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The book addresses the paradigm shift in education governance in China through a study of two legislation episodes in China: the 1986 Compulsory Education Law and the 2006 Compulsory Education Law Amendment. The research began with two broad questions: how was the Compulsory Education Law made and amended? Why was it made and amended? Using ethnographic interviews and documentary analysis as the main research methods, more specific questions on both legislative processes were delved into as the research evolved: What were the driving forces behind the 1986 and 2006 legislation? What values of compulsory education were assumed in their central decisions? What was the institutional rationale underpinning them? Data was collected through ethnographic interviews with key informants involved in the policymaking process. The research findings were analyzed and presented on the basis of narration analysis. The policymaking process of the legislation was then analyzed from three paradigms: agenda-setting, decision-making and organizational behavior. Finally, by examining the results of the previous stages of analysis, and further comparing the two cases, the research arrived at a theoretical framework for education governance that embraces three essential elements: political ideology, perceived value of education, and institutional rationale. A thorough analysis of the two legislative processes identified that the political ideology ‒ which shifted from efficiency-oriented economic well-being to equity-oriented social cohesion ‒ steered the agenda-setting of the compulsory education legislation. The perceived value of education reflects the role that education plays in development, changing from economic value to social value. The institutional rationale essentially determines strategies by which compulsory education materializes, with a variance from governing by goal and mobilization to governing by accountability and regulation. In conclusion, education governance in China witnessed a paradigm shift from “economic instrumentalism” to “social rationalism” between mid-1980s and 2006.
The first reference book to introduce the concept and development of service-learning in China, Service-Learning as a New Paradigm in Higher Education of China provides a full picture of the infusion of service-learning into the Chinese educational system and describes this new teaching experience using case studies, empirical data, and educational and institutional policies within Chinese context. The text demonstrates how students learn outside the classroom through service-learning with valuable feedback and reflection from faculty members and fellow students about the meaning of education in China. Though service-learning was initially developed in the United States, the concept is rooted in Chinese literatures and values. This book will help readers understand how service-learning is being used as a pedagogy with Chinese values and philosophy in Chinese education, filling a niche within the worldwide literature of service-learning.
As social contexts and demands change in the 21st century, pedagogies and policies must adapt to keep up. Increasing emphasis on global preparedness, competitivity, and holistic education alongside a fast-paced, ever-changing environment may make policy implementation difficult. However, Cheng asserts that it is only by understanding the current trends, visions, and issues in education policy, implementation, and research that we can reflect, adapt, and improve future initiatives. To that end, Cheng elucidates the different paradigm shifts in classrooms and pedagogy all over the world. In his exploration of third-wave paradigm shifts in education, he charts the rationales, concerns, and effects in topics such as contextualized multiple intelligences, integrated learning, national education in globalization, teacher effectiveness and development, school-based management, and systemic education reform. This book is a promising referential resource for any policy-maker, academic, and educator who knows that the only way to progress is to look at and learn from the current issues and future trends globally.
This much-needed new textbook introduces readers to the development of China's welfare polices since its conception of an open-door policy in 1978. Setting out basic concepts and issues, including key terms and the process of policy making, it overcomes a major barrier to understanding Chinese social policy. The book explores in detail the five key policy areas of employment, social security, health, education and housing. Each is examined using a human well-being framework comprising both qualitative and quantitative data and eight dimensions: physical and psychological well-being, social integration, fulfilment of caring duties, human learning and development, self-determination, equal value and just polity. This enables the authors to provide not only factual information on policies but also an in-depth understanding of the impact of welfare changes on the quality of life of Chinese people over the past three decades. A major strength of the book lies in its use of primary Chinese language sources, including relevant White Papers, central and local government policy documents, academic research studies and newspapers for each policy area. There are very few books in English on social policy in China, and this book will be welcomed both by academics and students of China and East Asian studies and comparative social policy and by those who want to know more about China's social development.
Unlike most books which consider China’s transformation and globalization over the last four decades by focusing on China’s economic growth, this book examines how the Chinese regime has handled the increasingly complex sociopolitical and socio-economic challenges generated as a result of the country’s economic growth and transformation, challenges arising both from within the country and also from the external political environment. Based on extensive original research, the book outlines how China’s economic development has generated social and governance pressures, discusses the government’s social, educational, and governance reforms, and highlights how China’s development experiences, which differ from the Western economies with democratic political regimes, have drawn increasing attention from other countries in the developing world as an example to follow.
One of the most important transformations in the world today is the adaptation to education and teaching methods that must be made to enhance the learning experience for Millennial and Generation Z students. The system in which the student is passive and the teacher is active is no longer the most effective form of education. Additionally, with the increased availability to information, knowledge transfer is no longer done solely by the teacher. Educators need to become moderators in order to promote effective teaching practices. Paradigm Shifts in 21st Century Teaching and Learning is an essential scholarly publication that examines new approaches to learning and their application in the teaching-learning process. Featuring a wide range of topics such as game-based learning, curriculum design, and sustainability, this book is ideal for teachers, curriculum developers, instructional designers, researchers, education professionals, administrators, academicians, educational policymakers, and students.
This book deepens our understanding of how higher education governance has recently changed in the rapidly developing higher education systems of East Asia. Focusing on China, Japan, Korea, Malaysia and Taiwan, it explains the implications of how state-centered political systems interpret political and economic environments such as neoliberalism, as well as how each system is coping with global pressures. The book makes a valuable contribution to organization studies in higher education by investigating and detailing how individual higher education institutions are responding to their new environments.
This publication is the first of a series from The Network of Asia-Pacific Schools and Institutes of Public Administration and Governance (NAPSIPAG), a network of professionals formed to encourage the continuing development of public administration theory and practice through research and other initiatives, and foster cooperation and collaboration between and among the members in pursuit of related and common interests.
This book covers education theory and philosophy, basic education, education economy, management and other fields, focusing on the hot and frontier issues of Education reform and development in China 2020. The articles in this book has been translated from Educational Research—the top academic journal in the field of education research in China. It addresses the current issues and status of Chinese education, and pays a close attention on it. Educational researchers in the college and university, educational policymakers and frontline teaching staff would be interested in it. By focusing on the current hot issues and frontier education issues, we want to explore the deep theoretical basis behind the phenomenon, so as to establish in the reader’s mind the connections between theory and practice, China and world.
This book explores theories and brings empirical evidence of innovations in learning and teaching and practice-driven leadership and governance of higher education institutions across developed and developing countries aiming to recover and sustain during and after the COVID-19 Pandemic. A fresh managerial approach to identifying the critical challenges, opportunities and strategies of higher education services management is the fundamental essence of this book. The book includes unique chapters, and these are carefully designed. This book has original scholarly contributions, including case studies, and explains how higher education institutions can deal with the challenges of the Covid-19 Pandemic. The cross-cultural insights of both public and private sector higher education institutions across the globe are a helpful guide for academics, researchers, advanced students, and practitioners to identify and understand the best practices about what worked well and what did not during the Covid-19 Pandemic. The chapters help formulate a strategic recovery plan for higher education institutions to mitigate the challenges of the post-Covid-19 Pandemic.