This book provides a comprehensive overview of the development of educational policies and legislation in China, particularly following the introduction of Reform and Opening Up in 1978. The scope of this book: (1) provides the theoretical basis and framework of educational policies; (2) explains key educational laws and legislation; and (3) introduces readers to policies for educational internationalization, private education, lifelong learning and teacher education. The book is intended for researchers, teachers and graduate students in the field of comparative education, educational policy and legislation, educational management. Readers will find essential information on the most important educational laws and legislation, as well as the recent characteristics of and trends in educational policies in China.

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.

This volume studies the implications of the right to inclusive education in human rights law for disability law, policy and practice.

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 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 policy and legislation in China are also provided based on solid and systematic analysis. The book is intended for researchers, teachers and graduate students in the field of comparative education, educational policy and legislation, educational management, etc.

For over a decade, Mainland China has been embarking on an ambitious nation-wide education reform ('New Curriculum Reform') for its basic education. The reform reflects China’s propensity to borrow selected educational policies from elsewhere, particularly North America and Europe. Chinese scholars have used a local proverb "the West wind has overpowered the East wind" to describe this phenomenon of ‘looking West’. But what do we mean by educational policy borrowing from the West? What are the educational policies in China's new curriculum reform that are perceived to be borrowed from the West? To what extent have the borrowed educational policies in China's new curriculum reform been accepted, modified, and rejected by the various educational stakeholders? How does culture influence the various educational stakeholders in China in interpreting and mediating educational policy borrowing from the West? How do the findings of this study on China’s education reform inform and add to the existing theories on and approaches to on cross-cultural educational policy borrowing? This book answers the above questions by critically discussing China’s policy borrowing from the West through its current reform for primary and secondary education. It presents the latest in-depth research findings from a three-year empirical study (2013-2015) with school principals, teachers, students and other educational stakeholders across China. This study offers new insights into China’s educational policy borrowing from the West and international implications on cross-cultural educational transfer for academics, policymakers and educators.

This book concentrates exploring the landscape of private education in contemporary China, including pre-schools, compulsory education, high schools, and higher education. Both the developmental opportunities, problems, and strategies in regard to shaping the promotion of China’s private education are examined in this book. The intended readers are scholars and researchers who are interested and work in research of the private education in Chinese context.

This book, first published in 1991, is concerned with educational change. It seeks to place Chinese educational policies within the broader social context of Chinese development and modernisation imperatives by analysing issues germane to specific educational structures and sectors. At the same time, it attempts to inform the reader of larger policy issues which affect the educational system as a whole and speak to more global concerns: the nature of Chinese student activism, gender inequality, rural-urban disparities, educational inequality, the influences of market forces, and the growth of professionalism.