Compulsory Education Policy in China: Concept and Practice (Exploring Education Policy in a Globalized World: Concepts, Contexts, and Practices)

✍ Scribed by Jian Li, Eryong Xue

• Publisher: Springer
• Year: 2021
• Tongue: English
• Leaves: 189
• Category: Library

✦ Synopsis

This book explores the overall landscape of compulsory education policy development in China from multiple perspectives to uncover the stages, features, problems and suggestions in Chinese compulsory education system, locally, nationally and internationally. In addition, this book also presents specific historical educational policy shifts for policymakers and stakeholders to investigate the compulsory education strategy over the long term. Specifically, the Chinese compulsory education policy landscape involves investigating changes to the legal environment, management policies, as well as practices for teachers and curriculum and teaching materials. These discussions contribute to the readers’ comprehensive and systematic understanding of compulsory education policy development in contemporary China.

✦ Table of Contents

Preface
Contents
About the Authors
1 Compulsory Education Policy in China: A Perspective of Legal Analysis
1.1 Legal Changes of the Compulsory Education Policy
1.1.1 Phase 1: Efficiency First and Equity Consideration (1978–2000)
1.1.2 Giving Consideration to Fairness: Narrow the Education Gap and Make Compulsory Education Universal
1.1.3 The Third Stage: Giving Consideration to Fairness and Efficiency and Moving Towards Balanced Development (After 2000)
1.2 The Value Choice of Compulsory Education Policy Development
1.2.1 The Problem of Economic Development Highlights the Urgent Need for Equity and Efficiency in Compulsory Education
1.2.2 Provisions of the Social and Political System on the Equity and Efficiency Orientation of Compulsory Education
1.2.3 The Challenge of Culture as a Kind of Capital to Educational Equity and Efficiency
1.3 Questions and Suggestions
1.3.1 Problems in the Harmonious Development of the Pursuit of Duty Equity and Efficiency
1.3.2 Further Promote the Realistic Pathway of Realizing the Harmony Between Fairness and Efficiency in China’s Compulsory Education
References
2 Compulsory Education Policy in China: A Perspective of Management System Analysis
2.1 The Explanation of the Core Concept
2.2 The Historical Context of China’s Compulsory Education Management System Reform
2.2.1 The Reform of the Education System (1978–1991)
2.2.2 The Exploration of Educational System Reform (1992–2000)
2.2.3 Determination of Educational System (2001–Present)
2.3 The Necessity of the Current Compulsory Education Management System
2.3.1 Politics
2.3.2 Economy
2.3.3 Cultural Aspects
2.3.4 Social Aspects
2.3.5 Market Participation
2.4 Questions and Suggestions
2.4.1 Rights and Responsibilities of Compulsory Education Management
2.4.2 Investment System of Funds for Compulsory Education
2.4.3 Conclusion
References
3 The Compulsory Education Policy in China: The Perspective of Curriculum and Teaching Materials
3.1 The Concept Definition
3.1.1 The Three Level Courses
3.1.2 The Course Management
3.2 The Policy Change Process of Compulsory Education Curriculum and Teaching Materials
3.2.1 The Policy Changes of National Curriculum and Teaching Materials
3.2.2 National Unified Compilation of Teaching Materials
3.2.3 Policy Changes of Local Curriculum and Teaching Materials
3.2.4 The Policy Changes of School Curriculum and Teaching Materials
3.3 The Multi-disciplinary Analysis of the Policy Changes of Curriculum and Teaching Materials
3.3.1 Political Basis of Curriculum and Teaching Material Policy
3.3.2 The Economic Basis of Curriculum and Teaching Material Policies
3.3.3 The Social Foundation of Curriculum and Teaching Material Policies
3.4 Questions and Suggestions
References
4 Compulsory Education Policy in China: From the Perspective of Teacher Personal Management Policy
4.1 The Historical Changes of the Compulsory Education Teacher Establishment Policy Since the Reform and Opening Up
4.1.1 The First Stage: The Establishment Stage of Teacher Establishment Standards (1984–2000)
4.1.2 The Second Stage: The Establishment Stage of City-First Teachers (2001–2010)
4.1.3 The Third Stage: Urban-Rural Unified Teacher Establishment Stage (2010–Present)
4.2 The Contradiction Between Supply and Demand of Teacher Establishment Reform Policy
4.2.1 Make Full Use of the Work Force Within the System
4.2.2 Employ Teachers Outside the Ranks
4.2.3 Cancellation of the Establishment of All Staff
4.3 Analysis on the Rationality of the Current Compulsory Education Teachers’ Establishment Policy
4.3.1 Political Perspective
4.3.2 Economic Perspective
4.3.3 Social Perspective
4.3.4 Cultural Perspective
4.4 Problems and Suggestions on the Establishment Policy of Compulsory Education Teachers in China
4.4.1 The Establishment Standard Is not Sound
4.4.2 Lack of Teacher Exit Mechanism
4.4.3 Further Refine the Standards for Teacher Preparation
4.4.4 Carry Out Teacher Supply Side Reform
4.4.5 Establish a Teacher Withdrawal Mechanism Based on Professional Level
References
5 Compulsory Education Policy in China: From the Perspective of Teacher Treatment Policy
5.1 The Policy Changes of the Treatment of Teachers Since the Reform and Opening up
5.1.1 Single Wage System (1978–1984)
5.1.2 Structural Wage System (1985–1993)
5.1.3 Hierarchical Wage System (1993–2006)
5.1.4 Performance Pay System (2006–Present)
5.2 Background of the Implementation of Merit Pay System for Compulsory Education Teachers
5.2.1 The Political Background of the Implementation of Teachers’ Merit Pay System
5.2.2 The Economic Background of the Implementation of Teachers’ Merit Pay System
5.2.3 The Social Background of the Implementation of Teachers’ Merit Pay System
5.2.4 The Cultural Background of the Implementation of the Merit Pay System for Teachers
5.3 Problems and Suggestions on the Treatment of Teachers in Compulsory Education
5.3.1 The Existing Problems of the Teacher Merit Pay System
5.3.2 Suggestions on Improving Teachers’ Merit Pay System
References
6 Compulsory Education Policy in China: From the Perspective of Teachers’ Titles/Ranks Policy
6.1 What Is the Teacher Title/Rank in China?
6.2 Reform of the Professional Title System for Primary and Secondary School Teachers
6.2.1 Preliminary Establishment of Professional Title of Teachers in Compulsory Education (1986–2009)
6.2.2 Pilot Stage of Professional Title Reform for Teachers in Compulsory Education (2009–2015)
6.2.3 Reform and Improvement Stage of Teachers’ Professional Title in Compulsory Education (2015–Present)
6.3 Why to Choose Such a Title Policy in China?
6.3.1 Economic Factors
6.3.2 Educational Requirements
6.3.3 Political and Social Factors
6.4 Questions and Suggestions
References
7 Compulsory Education Policy in China: From the Perspective of the Distribution of Schools
7.1 The Policy Changes of the Distribution of Compulsory Education Schools
7.1.1 Early Preparation: “Reform” and “Construction”
7.1.2 Formal Implementation: “Withdrawal” and “Merger”
7.1.3 Later Adjustment: Balance and Improvement
7.2 The Compulsory Education School Layout Policy Motivation
7.2.1 Economic Factors Affecting the Distribution of Compulsory Education Schools
7.2.2 Political Factors Affecting the Distribution of Compulsory Education Schools
7.2.3 Social Factors Affecting the Distribution of Schools for Compulsory Education
7.2.4 Cultural Elements Affecting the Layout of Compulsory Education Schools
7.3 Policy Discussion on the Readjustment of the Distribution of Compulsory Education Schools
7.3.1 Analysis of the Problem of Readjustment of the Layout of Compulsory Education Schools
7.3.2 The Procedures and Systems for Adjusting the Layout of Compulsory Education Schools Are not Perfect
7.3.3 The Standard of Distribution of Compulsory Education Schools Is Not Perfect and the Prospective Needs to Be Improved
7.4 Policy Suggestions on the Readjustment of the Distribution of Compulsory Schools
7.4.1 Raise Education Funds in a Diversified Way and Establish and Improve the Guarantee Mechanism of Compulsory Education Funds Between Urban and Rural Areas
7.4.2 Improve the Management System of Compulsory Education and Strictly Regulate the Adjustment Procedures of School Layout
7.4.3 Overall Planning of the Layout of Compulsory Education Schools, Clear Standards, Scientific Planning
References
8 Compulsory Education Policy in China: From the Perspective of the Rural Compulsory Education
8.1 Policy Changes of Rural Compulsory Education Development
8.1.1 Recovery and Adjustment Stage (1978–1984)
8.1.2 Development and Reform: Urban Priority Orientation (1985–2000)
8.1.3 Preliminary Equalization: Urban-Rural Equality (2001–2005)
8.1.4 In-Depth Equalization: Giving Priority to Rural Areas (Since 2006)
8.2 The Current Policy Rationality Analysis
8.2.1 Political Perspective
8.2.2 Economic Perspective
8.2.3 Social Perspective
8.2.4 Cultural Perspective
8.3 Questions and Suggestions
8.3.1 Existing Problems
8.3.2 Suggestions
References
9 Compulsory Education Policy in China: From the Perspective of the Supervision Policy
9.1 Changes of the Supervision Policy of Compulsory Education in China
9.1.1 The First Stage (1980–2001): The Supervision Policy for the Popularization of Nine-Year Compulsory Education
9.1.2 The Second Stage (2002–2011): The Policy of Supervision of Compulsory Education that Changes from Popularization to Equilibrium
9.1.3 Stage 3 (2012–2019): Establish Evaluation Criteria to Promote the Supervision Policy of Compulsory Education for Balanced and High-Quality Development
9.2 The Multidisciplinary Basis of the Policy of Compulsory Education Supervision
9.2.1 Political Foundation
9.2.2 Economic Basis
9.2.3 Cultural Foundation
9.2.4 Social Foundation
9.3 Problems and Suggestions on the Supervision of Compulsory Education
9.3.1 Questions
9.3.2 Suggestions
References
10 Compulsory Education Policy in China: From the Perspective of the Quality and Balanced Development Policy
10.1 Policy Change of Balanced Development of Compulsory Education—From Basic Balance to Quality Balance
10.1.1 The Literacy Education and the Goal of Achieving Universal Education (1978–2000)
10.1.2 The Transition from the Stage of Universal Compulsory Education to the Stage of Balanced Development (2000–2010)
10.1.3 Balanced Development Stage (2010–2017)
10.1.4 Quality and Balanced Development Stage (2017–Present)
10.2 Why the Current Policy?
10.2.1 Political Reasons
10.2.2 Economic Reasons
10.2.3 Social Reasons
10.2.4 Cultural Reasons
10.3 Questions and Suggestions
References