Creating a high-quality education policy system : insights from China / / Eryong Xue, Jian Li

• Autore: Xue Eryong
• Pubblicazione: Singapore : , : Springer, , [2021]; ©2021
• Descrizione fisica: 1 online resource (214 pages)
• Disciplina: 379.51
• Soggetto topico: Education and state - China; Education and state - History; Política educativa
• Soggetto geografico: Xina
• Soggetto genere / forma: Llibres electrònics
• Persona (resp. second.): LiJian
• Nota di contenuto: Intro -- Preface -- Acknowledgements -- Contents -- About the Authors -- 1 The Policy Development of Teacher Ethics Development Since Reform and Opening-Up in China -- 1.1 Introduction -- 1.2 Research Design -- 1.3 The Characteristics and Stages -- 1.3.1 Basic Standards of Requirements for Teachers' Ethics (1983-1993) -- 1.3.2 There Are Laws to Follow in the Construction of Teachers' Ethics (1994-1999) -- 1.3.3 Emphasis on the Construction of Teachers' Ethics for Long-Term Effects (2000-2013) -- 1.3.4 Mistaking Moral Ethics, Pursuing Accountability and Pursuing Effectiveness (2014-2021) -- 1.4 Suggestions -- 1.4.1 Increase Incentive Tools and Foster a Favorable Atmosphere -- 1.4.2 Clear the Boundary of Teachers' Ethics and Make Clear the Negative List -- 1.4.3 Manage Teachers' Ethics According to Law and Promote the Construction of Teachers' Ethics -- References -- 2 Shaping the "School-Family-Society" Cooperative Education System in China -- 2.1 Introduction -- 2.2 Policy Changes of School and Family Social Cooperative Education Since the Reform and Opening Up -- 2.2.1 1978-1990: Service Linkages Among Schools, Families and Society -- 2.2.2 1991-2000: Germination of School and Family Social Cooperative Education Consciousness -- 2.2.3 2001-2012: Preliminary Construction of School and Family Social Cooperative Education System -- 2.2.4 2013 till Now: School and Family Social Cooperation Education System Has Been Further Improved -- 2.3 The Actual Situation of School and Family Social Cooperation Education -- 2.3.1 Remarkable Results Have Been Achieved in the "Three Combination" Education Mode -- 2.3.2 Improve the Coordination of Departments and Form the Joint Working Force of Upper and Lower Linkage -- 2.3.3 The Challenge of School and Family Social Cooperation Education. ; 2.4 The School Family Social Cooperation Education Countermeasure Suggestion -- 2.4.1 Strengthening Theoretical Research and Top-Level System Construction -- 2.4.2 Accelerating the Development of the Legal System -- 2.4.3 Reversing the "Non-Synergy" Phenomenon in the Practice of Trilateral Collaborative Education in Various Ways -- References -- 3 The Teachers' Teaching Ability Promotion Policy in China -- 3.1 The Policy Changes -- 3.1.1 1977-1989: The Period of Resumption of Adjustment -- 3.2 1990-2002: Exploratory Period of Reform -- 3.2.1 2003-2012: Period of Revitalization and Development -- References -- 4 Promoting the Balanced Development of Compulsory Education in China -- 4.1 Policy Changes to Promote Balanced Development of Compulsory Education Since Reform and Opening Up -- 4.1.1 1978-2000: Legislation Ensured that Nine-Year Compulsory Education Was Basically Universal -- 4.1.2 1978-1992: Compulsory Education Was Fully Implemented -- 4.1.3 1993-2000: Continued Promotion of Compulsory Education -- 4.1.4 From 2001 to Now: Narrowing the Gap, Focusing on the Balanced Development of Compulsory Education -- 4.2 The Current Situation of Promoting Balanced Development of Compulsory Education -- 4.3 New Situation, New Challenges and New Problems in Promoting the Balanced Development of Compulsory Education -- 4.3.1 New Situation -- 4.3.2 New Challenges -- 4.3.3 New Problems -- 4.4 Trends and Policy Paths for Promoting Balanced Development of Compulsory Education in the New Era -- 4.4.1 Upholding the Party's Overall Leadership over Education and Adhering to the Fundamental Task of Fostering Moral Integrity -- 4.4.2 Increasing Funding for Compulsory Education and Ensure That Funding for Education Is Effectively Implemented -- 4.4.3 Reasonable Allocation of Teacher Resources to Improve the Quality of Rural Teachers. ; 4.4.4 Promoting Equal Opportunities and Ensure That All School-Age Children and Adolescents Have Equal Access to Good Education -- References -- 5 Promoting the Integrated Development of Urban and Rural Education in China -- 5.1 Introduction -- 5.2 The Policy Evolution Process of Promoting the Integrated Development of Urban and Rural Education in China -- 5.3 China's Urban-rural Integration of Education Policy System Construction Mode Innovation -- 5.4 Characteristics of Model Innovation of Chengdu -- 5.5 Characteristics of Model Innovation in Hubei -- 5.6 Characteristics of Model Innovation in Shanghai -- 5.7 Policy Suggestions -- References -- 6 Promoting the Universal Development of Preschool Education in China -- 6.1 The Policy Changes -- 6.1.1 1949-2009: The Pre-Universal Stage of Preschool Education -- 6.1.2 2010-2018: The Exploration Stage of the Inclusive Development of Preschool Education -- 6.1.3 2018-Present: High-Quality and Inclusive Development Stage -- 6.2 The Actual Situation -- 6.2.1 The Enrollment Rate of Preschool Education Has Increased Significantly -- 6.2.2 Fiscal Investment in Preschool Education Increased Rapidly -- 6.2.3 The Quality of Preschool Education Has Been Markedly Improved -- 6.3 Challenges and Problems -- 6.3.1 The Ambiguity of Policy Text Causes the Deviation of Policy Implementation -- 6.3.2 The Unreasonable Use of Policy Tools Causes Differences in the Level of Inclusive Benefits -- 6.3.3 The Interaction Between the Subject of Policy Making and the Subject and Object of Policy Implementation Affects the Effect of Policy Implementation -- 6.4 Countermeasures and Suggestions -- References -- 7 Establishing Special Education Guarantee System and Mechanism in China -- 7.1 The Policy Changes -- 7.1.1 The Period of Restoration and Reconstruction (1978-1988). ; 7.1.2 The Categories of Universal Targets of Special Education Are Gradually Increasing -- 7.1.3 Period of Steady Exploration (1989-1996) -- 7.1.4 Adjustment and Development Period (1997-2009) -- 7.1.5 Promotion and Transformation Period (2010-Present) -- 7.2 The Actual Situation -- 7.2.1 The Educational Opportunities for the Disabled Have Been Expanded and Their Popularity Improved -- 7.2.2 The Resources for Special Education Are Constantly Enriched -- 7.2.3 Government Spending Has Increased Substantially, and the Ability to Provide Special Education Services Has Continued to Improve -- 7.2.4 Achievements Have Been Made in the Construction of Teachers and the Quality of Education Has Been Further Improved -- 7.3 The Challenge and the Problem -- 7.3.1 The Legal Guarantee Mechanism of Special Education Is Not Perfect Yet -- 7.3.2 The Construction of the Teaching Staff Needs to Be Strengthened and the Professional Level of Teachers Needs to Be Improved -- 7.3.3 Inadequate Educational Opportunities for Children with Disabilities -- 7.4 Countermeasures and Suggestions -- References -- 8 Promoting the Diversified Development of High School in China -- 8.1 Introduction -- 8.2 Policy Changes of Diversified Development of Senior High Schools Since the Reform and Opening Up -- 8.3 The Reality of the Diversified Development of High School -- 8.4 The New Challenges and New Problems of the Diversified Development of High School -- 8.5 Policy Path for Diversified Development of High School -- References -- 9 Improving the Quality of Vocational and Technical Education in China -- 9.1 Policy Changes of Vocational Education in Reform and Opening Up -- 9.1.1 1978-1995: Attention to the Restructuring of Secondary Education -- 9.1.2 From 1978 to 1995, Vocational and Technical Education Developed Rapidly Under the Promotion of National Policies. ; 9.1.3 1996-2010: The Stage of Intensive Diversification Exploration -- 9.1.4 From 1996 to 2010, China Paid More Attention to the Development of Vocational Education, and the Status of Vocational Education Became More and More Important -- 9.1.5 2010-Present: The Period of Establishing the Modern Vocational Education System -- 9.2 The Current Situation of Vocational and Technical Education in China -- 9.3 Problems Existing in Vocational Education in China -- References -- 10 Constructing First-Class University and First-Class Discipline Classified -- 10.1 Introduction -- 10.2 The Policy Changes -- 10.3 The Actual Situation -- 10.4 The Challenge the Problem -- 10.5 Countermeasures and Suggestions -- References -- 11 Improving the Education Quality in Minority Areas Since Reform and Opening up in China -- 11.1 The Policy Changes -- 11.2 The Experience Summary of Education Development in Ethnic Minority Areas -- 11.3 Problems Faced by Educational Development in Ethnic Minority Areas -- References -- 12 Supporting and Standardizing the Development of Private Education Policy in China -- 12.1 Policy Changes of Private Education Since Reform and Opening up -- 12.2 The Reality of Private Education -- 12.3 Challenges or Problems Faced by the Development of Private Education -- 12.4 Countermeasures and Suggestions for the Future Development of Private Education -- References -- 13 Standardizing the Development of Off-Campus Training Institutions in China -- 13.1 Policy Changes to Regulate the Development of Off-Campus Training Institutions Since the Reform and Opening up -- 13.2 The Actual Situation -- 13.3 The Challenge the Problem -- 13.4 Countermeasures and Suggestions -- References -- 14 Improving the Quality of Online Education in China -- 14.1 Policy Changes to Improve the Quality of Online Education -- 14.2 The Quality of Online Education Reality. ; 14.3 Challenges to Improve the Quality of Online Education.
• Titolo autorizzato: Creating a high-quality education policy system
• ISBN: 981-16-3276-6
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910491029603321
• Lo trovi qui: Univ. Federico II
• Serie: Exploring Education Policy in a Globalized World: Concepts, Contexts, and Practices Ser.