International School Policy Development: Insights from China (Exploring Education Policy in a Globalized World: Concepts, Contexts, and Practices)

✍ Scribed by Jian Li

• Publisher: Springer
• Year: 2023
• Tongue: English
• Leaves: 141
• Category: Library

✦ Synopsis

This book investigates the international school policy reform in China from various perspectives. In recent years, international schools, international classes, international departments, and various international education projects have emerged in the field of education in China. This book explores and analyzes the idea of international schools, and discusses different aspects of the conceptual model of international education policy development in China, including international school policy, student cultivation, teacher cultivation, school management, curriculum, and quality assessment of international schools. In addition, this book offers a comprehensive, systematic, and practical perspective on shaping China’s international school policy development and management.

This book serves as a guide for scholars and researchers who are interested, and work in, research on internationalization development in China, administrators, and stakeholders in China's education system, and graduate students who major or minor in the field of internationalization development in China.

✦ Table of Contents

Preface
Contents
About the Author
1 The International School Policy Development in China
1.1 Introduction
1.1.1 Definition and Characteristics
1.1.2 The Characteristics of China's International School Policy
1.1.3 International School Policy Tends to Be Politicized
1.2 The Main Contents of China's International School Policy
1.2.1 Enrollment and Fees of International Schools
1.2.2 Management of International Schools
1.2.3 Trend: Private Brands with Chinese Characteristics
1.2.4 Teachers: Systematic Planning to Accelerate Training
1.2.5 Innovation: Innovation and Continuous Proof
1.3 The Historical Development of International Schools in China
1.3.1 From Nothing to Something—Embryonic Period (1980–1989)
1.3.2 Preliminary Development—Exploratory Period (1990–1999)
1.3.3 Rapid Development—Rising Period (2000–2009)
1.3.4 Vigorous Development—Explosive Period (2010–2019)
1.4 Problems and Challenges Facing the Development of International Schools in China
1.4.1 The Development of International Schools Still Needs Greater Policy Breakthroughs
1.4.2 To Ensure the Quality of Education is a Problem to Be Faced by Private International Schools
1.4.3 The Enrollment Threshold of International Schools Is Not Transparent
1.4.4 Insufficient Funds for Education
1.4.5 Lagging Laws and Regulations
1.5 Suggestions for Challenges and Problems
1.5.1 Reasonable Operation and Management
1.5.2 Expanding Sources of Education Funding
1.5.3 Expanding Space for Development
1.5.4 Improve the Quality of Education
1.5.5 Adhere to Sustainable Development, Improve the Overall Level of Teachers
1.6 Summary
References
2 International School Student Cultivation in China
2.1 Introduction
2.1.1 The Cultivation of International School Students in China
2.1.2 Concept of International School
2.1.3 Characteristics of Student Cultivation in International Schools in China
2.2 Historical Development
2.2.1 Initial Development Period (1980–1989)
2.2.2 Accelerated Development Period (1990–1999)
2.2.3 Rapid Development Period (2000–2009)
2.2.4 Transformation Period (2010–2019)
2.3 Challenges and Problems in Practice
2.3.1 The Training Objectives of Chinese Course Materials Do Not Match with the Directional Needs of Students
2.3.2 Chinese Education and Teaching Are Superficial and Formalized
2.3.3 Chinese Education Resources Can Hardly Meet the Development Needs of Students
2.3.4 Students Lack Initiative in Theoretical Learning
2.3.5 Uneven Quality of Students
2.3.6 Curriculum Optimization Needs to Be Improved
2.3.7 The Management System of International Students Still Needs to Be Improved
2.3.8 Exploration of Training System and Standardization of Process Construction
2.4 Countermeasures and Suggestions for Challenges and Problems
2.4.1 Improvement Strategies of Chinese Curriculum and Teaching in China's Private International Schools
2.4.2 Deepen the Understanding of the Status of Ideological and Political Courses
2.4.3 Pay Equal Attention to Practice and Theoretical Study
2.4.4 Establish Standard Management System, Introduce Supervision and Inspection Mechanism
2.4.5 Improve the Enrollment System of International Schools to Provide Institutional Guarantee for Improving the Quality of Enrollment
2.4.6 Formulate Highly Targeted Enrollment Policy
2.5 Summary
References
3 The Teacher Cultivation of International Schools in China
3.1 Introduction
3.1.1 The Faculty of International Schools in China
3.1.2 Focus on Comprehensive Quality
3.1.3 Teaching Staff of International Schools for Primary Education
3.2 Historical Development
3.2.1 Embryonic Period (1980–1989)
3.2.2 Exploratory Period (1990–1999)
3.2.3 Rapid Development Period (2000–Current)
3.3 Challenges and Problems in Practice
3.3.1 Lack of National Legal Protection
3.3.2 Lack of Long-Term Planning for the Construction of Teaching Staff
3.3.3 The Cultivation Channel Is Narrow and Single
3.3.4 The Distribution of Teachers Is Not Balanced
3.3.5 The Utilitarianism of Education Is Becoming Increasingly Serious
3.3.6 The Development of the Discipline Is Still Unbalanced
3.3.7 Ignore Traditional Culture and Education
3.4 Countermeasures for the Construction of Teaching Staff in International Schools
3.4.1 Attach Importance to Teacher Training and Broaden the Channels for Teacher Training
3.4.2 National Legislation, Clear Preschool Education Teacher Standards
3.4.3 Provide Policy and Institutional Support for the Management of Teachers
3.4.4 Strengthen the Professional Development of Teachers
3.5 Conclusion
References
4 International School Management in China
4.1 Introduction
4.1.1 The Sustainable Development of China’s Economy
4.1.2 The Legal Environment Faced by International Schools in China
4.1.3 Joint Governance Under the Concept of Education
4.2 Historical Development
4.2.1 Embryonic Period (1980–1989)
4.2.2 Exploratory Period (1990-Current)
4.3 Challenges and Problems in Practice
4.3.1 The Sharp Increase in the Number of Private Schools Providing International Education is Driven by Demand
4.3.2 Unreasonable Curriculum Setting and Supervision
4.3.3 The Principal’s Core Leadership is Insufficient
4.3.4 Some Schools Lack Management Characteristics
4.4 Countermeasures and Suggestions for Problems and Challenges
4.4.1 Countermeasures for the Demand Pulling Problem Caused by the Sharp Increase in the Number of Private Schools Providing International Education
4.4.2 Strengthen International Education and Publicity
4.4.3 Strengthen the Characteristics of School Management
4.4.4 Strengthen the Construction of Teachers, Improve the Ability of Teachers
4.4.5 Strengthen Chinese Language Training for International School Students
4.5 Summary
References
5 International School Curriculum in China
5.1 Introduction
5.1.1 The Contextual Development of International Schools
5.1.2 Development Status of International Schools
5.1.3 The Increase of the Audience Brings Incremental Demand
5.2 Challenges and Problems
5.2.1 Challenges Brought to Teachers by the Course Implementation Process
5.2.2 Higher Requirements Are Put Forward for Teachers’ Teaching Ability
5.2.3 International Schools Do not Pay Enough Attention to Some Domestic Teachers
5.2.4 Unreasonable Curriculum Setting and Marginalization of Local Curriculum
5.2.5 The High Selectivity of International Courses and the Complexity of Educational Administration
5.2.6 The High Selectivity of International Courses and the Reform of Teaching Evaluation Methods
5.3 Countermeasures and Suggestions
5.3.1 To Advocate Distinctive School Running, Integrate Chinese and Western Essence, and Take the Road of Professional Development
5.3.2 Strengthen Research and Promote the Deep Integration of International Curriculum and Local Curriculum
5.4 Summary
References
6 Quality Assessment of International Schools in China
6.1 Introduction
6.1.1 The Development of Governments and International Organizations
6.1.2 The School Quality Assessment
6.1.3 Evaluation of School-Running Conditions
6.1.4 Evaluation of School-Running Performance
6.2 Policy Changes
6.2.1 Modern International School Was Officially Born
6.2.2 Application for Establishment of Taiwan Compatriots’ Children’s School
6.2.3 Tighten Policy on Public International Classes
6.3 Challenges in Practice
6.3.1 Uncertainty in Running a School Due to Changes in the International Environment
6.3.2 Lack of High-Quality Chinese and Foreign Teachers
6.3.3 Inadequate Quality Management of Students, the Enrollment Rate, and Acceptance Rate Are Inconsistent
6.4 Countermeasures and Suggestions for Challenges and Problems
6.4.1 The Support of Relevant Policies, Regulations, and Funds Needs to Be Strengthened
6.4.2 The Structure of Students Needs to Be Further Optimized and Improved
6.4.3 Seize the Opportunity and Continue to Expand the Advantage of “Internationalization in the Local”
6.4.4 Strengthen the Construction of Policies and Regulations of International Schools and Improve the Quality Supervision System of International Schools
6.4.5 Improve Rules and Regulations and Work Standardization Process from Top to Bottom
6.4.6 Scientific Orientation International Education Assessment
6.5 Summary
References