By Tiedan Huang, Alexander W. Wiseman
This quantity of the overseas views on schooling and Society sequence examines the transformation of schooling coverage in China, with a distinct emphasis on variations within the post-1978 interval. whereas academic coverage has skilled significant shifts and reversals because the founding of the folk s Republic of China in 1949, the past due Seventies and the early1980s signalled an important shift in China s openness and willingness to make frequent and swift alterations in schooling to satisfy the calls for of an more and more market-oriented financial system. those academic coverage adjustments are inextricably associated with China s expanding curiosity and participation within the worldwide neighborhood in another country and the social-economic transformation and just a little loosened political surroundings at domestic. With the precise emphasis on coverage swap and its next impression on assorted elements of schooling at numerous degrees of academic associations, quite in components of academic financing and curriculum reform, this quantity makes an attempt to bridge the dichotomy among critics and advocates of chinese language academic changes, realize the significance and effect that academic coverage in China has not just on one of many biggest nationwide populations on the earth, but in addition on different (and frequently competing) kingdom s structures and supply suitable scholarship to notify coverage and perform.
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As Hong Kong scholar Mok Ka-Ho (2001) observes, ‘‘[E]ssentially, the role of the state changes from one carrying out most of the work of education itself, but it still determine where the work will be done and by whom’’ (p. 127). In fact, the central state retains and even strengthens its monopolistic authority in decision-making process. Being released from the heavy workload of the sole provider of Chinese education, the central state could concentrate on improving education legislation, imposing state-determined requirements, and monitoring the behaviors of local education bureaucracy and schools.
In this non-state-run sector, a variety of social forces, including enterprises, organizations, individuals, are allowed and encouraged to run minban schools to meet the increasing demand of education for Chinese people. According to the MOE (2007), by 2007, there were 4,488 minban middle schools and 5,798 minban primary schools across the country. In running minban schools, these local sectors are now seeking to take their own interest and needs into account. Coupled with the fiscal reform in Chinese education, reforms were initiated in education administration and curriculum development.
Literature on decentralization reform in Chinese education primarily concentrates on changed Chinese education policies in the reform. This chapter places the focus on the contextual factors that shape the decentralization trend in current reform. Keywords: Chinese education reform; Chinese economic reform; centralization; decentralization; globalization INTRODUCTION In the recent decades, education decentralization has become a widely adopted policy in numerous countries (Currie & Newson, 1998; Spring, 1998; Taylor, Rizvi, Lingard, & Henry, 1997).