especially in rural areas. Despite these challenges, the significant strides made, and the policy impetus reflect the prioritization of preschool education within China's national agenda. The review encapsulates the complexities of policy evolution, its tangible successes, and the pathways for achieving universal and high-quality preschool education.

A Critical Reflection on the Impact of International Organisations on Vocational Education Policy in China

Under the influence of globalisation, the importance of international organisations has become increasingly prominent. This paper explores the four stages of China's vocational education policy development and the effects of its implementation, as well as the impact of international governmental and non-governmental organisations on the development of vocational education and training (VET) in China. Specifically, the paper critically reflects on the degree to which the 4A principles, namely acceptability, availability, adaptability, and accessibility, have been accomplished in China's vocational education system in the context of reality, and the role of international organisations in policy-making and economic assistance in vocational education.

A Comparative Analysis of Inclusive Education Policies in China and the United States

Inclusive education has become popular to ensure equal educational opportunities for students with specific educational requirements or disabilities (SEND). This research paper compares the inclusive education policies in China and the United States with a comprehensive review of relevant literature, examining the conceptual framework, legal framework, and practices. This paper found that China adopts a pragmatic model to practice its policies while the U.S. uses an idealistic model. Furthermore, both countries are working towards attaining UNESCO's definition of inclusive education, facing conflict with neo-liberal education policies. Building on these findings, policymakers and stakeholders in both countries can draw insights to emphasize their country's high priority and foster greater inclusion in education accordingly.

Analysis on the Development of Teacher Education Policies in Modern and Contemporary China

Education policies have always played a crucial role in the evolution of teacher education in China. This article mainly focuses on the developing process of teacher education policies in modern and contemporary China and the factors influencing policy changes. In the past century, the development of teacher education policies in China can be divided into four stages: the Republic of China period (1912-1949), the early establishment of the People’s Republic of China period (1949 1978), the reform and opening-up period (1985-1992), and the 21st century period (2000-now). The entire development process has been twisted and turned, experiencing exploration, transformation, decline, reconstruction and improvement. It can be found through research and analysis that teacher education policies in China are determined by the national conditions of a specific period and will be continuously revised and improved in practice. Overall, teacher education policies in China are presenting the characteristics of shifting from a focus on quantity to quality, from imbalanced to balanced, from borrowing from foreign countries to having Chinese characteristics, and reflecting a people-oriented educational philosophy. In the future, teacher education policies in China are expected to move from high-quality to extraordinary, emphasizing innovation while paying attention to educational equity.

Toward a High-Quality System: A Critique of Chinese Special Education Policy Development and the Guidelines for the Evaluation of the Quality of Special Education Schools

Purpose This study reviews the development of special education policies in China and analyzes the major characteristics of policy changes from a critical perspective within specific sociocultural contexts in China. Design/Approach/Methods Interpretations of the newly published Guidelines for the Evaluation of the Quality of Special Education Schools are highlighted to reveal the recent manifestations of policy mandates for special education in China. Findings China accelerated its policy formulation on special education after the 1980s, moving away from a focus on universalization to quality enhancement and a holistic high-quality “special education system” under the mandate of legislation rather than non-binding regulatory recommendations. This policy aims to develop a high-quality system with accountability that responds to global trends toward inclusive education and fulfills local needs in a pragmatic manner. The mandatory approach to appropriate student development indicates that the goals of equitable and high-quality inclusive education have been taken as core evaluation indicators of the provision of special education in China. Originality/Value The paper's findings indicate that future policies need to be more concrete and operational for special education to be implemented effectively.

Pedagogical concept and social environment matters: example from parents’ attitudes towards student-learning burden reduction policy and its influencing factors in China

In many societies, parents’ perceptions play a key role in assessing the quality of education policy implementation, and the student learning burden reduction policy is the most discussed and influential education policy among K-12 education policies in China. However, there are few studies examining parents’ attitudes toward the student learning burden reduction policy and its influencing factors. In this study, we used nationally representative data and public opinion data to identify the factors influencing parents’ attitudes towards the student learning burden reduction policy. The. Hovland’s model of attitude change have been adopted in this study. Using factor analysis and structural equation modeling, we found that, for survey analysis results, a total of 83.2% of parents supported the implementation of student learning reduction policies. Parents’ educational/pedagogical and academic concepts, students’ academic burdens, and parents’ after-school service concepts had significant influences on parents’ attitudes toward the implementation of the student burden reduction policy. Our findings show how the social implicit environment in which parents live can shape their perceptions of the implementation of the student burden reduction policy.

The ‘Double-Reduction’ Education Policy in China: Three Prevailing Narratives

ABSTRACT In July 2021 the Chinese Government unexpectedly released what has become known colloquially as the ‘Double-Reduction’ policy. The policy decreed the reduction of homework pressure on students and greater control of private tutorial companies. In this paper, we set out to understand why the Chinese central government launched the ‘Double-Reduction’ policy in mid−2021 by using narratives to analyse the three most circulated explanations for the policy and its timing. We use data from a range of formal and informal policy texts. The three narratives, including one policy narrative dominant in the official discourse and two alternative ones, constructed the causal stories about the policy’s rationale from multiple perspectives. The combination of multiple perspectives and a narrative approach helps reveal the policy event’s complexity and lays a foundation for researchers interested in tracking the development trajectory of this new policy.

A Review of Pre-university English Language Education Policies in China 2011-2022

Chinese foreign language education policies (FLEPs) are changing during years of development in aspects of national planning, education, and policy formulation. And the most widely acknowledged foreign language in China is English. This paper critically reviews English language education planning (ELEP) in China under the historical context from 2011 to 2022. The ELEP developments are related to the modern era's economic, ideological, and political changes. At the institutional level, English is considered without controversy as a universal language that promotes national development and offers personal opportunity. However, the English-as-threat notion has been repetitively mentioned in the history of policy development. Examining the political alterations shows that even with doubts and concerns, providing pre-university students with English language education is inevitably strategic. And from reviewing a series of officially published documents and relevant research reports, this study ends with the implications for both English learners and educators in China. As the instrumental role of English has remained essentially unchanged, the concept that teaching language with its culture should be emphasized and encouraged in relation to English teaching and learning standards. Learning English is not only about learning a foreign language, it also involves learning a fresh way of thinking.

A Comparative Study of Multi-ethnic Bilingual Education Policies in China and the UK

Multi-ethnic bilingual education policies are crucial for multi-ethnic nations in safeguarding ethnic minorities’ rights, maintaining stability and improving national cohesion. Both China and the UK are multi-ethnic countries that developed bilingual education policies. This study uses documentary, comparative and historical research methods to review the multi-ethnic bilingual education policies of the two countries and to compare their similarities and differences. The study finds that the two countries have similarities in terms of policy objectives, development processes and linguistic perspectives. However, due to the national and ethnic backgrounds and cultural differences between the two countries, there are differences in terms of legalisation and mainstream language functions. The study recommends that China should provide higher-quality bilingual education resources in ethnic minority areas. In addition, a variety of bilingual education teaching models should be provided to further help build ethnic confidence in ethnic minority areas. Finally, the Chinese government could regularly monitor the status of minority languages to protect endangered languages and valuable ethnic heritage promptly.

How effective is the fire safety education policy in China? A quantitative evaluation based on the PMC-index model

The Fire Safety Education Policy (FSEP) is critical in raising public awareness of fire prevention and reducing man-made fires. The FSEP evaluation system was constructed based on text mining technology and the policy modeling consistency (PMC) index model, and ten representative FSEP were evaluated quantitatively. The results showed that among the 10 FSEP, one policy had the perfect consistency, two had a great consistency, and seven had acceptable consistency. Meanwhile, FSEP with a longer time frame scored higher, while short-term and more specific policies scored relatively lower. The PMC-Surface of representative policies showed that the lower scores of policy release agency (X2) and policy tool (X6) are the main reasons for the concave surface. The findings suggest that FSEP still has much room for improvement regarding policy release agency authority and policy tool selection. This study clarifies the strengths and weaknesses of FSEP in China and provides theoretical references for its optimization.

New Philanthropy and Education Policy in China

This essay will explore how Chinese philanthropy mobilises with the instructions from the central government, and participates in implementation of policies in the form of network governance, by starting to unfold the existing landscape of philanthropy and neoliberalism, the following part will discuss how do they intertwine with contemporary education policy. The next chapter is going to address the idea of ‘new philanthropy’, of how it has become a new form of philanthropy and in what way does it coordinate with the ongoing developing world. Notwithstanding this term is investigated in the global context with the assistance of the previous chapter. More specific examples of Chinese philanthropy businesses will be given in the last chapter, where there will be the combined analysis of recently modified authoritative guidelines and the works that Chinese leading philanthropists are doing, and indeed they are in the relationship of governed and governing with the authority. While the relationship is also changing from the government giving direct and explicit instructions, to a polycentric way of governance.

我国小规模学校教育政策的热点主题和研究前沿分析

我国小规模学校教育政策的热点主题和研究前沿分析

Nine Year Compulsory Education Policy in China

The education system in China has brought many benefits to Chinese education through decades of continuous reform and development. This is because many of China's education policies have shaped the Chinese education system as it is today. It reflects a global trend in education. Education in China is different from that of other countries. This article will select the Chinese specific education policy - nine-year compulsory education - as the subject of the evaluation analysis, describing the development, policy formulation such as background, objectives and implementation, and the main target groups. The needs, objectives and content of the nine years of compulsory education will be analysed. Using the SWOT analysis of the policy, it will also be necessary to develop some elements of the policy that can be improved as recommendations (expected impact of improvement measures).

Reimaging the panorama of international education development in China: A retrospective mapping perspective

This study aims to explore the panorama of international education development in China from a retrospective policy mapping perspective. In China, international education is closely linked with educational internationalization and opening to the outside world. The internationalization of education in China refers to the cross-border communication, cooperation, and integration of educational undertakings of different countries to realize the understanding and respect of multicultural society. In general, the international education policy in China includes four stages: From 1949 to 1976, the international education policy is the exploratory stage, from 1976 to 2000, the steady development stage of the international education policy in the reform and opening up period, from 2000 to 2012, the comprehensive development stage of the international education policy in the new century, and from 2012 to now, the new international education policy under the background of ‘One Belt and One Road’ and the new policy challenges under the COVID-19 pandemic. In addition, the conclusion and implication are offered in the last.

Mapping historical trends of sustainable rural education policy development in China

This study examines the key historical stages of the sustainable rural education policy development, including the stage of Rural Education Restoration and Adjustment Period (1979–1985); the stage of Comprehensive Reform Period of Rural Education (1985–2003); the stage of Rural Education Coordinated Development Period (2003–2018); and the stage of Rural Education Revitalization and Development Period (2018 to present). Along with the analysis, the policy characteristics of sustainable development of rural education policy in China concentrates on adhering to the unified leadership of the Party as the fundamental, adhering to the principle of comprehensive reform, adhering to the goal of serving rural development; adhere to promoting equity in education as the main task; and adhering to the construction of teachers as the key. In addition, policy problems on the sustainable development of rural education in China are also highlighted in this study. The conclusion and remarks are finally offered in the last.