Shaping Education Reform in China: Overviews, Policies and Implications

238 Pages·2020·2.494 MB·English

by  Jian Li, Eryong Xue

Exploring Education Policy in a Globalized World:
Concepts, Contexts, and Practices
Jian Li
Eryong Xue
Shaping Education
Reform in China
Overviews, Policies and Implications
Exploring Education Policy in a Globalized
World: Concepts, Contexts, and Practices
Series Editors
Eryong Xue, Faculty of Education, Beijing Normal University, Beijing, Beijing,
China
Simon Marginson, University of Oxford, OXFORD, UK
Jian Li, Faculty of Education, Beijing Normal University, Beijing, Beijing, China
This book series explores education policy on Pre-K, K-12, post-secondary
education, and vocational education, informing multiple experts from academia to
practitioner, and specifically pays focuses on new frontiers and cutting-edge
knowledge that transforms future education policy development. It has been
initiated by a global group of education policy research centers and institutions,,
whose faculty and staff includes internationally recognized researchers in compar-
ativeeducationpolicystudies.Theseries’missionistoadvancethemodernization
of the education and social construction.
This series provides policymakers and researchers with an in-depth understand-
ing of international education policy from diverse perspectives. Topics include
cutting-edgeandmultidisciplinarystudiesonidentifying,analyzinganduncovering
education policy reform and practice among the fields in education policy and
pedagogy. It addresseshow educationpolicy shapes thedevelopment ofeducation
systems in different regions and seeks to explain how specific education policies
concentrate on accelerating the development of quality education and social
progress. More importantly, this book series offers policymakers and educational
stakeholders, government, and private sectors a comprehensive lens to investigate
the trends, rationales of education policy development internationally.
More information about this series at http://www.springer.com/series/16621
Jian Li Eryong Xue
(cid:129)
Shaping Education Reform
in China
Overviews, Policies and Implications
123
Jian Li Eryong Xue
Faculty of Education Faculty of Education
Beijing NormalUniversity Beijing NormalUniversity
Beijing,China Beijing,China
Eryong XueandJian Lisharethe co-first authorship andcontributeequally in thisbook
Funded by 2020 Comprehensive Discipline Construction Fund of Faculty of Education,
Beijing
ISSN 2730-6356 ISSN 2730-6364 (electronic)
ExploringEducation Policy inaGlobalized World: Concepts, Contexts,andPractices
ISBN978-981-15-7744-4 ISBN978-981-15-7745-1 (eBook)
https://doi.org/10.1007/978-981-15-7745-1
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Preface
This book originally examines how to shape the education reform in China since
1949. It involves investigating the historical education political development,
contextually. It also brings specific lens to epitomize China’s education reform
through the dimensions of overviews, policies and implications. In addition,
shaping education reform in China involves investigating how to examine the
educationaldevelopment;summarizetheeducationalvalue;exploretheeducational
efforts; investigate the educational tasks; examine the physical education, the aes-
thetic education, the labor education, the management of off-campus training
institutionsandthepolicies onabolishingthe “FiveOnly”incontemporaryChina.
ThemodeloftheeducationreforminChinasince1949isinitiallyconceptualizedto
mapping Chinese education policy development, relatively.
Chapter 1 explores how to shape the educational development in China from
various perspectives. The basic situation of Chinese education, the purpose of
Chinese education, the quality of education in China and China’s basic education
system all contributes to examine the comprehensive landscape of Chinese edu-
cation development since 1949.
Chapter 2 focuses on examining the educational value in China from the
dimensions of ideas and practices. Xi Jinping’s important thoughts on people-
centerededucation, thenew situations,challenges and problems, andpolicy trends
and paths are illustrated to investigate how to identify and shape the educational
value in current Chinese context, historically.
Chapter 3concentratesonshapingtheeducational effortsinChina. Thevarious
sections,includingreasonsandmanifestationsofgivingprioritytothedevelopment
ofeducational undertakings,thehistory andpresenteducational fundsituation,the
distribution of educational funds in China, relevant policies and regulations on the
growth of educational funds in China, relevant policies and regulations on
the composition of educational funds in China, and giving priority to developing
thefuturetrendoftheeducationfundrelatedpolicies,allcontributetoepitomizethe
overall landscape of China’s educational practices, contextually.
v
vi Preface
Chapter 4 involves shaping the teacher construction-based educational tasks in
current China from the dimensions of issues and challenges. China currently has
16.2689 million teachers working in 513,800 schools, supporting the world’s lar-
gesteducationsystemof270millionstudents.XiJinpingpointedoutthatteachers
arethefoundationandsourceofpromotingeducation.“Apersonisluckytomeeta
good teacher in life, a school with a good teacher is the glory of the school,
a national continuous emergence of a group of good teachers is the hope of the
nation,”“acentenaryplan,education”.Teachersarethefoundationofeducation.It
is an urgent task to train a large number of first-class teachers and improve their
overall quality. In recent years, under the great attention of the party and the state,
the task of the construction of teachers in our country has made great progress.
There is still a long way to go for the construction of teachers in the future.
Chapter5concentratesonshapingthephysicaleducationincurrentChinafrom
thedimensionofcontextandefforts.Physicaleducationisaneducationthatgrants
students with healthy knowledge and skills, develops their physical strength,
strengthenstheirphysiqueandcultivatestheirwillpower.Sincethebeginningofthe
twenty-first century, the educational function of physical education has gradually
risen from only focusing on students to the level of the whole people. Sport is an
important symbol of social development and human progress, and an important
embodimentofcomprehensivenationalstrengthandsocialcivilization.Sportsplay
an irreplaceable role in improving people’s physical quality and health, promoting
all-round development of people, enriching people’s spiritual and cultural life,
promotingeconomicandsocialdevelopment,andencouragingpeopleofallethnic
groups in China to carry forward the spirit of pursuing excellence and self-
breakthrough.Itisthefundamentalpolicyandtaskofourcountry’ssportsworkto
develop sports and improve people’s physique.
Chapter 6 concentrates on shaping the aesthetic education in contemporary
China from the perspectives of policies and concerns. The sections, including the
concept and function of aesthetic education, the review of aesthetic education
policy, the effect of aesthetic education, the concerns on aesthetic education, the
aesthetic education evaluation system, and the development trend of aesthetic
education, all contribute to exploring how to understand the development of
China’s aesthetic education, historically.
Chapter 7 involves shaping the labor education in China from the both dimen-
sions of backgrounds and progress. All parts including labor education policy, the
effect of labor education, the problem of labor education and the labor education
policydevelopmenttrendconcentrateoninvestigatingthebackgroundandprogress
of the cultivation of the labor education, contextually.
Chapter 8 concentrates on shaping the management of off-campus training
instructions in China. The discourse on social education, status quo of off-campus
training institutions since the 18th national congress of the CPC, progress in the
rectificationofspecialcontrolactions,andpolicyfeaturesofsocialeducationsince
the 18th national congress all contribute to provide the overall landscape to
constructthesustainable managementofoff-campus traininginstitutionsincurrent
China.
Preface vii
Chapter 9 concentrates on constructing the policies on abolishing the “Five
Only,”contextually.“FiveOnly”performance,theseriousnegativeimpactof“Five
Only,” the origin of “Five Only,” the “Five Only” policy, the reform proposal to
eliminate the “Five Alternatives” all involve exploring the policies on the current
policy of Five Only.
Beijing, China Jian Li
Eryong Xue
Acknowledgements In the realization of this book, our contributors have been supportive and
willing tosharetheiropinionsandperspective onhowtoexplore theoverallChineseeducation
policy landscape from a concept-added policy chain perspective. We are really grateful for the
generosityandpositivespiritofcollegiality.Whilemostofthechaptersinthisbookareoriginal,
several are adopted from our previously published material and editors are grateful for thekind
permissionsgrantedtofacilitatethis.
Contents
1 Shaping the Educational Development in China: The Context
and Efforts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.1 The Basic Situation of Chinese Education . . . . . . . . . . . . . . . . . . 1
1.1.1 General Overview of China’s Educational Provinces . . . . . 3
1.1.2 The Purpose of Chinese Education . . . . . . . . . . . . . . . . . . 4
1.1.3 The Moral Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
1.1.4 Intellectual Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
1.1.5 Sports Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
1.1.6 Aesthetic Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
1.1.7 Labor Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
1.2 The Quality of Education in China . . . . . . . . . . . . . . . . . . . . . . . 9
1.2.1 Xi Jinping’s Remarks on the Quality of Education . . . . . . 9
1.2.2 The Quality of China’s Higher Education . . . . . . . . . . . . . 14
1.3 China’s Basic Education System . . . . . . . . . . . . . . . . . . . . . . . . . 17
1.3.1 Development of China’s Educational Legal System. . . . . . 17
2 Shaping the Educational Value in China: Ideas and Practices . . . . . 29
2.1 The Important Thoughts on the People-Centered Education . . . . . 29
2.2 Quality Balance of China’s Contemporary Education . . . . . . . . . . 32
2.2.1 The Connotation of Quality Balance. . . . . . . . . . . . . . . . . 32
2.3 New Situations, Challenges and Problems . . . . . . . . . . . . . . . . . . 35
2.4 Policy Trends and Paths . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
3 Shaping the Educational Efforts in China: Concepts and Actions. . . 39
3.1 Reasons and Manifestations of Giving Priority to the
Development of Educational Undertakings. . . . . . . . . . . . . . . . . . 39
3.1.1 The Necessity and Importance of Giving Priority to the
Development of Education. . . . . . . . . . . . . . . . . . . . . . . . 42
3.1.2 The Goal of Giving Priority to the Development of
Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
ix
x Contents
3.2 The History and Present Educational Fund Situation. . . . . . . . . . . 45
3.3 The Distribution of Educational Funds in China—Take 2017
as an Example . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
3.4 Relevant Policies and Regulations ontheGrowth ofEducational
Funds in China. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
3.4.1 Policies, Regulations and Implementation of the Growth
of Educational Expenditure in China in the 1990s . . . . . . . 55
3.4.2 Policies, Regulations and Implementation of the Growth
of Educational Expenditure in China Since 2000. . . . . . . . 59
3.5 Relevant Policies and Regulations on the Composition
of Educational Funds in China . . . . . . . . . . . . . . . . . . . . . . . . . . 62
3.5.1 ChinaSupportstheTaxReductionandExemptionPolicy
for Social Forces to Invest in Education . . . . . . . . . . . . . . 65
3.6 GivingPrioritytoDevelopingtheFutureTrendoftheEducation
Fund Related Policies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
3.6.1 We Need to Ensure that Government Spending on
Education Accounts for no Less Than 4% of GDP . . . . . . 69
3.6.2 From Adhering to the “Three Growth Plans” to
Emphasizing that “Two Growth Plans Do not
Decrease” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
3.6.3 WeNeedtoIncreaseInvestmentinEducationFundingin
Xinjiang and Other Provinces and Ensure that Education
Funding Is Reasonably Distributed Among Provinces . . . . 71
3.6.4 Increasing the Proportion of Social Input in the
Composition of Educational Funds . . . . . . . . . . . . . . . . . . 71
4 Shaping the Teacher Construction—Oriented Educational Tasks
in China: Issues and Challenges . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
4.1 Review of Policy Documents on the Teacher Construction
Since the 18th National Congress of the CPC . . . . . . . . . . . . . . . 73
4.2 Political Documents on the Construction of Teachers During the
Period from the 18th National Congress to the 19th National
Congress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
4.2.1 Macro Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
4.2.2 Construction of Teachers’ Ethics . . . . . . . . . . . . . . . . . . . 78
4.2.3 Business Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
4.2.4 Management Regulations . . . . . . . . . . . . . . . . . . . . . . . . . 82
4.3 Documents on the Construction of the Teaching Staff Since
the 19th National Congress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
4.3.1 Macro Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
4.3.2 Business Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
4.3.3 Construction of Teachers’ Ethics . . . . . . . . . . . . . . . . . . . 89