This book examines the Chinese education policy landscape since 1978 by constructing a policy analysis tool, the “concept-added policy chain,”and discusses how to review, assess and forecast the development of that landscape, historically and contextually. In addition, it presentsseveral major historical educational policy shifts in order to explore both the internal and external rationale behind the development of aneducation policy with Chinese characteristics. It also provides a unique policy analysis tool for investigating the intricate political logics in contemporary Chinese education policy development at the macro-level, systematically and comprehensively.

This book provides a scholarly investigation of the new era we have entered, in which platforms can replace or profoundly modify educational systems, and questions the role of educational policy in this new stage of platform-based digital technology. The contributors explore important questions around who controls these transformations, what form they are taking, what the balance between national education policies and Big Tech education solutions should be, as well as whether there should be a public platform in every education system that digitally expands learning, and what evidence there is that learning will be more efficient using these platforms. The first part provides a selection of empirical studies on the new digital educational policy, and an analysis of the real opportunities and concerns that governments face in this regard, while the second offers reflections on the processes of platformization and the role of the state in this new digital world. Uniquely examining the temporal evolution of these changes and taking a theoretical, political, and epistemological approach, it crucially opens pathways for dialogical and diverse critical thinking about profound problems and possibilities. Gathering purposeful thinking that creates space for design solutions and rethinking educational systems considering these new technological artefacts, it will appeal to researchers and specialists in the fields of educational technology and educational policy.

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.

China's Education Policy Review (2018-2021) collects important researches of China's education policies mainly conducted by the academics at East China Normal University (ECNU) in recent years. The book covers various aspects of educational policy studies in China including Regulatory Policies on Private Supplementary Tutoring in China, Accelerated Move for AI Education in China, New Higher Education Policy, non-governmental education, etc. It showcases the significant contributions to scholarship in education policies studies in China.This book is the eighth volume of the WSPC-ECNU Series on China. This series is jointly launched by World Scientific Publishing, the most reputable English academic publisher in Asia, and ECNU, a top University in China with a long history of exchanges with the international academic community.

This volume of Theory and Method in Higher Education Research explores several timely topics including transnational approaches to higher education policy, universities contributions to society, data collection in higher education, virtual and blended research, and more.

This book explores the education poverty alleviation policy in China from the perspectives of concept and practice. In this book, the authors also examine the major national education poverty alleviation policy to analyze the different periods and stages of education in China. This book also explores the development of China’s education poverty alleviation policy from different scopes. It examines the various stages, features, problems and suggestions in Chinese poverty alleviation progress.The intended readers are scholars and researchers who are interested and work in research of the poverty alleviation education in Chinese context, and also the administrators and stakeholders in Chinese poverty alleviation education management and graduate students who majoring and minoring in the field of anti-poverty education.

This book examines educational resource allocation in Beijing, the allocation of educational resources in student resource optimization analysis in Tianjin, educational resource allocation in Hebei Province, and the optimal allocation of vocational education resources in Beijing, Tianjin, and Hebei. It also offers a holistic landscape of exploring coordinated education development historically. This book has interdisciplinary appeal and is of interest to all studying and researching Chinese educational policy.

This book investigates the educational equity in China from multiple perspectives, including rural and urban educational equity, interschool educational equity, Eastern and Western educational equity and administrative policies related to the educational equity. All those perspectives concentrate on examining the comprehensive development of the educational equity in contemporary China. In addition, this book also presents specific historical and cultural shifts for policymakers and stakeholders to offer an in-depth understanding of the educational equity strategy in a long term.

This book examines the pre-service teacher education policy development of seven countries, including the USA, the UK, Japan, Canada, Singapore, Australia, and Russia. This book reviews the history of pre-service teacher education policies in those countries and discusses relative case studies on pre-service teacher training practices. It also identifies problems in current pre-service teacher education in those countries and proposes potential countermeasures to resolve those issues. This book serves as a useful reference for various stakeholders in the teacher education field.

Investigating the highly influential enrolment expansion policy in Chinese higher education, this book outlines how educational equity issues were understood and addressed in the formulation and implementation of the policy, and its impacts on the socio-economic fabric of China in the past decades. Drawing on Chinese policy documents and interviews with government and university representatives, Zhang examines the education system under the Mao era and the post-Mao era and outlines the different approaches to equity that have characterized education in China in the 20th and 21st centuries. Stephen Ball’s "policy cycle" is used as a framework to analyse the various contexts (text, discourse, and social practice) in which policy is formed. Zhang argues that education policy was not simply driven by concerns of equity but also by economic interests and political discourse. Zhang further goes on to analyse how education policy was implemented by provincial governments and highlights the tension between central policy and on-the-ground implementation. Bringing analysis of Chinese policy and research to a wider audience, this text will interest education policymakers and academics in the field of educational equity and higher education research.