The post-Mao period has witnessed rapid social and economic transformation in all walks of Chinese life – much of it fuelled by, or reflected in, changes to the country’s education system. This book analyses the development of that system since the abandonment of radical Maoism and the inauguration of ‘Reform and Opening’ in the late 1970s. The principal focus is on formal education in schools and conventional institutions of tertiary education, but there is also some discussion of preschools, vocational training, and learning in non-formal contexts. The book begins with a discussion of the historical and comparative context for evaluating China’s educational ‘achievements’, followed by an extensive discussion of the key transitions in education policymaking during the ‘Reform and Opening’ period. This informs the subsequent examination of changes affecting the different phases of education from preschool to tertiary level. There are also chapters dealing specifically with the financing and administration of schooling, curriculum development, the public examinations system, the teaching profession, the phenomenon of marketisation, and the ‘international dimension’ of Chinese education. The book concludes with an assessment of the social consequences of educational change in the post-Mao era and a critical discussion of the recent fashion in certain Western countries for hailing China as an educational model. The analysis is supported by a wealth of sources – primary and secondary, textual and statistical – and is informed by both authors’ wide-ranging experience of Chinese education. As the first monograph on China's educational development during the forty years of the post-Mao era, this book will be essential reading for all those seeking to understand the world’s largest education system. It will also be crucial reference for educational comparativists, and for scholars from various disciplinary backgrounds researching contemporary Chinese society.
Large-scale privatization did not emerge spontaneously in China in the late 1990s. Rather, the Chinese state led and carefully “planned” ownership transformation with timetables and measurable privatization quotas, not for the purpose of extracting the state from the economy, but in order to strengthen the rule of the Party. While it is widely believed that authoritarian regimes are better suited than democracies to carry out economic reform, this book provides a more nuanced understanding of reform in China, demonstrating that the Chinese state’s capacity to impose unpopular reform is contingent on its control over local state agents and its adaptability to societal demands. Building on rich fieldwork data gathered in three Chinese cities (Shenyang, Shanghai, and Xiamen), this book offers the first comparative study of China’s privatization processes at the local level. Instead of focusing solely on political elites, Jin Zeng adopts a multi-level interaction approach to examine how the complex interplay of the central leadership, grassroots officials, and state-owned enterprise managers and workers shaped the contour of privatization in China.The book advances three central arguments. First, local economic structure and cadre evaluation system mediated local officials’ incentives to initiate privatization. Second, local officials relied on mobilization campaigns and various appeasement measures to implement privatization. Finally, the dynamics of privatization were fundamentally driven by the central government’s reactions to social opposition and by the subsequent responses of local officials to the changed political-regulatory environment. As a detailed analysis of the dual transformation of the property regime and state–society relations in China, this book will be invaluable to students and scholars of Chinese politics, economic reform, as well as those interested in comparative political economy and economic development more broadly.
The post-Mao period has witnessed rapid social and economic transformation in all walks of Chinese life – much of it fuelled by, or reflected in, changes to the country’s education system. This book analyses the development of that system since the abandonment of radical Maoism and the inauguration of ‘Reform and Opening’ in the late 1970s. The principal focus is on formal education in schools and conventional institutions of tertiary education, but there is also some discussion of preschools, vocational training, and learning in non-formal contexts. The book begins with a discussion of the historical and comparative context for evaluating China’s educational ‘achievements’, followed by an extensive discussion of the key transitions in education policymaking during the ‘Reform and Opening’ period. This informs the subsequent examination of changes affecting the different phases of education from preschool to tertiary level. There are also chapters dealing specifically with the financing and administration of schooling, curriculum development, the public examinations system, the teaching profession, the phenomenon of marketisation, and the ‘international dimension’ of Chinese education. The book concludes with an assessment of the social consequences of educational change in the post-Mao era and a critical discussion of the recent fashion in certain Western countries for hailing China as an educational model. The analysis is supported by a wealth of sources – primary and secondary, textual and statistical – and is informed by both authors’ wide-ranging experience of Chinese education. As the first monograph on China's educational development during the forty years of the post-Mao era, this book will be essential reading for all those seeking to understand the world’s largest education system. It will also be crucial reference for educational comparativists, and for scholars from various disciplinary backgrounds researching contemporary Chinese society.
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