Relevant bibliographies by topics / Chinese Education Policy Implementation

Academic literature on the topic 'Chinese Education Policy Implementation'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Chinese Education Policy Implementation"

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Xia, Yuanyuan, Dongxu Qu, Nataliya Stoyanets, and Hejun Zhao. "Policy evolution of personnel management in Chinese educational institutions: A comprehensive policy circle analysis." Problems and Perspectives in Management 20, no. 4 (December 23, 2022): 544–59. http://dx.doi.org/10.21511/ppm.20(4).2022.41.

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The reform of education personnel management policies has been carried out progressively to ensure the achievement of educational goals. A systematic analysis of the personnel management policy circle, including policy design, content, and implementation, is crucial to improving the accuracy and effectiveness of such policies. Through a comprehensive review of policy evolution, this study aims to systematize the design and content of policies on personnel management in educational institutions in China. It was determined that personnel management is increasingly concerned with the efficiency and effectiveness of goal achievement, policy design, system reform, and mixed-used management methods. A questionnaire survey was conducted among 420 respondents in 25 preschool institutions in five cities of Henan province in China. A total of 362 questionnaires were deemed valid out of 397 retrieved, including 24 from principals and 338 from teachers. The statistical analysis results identified the problems in policy implementation, including the laxly enforced teacher qualification system, inadequate teacher professional development, poorly implemented training policies, unattractive salaries and benefits, and the undesirable assessment system. For example, 5.89% of the respondents still need teaching qualification certificates. Only 1.1% of the respondents had senior titles. 2.76% of the respondents are still paid less than the minimum standard. In response to the situation, this study suggests effective countermeasures for educational administrative authorities and institutions. The findings could provide a reference for further optimization and development of personnel management policies. AcknowledgmentsThis study is supported by Sumy National Agrarian University in Ukraine and the Talent Special Support Program for Doctoral Studies of Henan Institute of Science and Technology in China.
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Sun, Maojia. "Nine Year Compulsory Education Policy in China." International Journal of Curriculum Development and Learning Measurement 3, no. 1 (January 1, 2022): 1–11. http://dx.doi.org/10.4018/ijcdlm.315580.

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The education system in China has brought many benefits to Chinese education through decades of continuous reform and development. This is because many of China's education policies have shaped the Chinese education system as it is today. It reflects a global trend in education. Education in China is different from that of other countries. This article will select the Chinese specific education policy - nine-year compulsory education - as the subject of the evaluation analysis, describing the development, policy formulation such as background, objectives and implementation, and the main target groups. The needs, objectives and content of the nine years of compulsory education will be analysed. Using the SWOT analysis of the policy, it will also be necessary to develop some elements of the policy that can be improved as recommendations (expected impact of improvement measures).
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Ding, Xiaojiong. "Policy Metamorphosis in China: A Case Study of Minban Education in Shanghai." China Quarterly 195 (September 2008): 656–74. http://dx.doi.org/10.1017/s0305741008000817.

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AbstractBy taking minban education at the level of basic education in Shanghai as an example, this article studies the processes of policy implementation in mainland China. Based on 65 interviews conducted during 2001 and 2004, the article analyses two policies on minban education which have metamorphosed during implementation. It argues that the Chinese mode of state governance has shifted from Party despotism to a mode that tolerates and embraces local deviation.
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Ngok, Kinglun, and Weiqing Guo. "The Quest for World Class Universities in China: Critical Reflections." Policy Futures in Education 6, no. 5 (January 1, 2008): 545–57. http://dx.doi.org/10.2304/pfie.2008.6.5.545.

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Building world-class universities has become a national policy priority in China since then-President Jiang Zemin announced in May 1998 that China must have several world-class universities of international advanced level. This article aims to offer critical reflections on the policy in relation to building world-class universities in China. It begins by introducing the policy context of China's world-class universities initiatives. Then, it examines Chinese perceptions of world-class universities, and assesses the related policy options adopted by the government and universities. It concludes that the formation and implementation of the policy of building the world-class universities in China reflects the ambition of both the Chinese government and Chinese universities to develop high quality higher education in the context of globalization and the knowledge-based economy.
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Zhou, Yi. "THE CAMBODIAN SOLUTION TO CHINESE ETHNIC BILINGUAL EDUCATION PROGRAM." International Journal of Education Humanities and Social Science 05, no. 05 (2022): 129–40. http://dx.doi.org/10.54922/ijehss.2022.0446.

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Chinese ethnic bilingual education program is a mean to leverage ethnic minorities to more social upward opportunities in the Mandarin (Han language)-dominated society. After investigating contemporary papers about the remaining issues, the present article qualifies the existing inequality of ethnic bilingual education rooted from the irrationality of government’s policy, the weakness of policy implementation, and the contradicted culture environment for ethnic bilingual education. Shared a similar ethnic population structure, the Cambodian’s Highland Children’s Education Project (HCEP) provided inspirations to Chinese ethnic bilingual education in the utilization of NGOs power, the setting of community school board, the design of teacher training program and curriculum system. Deliberatively considered Chinese political environment and government funding availability, this article suggests that selected Chinese local government can partnership with domestic NGOs to run experimental school based on HCEP model and the practical insights for future ethnic bilingual innovative programs in Chinese rural ethnic area.
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Lee, Cher Leng, and Chiew Pheng Phua. "Singapore bilingual education." Journal of Asian Pacific Communication 30, no. 1-2 (June 30, 2020): 90–114. http://dx.doi.org/10.1075/japc.00046.lee.

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Abstract Bilingualism has always been emphasized in Singapore’s education system. Since 1959, Singapore government leaders have repeatedly stressed that bilingualism is the cornerstone of Singapore’s language policy. Scholars researching language policy and planning in Singapore have also assumed that Singapore has always maintained a consistent stand on bilingualism. This paper cites the case of Chinese language (Mandarin) education as evidence to show how “bilingual” education has undergone significant changes in Singapore by tracing the historical changes and examining how bilingual education has evolved since its implementation. The findings show that the once-compulsory bilingual requirements gave way to differentiated ones in the history of Singapore’s bilingual policy. This finding will help researchers have a better understanding of Singapore’s “bilingual education” today and its position compared to other bilingual education systems in the world.
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Zhang, Hui, Xueqin Qian, and George HS Singer. "Experiences of Chinese Parents of Children with Autism Spectrum Disorder Advocating for Inclusive Education." International Journal of Special Education (IJSE) 37, no. 1 (August 5, 2022): 62–74. http://dx.doi.org/10.52291/ijse.2022.37.27.

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"The purpose of this study is to gain an understanding of Chinese parents’ experiences advocating for their children with autism spectrum disorder to be educated in a regular classroom setting. Sixteen parents of children with ASD in China were interviewed to understand their experiences with the ‘learning in the regular classroom policy’(LRC)and its implementation. Our findings revealed three themes: (a) guanxi (social capital) is critical for parental advocacy, (b) Parents’ commentary on educational rights features a self-deprecating tone, and (c) parents indicate they accept and even agree with the stigma attached to children with ASD. The interpretive phenomenological analysis approach is used to gain insight into the policy implementation of inclusive education in China from the perspective of parents. This study demonstrates the toll that social stigma takes on parents when they interact with the Chinese school system within the context of LRC."
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Yang, Xiaozhe. "Accelerated Move for AI Education in China." ECNU Review of Education 2, no. 3 (September 2019): 347–52. http://dx.doi.org/10.1177/2096531119878590.

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Purpose: This article summarizes recent developments in the use of artificial intelligence (AI) in Chinese education, paying particular attention to the different applications of AI at a number of different levels. The article reviews key government policies and guidelines and suggests a course for future development. Design/Approach/Methods: The article analyzes key government policies relevant to the implementation of AI in Chinese education. Additionally, the article leverages the author’s experience as a key member of national information technology curriculum development, which involved participation in the drafting of various curriculum standards and policy documents and discussions with numerous administrative officials, teachers, and researchers. Findings: This article argues that the use of AI in Chinese education varies at different levels. AI implementation is at its early stage in elementary education; more prevalent in higher education, and even more common in the field of civic education. As a result, in multiple dimensions, Chinese students are becoming better trained to face an age of AI and working together to create an informatized education environment. Originality/Value: This article describes how China is searching for the point where top-down system design meets bottom-up applications to chart its own course for the use of AI in education.
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Dong, Yueyan, Nannan Yu, Tao Hong, and Jinxing Yue. "City Administrative Level and Tertiary Educational Opportunities: Evidence From China’s Higher Education Expansion Policy." SAGE Open 12, no. 2 (April 2022): 215824402210899. http://dx.doi.org/10.1177/21582440221089931.

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In 1999, the Chinese government implemented a higher education enrollment expansion policy to improve education equality. Now, its positive impact on educational equality is contested. This study attempts to identify the link between city administrative level and tertiary attainment in the context of the policy. Our empirical findings indicate that after implementation of the policy, inequality increased. Students from political and economic centers had more opportunities for tertiary education attainment. This policy has a greater impact on disparities in access to undergraduate education for individuals living in different administrative hierarchies than it does on specialist education.
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Zheng (郑丽洁), Lijie, Mariëtte de Haan, and Willem Koops. "Overseas Chinese Educational Strategies and Its Policy Implications." Journal of Chinese Overseas 15, no. 2 (November 13, 2019): 171–201. http://dx.doi.org/10.1163/17932548-12341401.

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Abstract This paper assesses whether China’s policies for providing educational support to overseas Chinese match the educational needs of current Chinese immigrants around the world. Firstly, the paper presents the different migration backgrounds of four waves of Chinese global migration in contemporary history: labor immigrants to the Global North, international students in the Global North, businessmen in the Global South and the new rich investors in the Global North. Using the concept of intergenerational contract, we found the four waves have distinct parental investment strategies in relation to their migration background, which comes along with their different educational needs. After carefully reviewing China’s policies in overseas education in terms of the assumptions, purpose and background of their implementation, we argue that these policies are outdated and serve the needs of only a limited number of Chinese immigrants due to their ignoring the variety of certain intergenerational contracts. Lastly, some specific suggestions for policy makers are given.
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Dissertations / Theses on the topic "Chinese Education Policy Implementation"

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Zhang, Dianyu, James Lampley, and Donald W. Good. "Shared Governance: A Comparison of Perceptions and Implementation between American and Chinese Higher Education Institutions." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/262.

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The purpose of this study was to assess the status of institutional stakeholders’ perceptions and application of shared governance on an American higher education campus and a counterpart in China and determine if there were differences among the groups of stakeholders both within and between the institutions. Significant differences were found among the four categories of participants at the Chinese institution. For the General Acceptance dimension of the Perceptions of Shared Governance Inventory (PSGI) the Chinese staff members reported significantly higher scores than all the other three categories. For the Implementation dimension, staff members and the students scored significantly higher than the administrators and the faculty members. For the two dimensions of the Application of Shared Governance Inventory (ASGI), administrators reported significantly higher scores than the other categories. At the participating American university, a significant difference was found between the students and the administrators in the General Acceptance dimension. Comparisons between the American institution and the Chinese institution found that the Chinese faculty members scored significantly higher than Americans in the General Acceptance dimension, but the American faculty members scored significantly higher in both the General Acceptance and the Implementation dimensions. Chinese staff members and the Chinese students scored significantly higher than Americans in both the General Acceptance and the Implementation dimensions, but the American staff members and the American students scored significantly higher in both the General Acceptance and the Implementation dimensions. Also, years of service plays a significant role in two Chinese groups.
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Jiao, Junhui. "Student aid policy of Chinese higher education /." Oslo : Pedagogisk forskningsinstitutt, Universitetet i Oslo, 2008. http://www.duo.uio.no/publ/pfi/2008/72091/Thesis-JunhuixJiao.pdf.

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Moran, Renee Rice. "The Impacts of Policy Implementation." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3595.

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Chan, Yu Wei-ming Grace. "Education and policy implementation in Hong Kong." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/hkuto/record/B31975690.

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Chan, Yu Wei-ming Grace, and 陳余慧明. "Education and policy implementation in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B31975690.

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Nilphan, Pad. "Internationalising Thai higher education : examining policy implementation." Thesis, University of Leeds, 2005. http://etheses.whiterose.ac.uk/331/.

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This thesis examines the implementation of the policy of internationalising higher education in Thailand during a period marked by global and national liberalisation and by transition and reform. The main research question is: to what extent has the Thai state's policy of internationalising higher education been implemented? The thesis reviews two main bodies of literature to answer this question, examining them in the Thai context. First, studies of the internationalisation of higher education are reviewed in order to provide the background to current debates and to frame a set of ideal goals for the internationalisation of higher education in Thailand. Second, studies on the higher education system and the policy implementation process are used to investigate the Thai higher education system's policy implementation process. The thesis centres on two main case studies reflecting the two primary functions of universities: teaching and research. The first study relates to the teaching of commercial and business administration courses in international programmes. The second study relates specifically to internationalised scientific research. The thesis argues that Thai higher education is in a dilemma: it must implement successful internationalisation and reform its structure and social values, particularly in order to accommodate new ideas driven by market forces. Yet, it is prevented because the bureaucratic structure and values of the 'state authority' and the public universities prevail, while the market pressurises each institution and individual to pursue their self-interests. As a result, qualitative internationalisation is difficult to put into practice. The original contribution of this thesis is not only the empirical data gathered during intensive fieldwork, but also an attempt to analyse the internationalisation of Thai higher education by examining the country's higher education system and its policy implementation process. Previous studies on the internationalisation of higher education have mostly focused on the developed world, and those focusing on developing countries have not particularly considered the problems related to national higher education systems and policy implementation processes. This study not only considers the duties and functions of particular universities; it also places the internationalisation of the Thai higher education system in its macro-political and socio-economic context, and thus is able to explore and explain the fundamental problems affecting the policy implementation process.
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Cothern, Thomas Lynn. "Professional development of school principals and policy implementation." Thesis, Southeastern Louisiana University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3616991.

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Effective professional development for school principals is crucial to the successful administration of schools, especially during periods of change resulting from policy mandates. The Louisiana Legislature has passed legislation in an attempt to reform education in the state. During this same period, the Board of Elementary and Secondary Education (BESE) has determined school districts are responsible for the professional development of school principals in the district. However, there may be varying degrees of fidelity with respect to the types of programs implemented in the school districts in Louisiana.

This study utilized qualitative and quantitative data to determine the elements, contexts, and topics found in the principals' professional development in two school districts in Louisiana. Educational leadership literature and studies have indicated professional development for principals should be ongoing and occur during all phases of the principals' career. The participants in the study included the district personnel responsible for implementing professional development for principals and the principals in two school districts, one rural and the other suburban.

The role district administrators had in the districts' professional development programs was examined and compared to the responses of the principals included in the study. The responses of the principals and superintendents in both districts were compared and contrasted through both a within-case and cross-case analysis. The role professional development had in implementing policy changes was also examined.

The data collected through the survey used and the interviews provided a glimpse of the professional development found in both districts, as well as the expectations and needs the principals had for the program. To take it a step further, the desires of the principals of both districts in all three areas are compared with the common areas in both districts delineated.

The results between the two districts were very similar in both the types of professional development the principals attended and the desires the principals indicated they would like to see included in a program of professional development. The principals in both districts desired the program to be ongoing, collaborative, and participative. The principals also desire for professional learning communities to be the context used in the programs. Topics should include the use of data, enhancing instruction, facilitating change, and the development of leadership skills. The expectations the principals had for professional development that should be included in a program are the use of data, personnel matters, and implementation strategies for changes to the school campus. The needs the principals perceived as important to be included in professional development included collaboration among their peers, provide follow-up, provide time for reflection, allow for school visitations, and the program be research based. The needs that were not being met through professional development included knowledge of teacher evaluation and instruction, data interpretation and student achievement, and activities designed to foster improvement in leadership skills.

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Mouroutsou, Stella. "Policy implementation in inclusive education : a complexity perspective." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8048/.

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Inclusion is a major focus of government policies worldwide. It is promoted by international agencies aiming to transform education systems in order to respond to the diversity of all learners. However, this research argues that not enough attention has been paid to the values that underpin the policies that promote inclusion, as well as to the beliefs of significant actors that participate in the policy process and which are considered to affect practice. Hence, the extent to which the move to inclusive education is substantive or linguistic is not clear. The complex conceptualisation of policy implementation as well as the need to study the conditions under which education policies work, encourages the use of complexity theory, which focuses on the idea that the interaction of multiple constituent agents has as an impact the emergence of phenomena-forms and events. The number of educational researchers who adopt sociomaterial approaches such as those developed by complexity theory and actor-network theory has increased. It is believed that complexity theory could contribute to our conceptualisation of policy processes, enhancing our understanding of how education policies become implemented and work. Underpinned by policy sociology and complexity theory as a conceptual framework, this cross-sectional and mixed methods research explores the way that the behaviour policy Better Relationships, Better Learning, Better Behaviour is interpreted and translated in mainstream secondary schools in Scotland. Additionally, this study examines whether complexity theory could contribute to our understanding of policy implementation in order to understand the extent to which the shift from behaviour to relationships in Scottish inclusive education is substantive and based on beliefs that promote inclusive education. In addition to questionnaires distributed to secondary mainstream schools in Scotland, data collection entailed interviews with policymakers, support teachers, support staff and education officers, and focus groups with pupils. The analytic framework is based on complexity theory in order to explore the implementation of the policy.
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Maponopono, Naledi. "Analysis of language policy implementation in basic education." Master's thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/33786.

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The South African society is plagued with a “complex and fascinating landscape of multilingualism that comprises of eleven official languages post the apartheid era” (Pluddeman et al, 2004: 13-14). The apartheid era saw only “English and Afrikaans recognised as languages of official status across the nation even though indigenous languages existed in the country” (Cakata & Segalo, 2017). The post-apartheid era which commenced in 1994 have been years in which extensive political negotiation and transition have been occurring which have encompassed establishing constitutional rights for indigenous languages in the South African dispensation. This included the choice for “indigenous languages to uses as languages of learning and teaching (LoLT) and being offered as subjects at schools” (Pluddeman et al, 2004: 13, 14). The aim of this study is to focus on language policy implementation practices in basic education with particular reference to a primary school in Western Cape, City of Cape Town as a case study. It seeks to observe the language practices within the school in order to assess the various patterns of implementation and contribute to scholarly debate pertaining to policy implementation across disciplines. The study will analyse the language policy planning in South Africa at large using Ruiz's (1984) three orientations to language planning: language as a problem, language as a resource and language as a right. It seeks to observe the language practices within the school in order to assess the various patterns of implementation and contribute to scholarly debate pertaining to policy implementation across disciplines. The findings of this study aim to assist language planners in developing a language policy framework in basic education which includes strong monitoring and evaluation systems to alleviate problems at the implementation stage of language policies.
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Dyer, Caroline. "Operation Blackboard : policy implementation in Indian elementary education." Thesis, University of Edinburgh, 1993. http://hdl.handle.net/1842/19709.

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In the search to achieve universal elementary education, India's 1986 National Policy on Education initiated a qualitative improvement in elementary education and a move away from textbook-centred instruction towards a child-centred approach. A major strategy was Operation Blackboard, a programme for upgrading physical facilities in small Indian elementary schools by providing an extra teacher, room and set of teaching-learning equipment. This thesis takes Operation Blackboard as a case-study through which to examine public policy implementation in India's complex federal polity. It contextualises the case study through discussions of the historical development of the elementary sector, and of the specific context of Gujarat State, where field research was carried out. It then draws on the theoretical literatures of policy science-based implementation research and educational policy in India, from policy inception through to 'grassroots', or policy rhetoric, and the 'reality' of contexts beyond the policy-making environment. By critically analysing Indian policy documents, the study illustrates that they have implicit and explicit rationales, which conflict once policy moves into 'reality': it suggests that implementors operate in the domain of this unresolved conflict and in this derives a major problem of implementation. The qualitative methodology adopted to explore this problem is one of 'backwards mapping', starting from three case study sites and working backwards through local and State governments to the central administration in New Delhi. The study finds that, despite statements protesting its great importance, elementary education is not at the top of any agenda. Centralised national policy does not allow for the varying capacity of teachers in different socio-economic contexts to absorb an innovation, while bureaucrats attach greater importance to operating norms than to outcomes of their actions.
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Books on the topic "Chinese Education Policy Implementation"

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Allan, Odden, ed. Education policy implementation. Albany, N.Y: State University of New York Press, 1991.

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Sin, Cristina, Amélia Veiga, and Alberto Amaral. European Policy Implementation and Higher Education. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-50462-3.

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Xue, Eryong, and Jian Li. The Chinese Education Policy Landscape. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-32-9464-6.

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India. National policy on education, 1986: Implementation report. New Delhi: Ministry of Human Resource Development, Govt. of India, Dept. of Education, 1988.

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Liang, Zhiqiang, Lai Chi Rita Yip, and Tadahiko Imada. Music education policy and implementation: International perspectives. Hirosaki, Aomori, Japan: Hirosaki University Press, 2008.

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Lester, Jessica Nina, Chad R. Lochmiller, and Rachael E. Gabriel, eds. Discursive Perspectives on Education Policy and Implementation. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58984-8.

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Li, Jian, and Eryong Xue. Education Policy in Chinese High Schools. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2358-5.

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K, Kabemba C., and Centre for Policy Studies (Johannesburg, South Africa), eds. Enhancing policy implementation: Lessons from the education sector. Johannesburg: Centre for Policy Studies, 2002.

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Business and Technician Education Council. Implementation of continuing education policy: Guidance to centres. London: BTEC, 1986.

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1971-, Honig Meredith I., ed. New directions in education policy implementation: Confronting complexity. Albany: State University of New York Press, 2006.

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Book chapters on the topic "Chinese Education Policy Implementation"

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Zhou, Chunqi. "Public policy research and policy implementation in China." In Chinese Communist Party School and its Suzhi Education, 27–46. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003322047-3.

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Li, Jun. "Conclusion: A Chinese Zhong-Yong Model of Policy Implementation?" In Quest for World-Class Teacher Education?, 189–207. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0837-5_10.

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Zhou, Chunqi. "The impacts of CCPS on Chinese education policy implementation." In Chinese Communist Party School and its Suzhi Education, 126–36. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003322047-8.

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Huang, Xiao, Lin Ding, and Bingyuan Hu. "Science Curriculum and Implementation in Senior Secondary School." In Chinese Science Education in the 21st Century: Policy, Practice, and Research, 101–32. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-017-9864-8_5.

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Zhang, Huiliang, and Shunke Shi. "An Examination of National Policy on Youth Science Learning in Informal Education Settings and Its Implementation in China." In Chinese Science Education in the 21st Century: Policy, Practice, and Research, 301–14. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-017-9864-8_12.

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Ho, Wai-Chung. "The Challenges of Implementing Diverse Political Directives in Contemporary China: Between Creativity and Confucianism." In The Politics of Diversity in Music Education, 103–17. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65617-1_8.

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AbstractThe People’s Republic of China (PRC) was founded as a communist state in 1949 within the framework of the collective leadership model under the Communist Party of China (the single-party system in China). After experiencing sociopolitical and economic changes, the PRC has moved to the free market economy of globalisation in the global age. The evolution of Chinese politics and the economic system has resulted in more diversity and changes in school education, along with struggles to adjust to these changes. Along this line, this chapter will examine the complex relationship between the politics of diversity, Confucianism, and creativity education, particularly in response to the views of Chinese teachers from Beijing via in-depth, semi-structured individual interviews on the implementation of a creativity policy in school music education. Based on current education policies and the interview data collected for this study on the examination of the nature of creativity, this chapter will conclude with a discussion of how school music education may help initiate a dialogue on the politics and nature of creativity and cultural identity in response to the challenges of contemporary political and cultural values between creativity and Confucianism that prevail in the global age of China.
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Wang, Lijia, Wei Shen, and Taisheng CAO. "Chinese Teacher Rotation Policy." In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-1179-6_260-1.

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Wang, Lijia, Wei Shen, and Taisheng CAO. "Chinese Teacher Rotation Policy." In Encyclopedia of Teacher Education, 189–94. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_260.

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Mok, Ka-Ho. "Education Policy Reform." In The Market in Chinese Social Policy, 88–111. London: Palgrave Macmillan UK, 2001. http://dx.doi.org/10.1057/9781403919939_5.

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Duggan, Niall. "Chinese Foreign Policy: Formation and Implementation." In Governing China in the 21st Century, 69–102. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8813-2_5.

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Conference papers on the topic "Chinese Education Policy Implementation"

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Кузнецова, Е. Г., И. А. Элез, and Е. В. Авдюкевич. "Trends in the development of Russian-Chinese cooperation in the field of higher education in the context of the strategy "One Belt, One Road"." In Современное социально-гуманитарное образование: векторы развития в год науки и технологий: материалы VI международной конференции (г. Москва, МПГУ, 22–23 апреля 2021 г.). Crossref, 2021. http://dx.doi.org/10.37492/etno.2021.98.14.004.

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подготовка высококвалифицированных кадров – важный фактор в стимулировании стратегических идей политики «Один пояс, один путь». Обмен и сотрудничество в области высшего образования определяется как одно из основных направлений повышения степени его интернационализации и качества. Вузы России и Китая должны готовить не только студентов, обладающих практическими навыками, но и способных к исследовательской деятельности в различных областях профессиональной деятельности, с международным кругозором, инновационным мышлением и знанием иностранных языков стран региона Нового Шелкового пути. Приводятся примеры различных образовательных проектов в рамках инициативы «Один пояс, один путь». Раскрыты трудности реализации образовательных программ. the training of highly qualified personnel is an important factor in stimulating the strategic ideas of the "One Belt, One Road" policy. Exchange and cooperation in the field of higher education is defined as one of the main directions of increasing the degree of its internationalization and quality. Universities in Russia and China should prepare students not only with practical knowledge, but also capable of research activities in various fields of professional activity, with an international outlook, innovative thinking, and knowledge of foreign languages of the countries of the New Silk Road region. Examples of various educational projects under the Belt and Road Initiative are given. The difficulties in the implementation of educational programs are disclosed.
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Nurhafni, Sri Suwitri, Endang Larasati, and Kismartini. "Policy Implementation of Islamic Education Model." In International Conference on Social Science, Political Science, and Humanities (ICoSPOLHUM 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210125.043.

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Haryono, Bambang Santoso. "Implementation of Remuneration Policy in Higher Education." In Proceedings of the Annual International Conference of Business and Public Administration (AICoBPA 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aicobpa-18.2019.17.

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Fan, Yunyi, Yuhan Guo, and Yujie Shao. "Trends, Reflections and Local Practices of Chinese Fertility Policy Implementation." In 2021 International Conference on Social Development and Media Communication (SDMC 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220105.182.

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Amperawati, Dwi, Drajat Tri Kartono, and Didik Gunawan Suharto. "The Implementation of Education Policy in Local Areas." In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007045506220626.

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Song, Mumian. "Under the Implementation of Double Reduction Policy." In 2021 International Conference on Education, Language and Art (ICELA 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220131.146.

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Du, Jinmin, Han Lv, and Junlong Wang. "Monetary Policy and Liquidity Risk- Evidence from Chinese Banks." In International Conference on Education, Management, Computer and Society. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/emcs-16.2016.34.

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Goodoory, Ashwini, and Kaviraj Goodoory. "NINE YEAR SCHOOLING IN MAURITIUS - POLICY ANALYSIS AND IMPLEMENTATION." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.2238.

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Dai, Ting. "Analysis of New Industrialization and Chinese Strategic Trade Policy." In 2016 International Conference on Economy, Management and Education Technology. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemet-16.2016.173.

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Jiaqi, Jin, Wang Junyong, Jian Wu, Luo Renwen Ya, and Ding Lan. "Policy Analysis of Traditional Chinese Medicine Health Service in China Based on Policy Tools." In 2021 2nd International Conference on Mental Health and Humanities Education（ICMHHE 2021）. Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210617.067.

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Reports on the topic "Chinese Education Policy Implementation"

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Лисоконь, Ілля Олександрович. Regulatory and Legal Basis of Ukraine’s Investment Policy in the Field of Higher Education. Kryvyi Rih State Pedagogical University, 2020. http://dx.doi.org/10.31812/123456789/4269.

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Elaboration and implementation of investment programs for the development of modern universities, cooperation with the business sector, public investment aimed at modernization of the educational environment, implementation of grants, etc. can now be considered as structural components of investment activities of higher education institutions in the context of strategic planning. Therefore, the process of active reform of the educational sector of Ukraine and its integration into the European educational space require a review of approaches, methods and forms of management of education and educational institutions, in particular on investment policy.
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Bano, Masooda, and Daniel Dyonisius. Community-Responsive Education Policies and the Question of Optimality: Decentralisation and District-Level Variation in Policy Adoption and Implementation in Indonesia. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/108.

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Decentralisation, or devolving authority to the third tier of government to prioritise specific policy reforms and manage their implementation, is argued to lead to pro-poor development for a number of reasons: local bureaucrats can better gauge the local needs, be responsive to community demands, and, due to physical proximity, can be more easily held accountable by community members. In the education sector, devolving authority to district government has thus been seen as critical to introducing reforms aimed at increasing access and improving learning outcomes. Based on fieldwork with district-level education bureaucracies, schools, and communities in two districts in the state of West Java in Indonesia, this article shows that decentralisation has indeed led to community-responsive policy-development in Indonesia. The district-level education bureaucracies in both districts did appear to prioritise community preferences when choosing to prioritise specific educational reforms from among many introduced by the national government. However, the optimality of these preferences could be questioned. The prioritised policies are reflective of cultural and religious values or immediate employment considerations of the communities in the two districts, rather than being explicitly focused on improving learning outcomes: the urban district prioritised degree completion, while the rural district prioritised moral education. These preferences might appear sub-optimal if the preference is for education bureaucracies to focus directly on improving literacy and numeracy outcomes. Yet, taking into account the socio-economic context of each district, it becomes easy to see the logic dictating these preferences: the communities and the district government officials are consciously prioritising those education policies for which they foresee direct payoffs. Since improving learning outcomes requires long-term commitment, it appears rational to focus on policies promising more immediate gains, especially when they aim, indirectly and implicitly, to improve actual learning outcomes. Thus, more effective community mobilisation campaigns can be developed if the donor agencies funding them recognise that it is not necessarily the lack of information but the nature of the local incentive structures that shapes communities’ expectations of education. Overall, decentralisation is leading to more context-specific educational policy prioritisation in Indonesia, resulting in the possibility of significant district-level variation in outcomes. Further, looking at the school-level variation in each district, the paper shows that public schools ranked as high performing had students from more privileged socio-economic backgrounds and were catering for communities that had more financial resources to support activities in the school, compared with schools ranked as low performing. Thus, there is a gap to bridge within public schools and not just between public and private schools.
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Kwauk, Christina. Transforming Education for Climate Action: Report to Commonwealth Ministers of Education. Commonwealth of Learning (COL), August 2022. http://dx.doi.org/10.56059/11599/4068.

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The climate crisis presents an unprecedented global challenge, which can also be an opportunity for Commonwealth ministers of education to demonstrate what science-driven, justice-centred, and civic-minded climate leadership can do to help put small island developing states and climate-vulnerable countries on a path to climate resilience and climate justice. This report provides a road map for how ministers of education can climate-proof education systems, implement a green learning agenda that builds skills for blue and green economies, and promote education for climate action through policy development, resource allocation and effective implementation. The recommendations also focus on the important issues of quality, equity and justice.
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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.
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Habyarimana, James, Ken Ochieng' Opalo, and Youdi Schipper. The Cyclical Electoral Impacts of Programmatic Policies: Evidence from Education Reforms in Tanzania. Research on Improving Systems of Education (RISE), September 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/051.

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A large literature documents the electoral benefits of clientelistic and programmatic policies in low-income states. We extend this literature by showing the cyclical electoral responses to a large programmatic intervention to expand access to secondary education in Tanzania over multiple electoral periods. Using a difference-indifference approach, we find that the incumbent party's vote share increased by 2 percentage points in the election following the policy's announcement as a campaign promise (2005), but decreased by -1.4 percentage points in the election following implementation (2010). We find no discernible electoral impact of the policy in 2015, two electoral cycles later. We attribute the electoral penalty in 2010 to how the secondary school expansion policy was implemented. Our findings shed light on the temporally-contingent electoral impacts of programmatic policies, and highlight the need for more research on how policy implementation structures public opinion and vote choice in low-income states.
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Ruiz, Pati, Eleanor Richard, Carly Chillmon, Zohal Shah, Adam Kurth, Andy Fekete, Kip Glazer, et al. Emerging Technology Adoption Framework: For PK-12 Education. Digital Promise, October 2022. http://dx.doi.org/10.51388/20.500.12265/161.

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The Emerging Technology Adoption Framework was created with education community members to help ensure that educational leaders, technology specialists, teachers, students, and families are all part of the evaluation and adoption process for placing emerging technologies in PK-12 classrooms. We engaged an Emerging Technology Advisory Board through Educator CIRCLS based out of The Center for Integrative Research in Computing and Learning Sciences (CIRCLS) and gathered additional feedback from researchers, policy experts, the edtech community, educators, and families to ground our work through a community of experts. This framework is specifically designed to include community members in the process of making informed evaluation and procurement decisions and outlines the important criteria to consider during three stages of emerging technology implementation: (1) initial evaluation, (2) adoption, and (3) post-adoption. Each criterion has specific questions that can be asked of decision makers, district leaders, technology researchers and developers, educators, and students and families, as well as resources and people who might serve as resources when answering these questions.
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Singh, Priyadarshini. Ideas, Policies and Practices: Tracing the Evolution of Elementary Education Reform in India since 1975s. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-2023/pe05.

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This study examines four key reform policies and programs of the Indian education system: DPEP (1994), SSA (2000), RTE (2010) and NEP (2020). Each of these has a rich and nuanced body of research to which our study contributes a unique tracing of the key ideas, debates, and stakeholders. This longue durée of reform will shed light on the histories of current reform options and if they will indeed meet the call of the times to address the learning crisis. We use the political settlements approach to understand the contestation of ideas and actors which finally determine the policy design and the implementation strategies. We unpack the iterative dynamics between ideas and actors to highlight why our reform design looks the way it does and what kind of spaces exist for transformative change particularly to ensure learning.
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Bano, Masooda, and Daniel Dyonisius. The Role of District-Level Political Elites in Education Planning in Indonesia: Evidence from Two Districts. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/109.

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Focus on decentralisation as a way to improve service delivery has led to significant research on the processes of education-policy adoption and implementation at the district level. Much of this research has, however, focused on understanding the working of the district education bureaucracies and the impact of increased community participation on holding teachers to account. Despite recognition of the role of political elites in prioritising investment in education, studies examining this, especially at the district-government level, are rare. This paper explores the extent and nature of engagement of political elites in setting the education-reform agenda in two districts in the state of West Java in Indonesia: Karawang (urban district) and Purwakarta (rural district). The paper shows that for a country where the state schooling system faces a serious learning crisis, the district-level political elites do show considerable levels of engagement with education issues: governments in both districts under study allocate higher percentages of the district-government budget to education than mandated by the national legislation. However, the attitude of the political elites towards meeting challenges to the provision of good-quality education appears to be opportunistic and tokenistic: policies prioritised are those that promise immediate visibility and credit-taking, help to consolidate the authority of the bupati (the top political position in the district-government hierarchy), and align with the ruling party’s political positioning or ideology. A desire to appease growing community demand for investment in education rather than a commitment to improving learning outcomes seems to guide the process. Faced with public pressure for increased access to formal employment opportunities, the political elites in the urban district have invested in providing scholarships for secondary-school students to ensure secondary school completion, even though the district-government budget is meant for primary and junior secondary schools. The bupati in the rural district, has, on the other hand, prioritised investment in moral education; such prioritisation is in line with the community's preferences, but it is also opportunistic, as increased respect for tradition also preserves reverence for the post of the bupati—a position which was part of the traditional governance system before being absorbed into the modern democratic framework. The paper thus shows that decentralisation is enabling communities to make political elites recognise that they want the state to prioritise education, but that the response of the political elites remains piecemeal, with no evidence of a serious commitment to pursuing policies aimed at improving learning outcomes. Further, the paper shows that the political culture at the district level reproduces the problems associated with Indonesian democracy at the national level: the need for cross-party alliances to hold political office, and resulting pressure to share the spoils. Thus, based on the evidence from the two districts studied for this paper, we find that given the competitive and clientelist nature of political settlements in Indonesia, even the district level political elite do not seem pressured to prioritise policies aimed at improving learning outcomes.
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Bano, Masooda. International Push for SBMCs and the Problem of Isomorphic Mimicry: Evidence from Nigeria. Research on Improving Systems of Education (RISE), July 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/102.

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Establishing School-Based Management Committees (SBMCs) is one of the most widely adopted and widely studied interventions aimed at addressing the learning crisis faced in many developing countries: giving parents and communities a certain degree of control over aspects of school management is assumed to increase school accountability and contribute to improvements in learning. Examining the case of Nigeria, which in 2005 adopted a national policy to establish SBMCs in state schools, this paper reviews the evidence available on SBMCs’ ability to mobilise communities, and the potential for this increased community participation to translate into improved learning. The paper shows that while local community participation can help improve school performance, the donor and state supported SBMCs struggle to stay active and have positive impact on school performance. Yet for ministries of education in many developing countries establishing SBMCs remains a priority intervention among the many initiatives aimed at improving education quality. The paper thus asks what makes the establishment of SBMCs a priority intervention for the Nigerian government. By presenting an analysis of the SBMC-related policy documents in Nigeria, the paper demonstrates that an intervention aimed at involving local communities and developing bottom-up approaches to identifying and designing education policies is itself entirely a product of top-down policy making, envisioned, developed, and funded almost entirely by the international development community. The entire process is reflective of isomorphic mimicry—a process whereby organisations attempt to mimic good behaviour to gain legitimacy, instead of fixing real challenges. Adopting the policy to establish SBMCs, which is heavily promoted by the international development community and does not require actual reform of the underlying political-economy challenges hindering investment in education, enables education ministries to mimic commitment to education reforms and attain the endorsement of the international community without addressing the real challenges. Like all cases of isomorphic mimicry, such policy adoption and implementation has costs: national ministries, as well as state- and district-level education authorities, end up devoting time, resources, and energy to planning, designing, and implementing an intervention for which neither the need nor the evidence of success is established. Additionally, such top-down measures prevent state agencies from identifying local opportunities for delivering the same goals more effectively and perhaps at a lower cost. The paper illustrates this with the case of the state of Kano: there is a rich indigenous culture of supporting community schools, yet, rather than learning why local communities support certain kinds of school but not state schools, and trying to replicate the lessons in state schools, the SBMC model introduced is designed by development agencies at the national level and is administratively complicated and resource-intensive. The opportunity for local learning has not been realised; instead, both the agenda and the implementation framework have been entirely shaped by international aid agencies. The paper thus demonstrates how apparently positive policy interventions resulting from pressure exerted by the international community could be having unintended consequences, given the national-level political-economy dynamics.
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Pember, Susan, Helen Tilley, Jack Price, and Larissa Peixoto Gomes. Supporting the Welsh Lifelong Learning System. Wales Centre for Public Policy - Cardiff University, December 2021. http://dx.doi.org/10.54454/20211216.

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To assist the Welsh Government in balancing the productivity-related objectives with the societal objectives of lifelong learning, the Wales Centre for Public Policy was asked to conduct an evidence review into lifelong learning. This review aims to inform policy discussions and support the implementation of the Tertiary Education and Research (Wales) Bill published on 1st November 2021 which renews the emphasis on lifelong learning in Wales through the establishment of the Commission for Tertiary Education and Research (CTER). The report is structured around key areas of lifelong learning: the context in which it takes place; lifelong learning in visions and strategies; rights and entitlements to lifelong learning; the need to strike the balance between targeting and universal provision; barriers to learning; balancing the economic and social objectives; the roles and responsibilities of different stakeholders and lifelong learning governance structures; effective forms of support for learning institutions; and comparing lifelong learning in Wales with other parts of the UK. The report concludes with a set of consolidated recommendations to the Welsh Government.
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