This book examines the ways education reform has been shaped in China. Focusing on the past education policy development, it offers unique perspectives to illustrate China’s education reform and provides an overview of policies and their implications. In addition, the book discusses educational development, educational value, educational efforts and educational tasks and explores physical, aesthetic and labor education, as well as the management of off-campus training institutions and the policies on abolishing the “Five Only” in contemporary China. Conceptualizing the education reform model in China since 1949 for the first time, the book maps Chinese education policy development.

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Li, Jian; Xue, Eryong

0014431

Exploring Education Policy in a Globalized World: Concepts, Contexts, and Practices, 1st ed., 2020

Exploring education policy in a globalized world, 1st ed. 2020, Singapore, 2020

Springer Nature, Singapore, 2020

Singapore, Singapore

1st ed, S.l, 2020

1, 20200915

sm83655485

producers:
Acrobat Distiller 10.1.16 (Windows)

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Preface 6
Contents 9
About the Authors 14
1 Shaping the Educational Development in China: The Context and Efforts 16
1.1 The Basic Situation of Chinese Education 16
1.1.1 General Overview of China’s Educational Provinces 18
1.1.2 The Purpose of Chinese Education 19
1.1.3 The Moral Education 20
1.1.4 Intellectual Education 21
1.1.5 Sports Education 22
1.1.6 Aesthetic Education 22
1.1.7 Labor Education 23
1.2 The Quality of Education in China 24
1.2.1 Xi Jinping’s Remarks on the Quality of Education 24
1.2.2 The Quality of China’s Higher Education 29
1.3 China’s Basic Education System 32
1.3.1 Development of China’s Educational Legal System 32
2 Shaping the Educational Value in China: Ideas and Practices 43
2.1 The Important Thoughts on the People-Centered Education 43
2.2 Quality Balance of China’s Contemporary Education 46
2.2.1 The Connotation of Quality Balance 46
2.3 New Situations, Challenges and Problems 49
2.4 Policy Trends and Paths 50
3 Shaping the Educational Efforts in China: Concepts and Actions 52
3.1 Reasons and Manifestations of Giving Priority to the Development of Educational Undertakings 52
3.1.1 The Necessity and Importance of Giving Priority to the Development of Education 55
3.1.2 The Goal of Giving Priority to the Development of Education 56
3.2 The History and Present Educational Fund Situation 58
3.3 The Distribution of Educational Funds in China—Take 2017 as an Example 66
3.4 Relevant Policies and Regulations on the Growth of Educational Funds in China 68
3.4.1 Policies, Regulations and Implementation of the Growth of Educational Expenditure in China in the 1990s 68
3.4.2 Policies, Regulations and Implementation of the Growth of Educational Expenditure in China Since 2000 72
3.5 Relevant Policies and Regulations on the Composition of Educational Funds in China 75
3.5.1 China Supports the Tax Reduction and Exemption Policy for Social Forces to Invest in Education 78
3.6 Giving Priority to Developing the Future Trend of the Education Fund Related Policies 81
3.6.1 We Need to Ensure that Government Spending on Education Accounts for no Less Than 4% of GDP 82
3.6.2 From Adhering to the “Three Growth Plans” to Emphasizing that “Two Growth Plans Do not Decrease” 83
3.6.3 We Need to Increase Investment in Education Funding in Xinjiang and Other Provinces and Ensure that Education Funding Is Reasonably Distributed Among Provinces 84
3.6.4 Increasing the Proportion of Social Input in the Composition of Educational Funds 84
4 Shaping the Teacher Construction—Oriented Educational Tasks in China: Issues and Challenges 86
4.1 Review of Policy Documents on the Teacher Construction Since the 18th National Congress of the CPC 86
4.2 Political Documents on the Construction of Teachers During the Period from the 18th National Congress to the 19th National Congress 90
4.2.1 Macro Design 90
4.2.2 Construction of Teachers’ Ethics 91
4.2.3 Business Level 92
4.2.4 Management Regulations 95
4.3 Documents on the Construction of the Teaching Staff Since the 19th National Congress 100
4.3.1 Macro Design 100
4.3.2 Business Level 101
4.3.3 Construction of Teachers’ Ethics 102
4.4 Changes in Teachers’ Remuneration Since the 18th National Congress of the CPC 103
4.4.1 Changes in the Overall Salary of Teachers Since the 18th National Congress of the CPC 103
4.5 Prospects for Future Teachers’ Salary Development 107
4.6 Professional Titles 109
4.6.1 Title Setting 110
4.6.2 The Proportion of Each Professional Title 111
4.6.3 Title (Position) and Responsibility Setting 112
4.6.4 The Number of Each Professional Title 114
5 Shaping the Physical Education in China: The Contexts and Efforts 117
5.1 The Development of Sports Education Policy Since the Reform and Opening up 119
5.1.1 1978–1991: Restoration and Development Stage in the Early Years of Reform and Opening up 119
5.1.2 1992–2012: National Fitness Was First Proposed and Continuously Developed 120
5.1.3 2013–Present: Healthy China Strategy 123
5.2 Sports Achievements Since the Reform and Opening up 127
5.2.1 Nationwide Fitness Popularization 127
5.2.2 School Sports Work Has Been Effective 129
5.3 Problems Existing in the Development of Sports at Present 130
5.3.1 Uneven Development of Mass Sports 130
5.3.2 Physical Education Awareness in Schools Has Been Strengthened, but not Enough Attention Has Been Paid to It 132
5.4 Future Trend of Sports Development 133
5.4.1 Implementing the National Fitness Strategy and Deepening the Healthy China Strategy 134
5.4.2 Adhere to Promoting Morality and Bringing into Play the Role of Physical Education in Schools 135
5.4.3 Promoting Governance in Accordance with the Law and Strengthening Organizational Leadership 135
5.4.4 Developing Physical Education Through Science and Education 136
5.4.5 Strengthen the Construction of Sports Culture, Cultivate Moral, Intellectual, Physical, Aesthetic and Labor Successors to Socialism 137
6 Shaping the Aesthetic Education in China: Policies and Concerns 138
6.1 The Concept and Function of Aesthetic Education 138
6.1.1 Definition of Aesthetic Education 138
6.1.2 The Significance of Aesthetic Education 140
6.2 Review of Aesthetic Education Policy 142
6.2.1 Preliminary Development Stage 144
6.2.2 Explicitly Included in the Education Policy Stage 144
6.2.3 The Stage of Comprehensive Strengthening and Improvement 146
6.3 The Effect of Aesthetic Education 146
6.4 The Concerns on Aesthetic Education 151
6.4.1 The Understanding of Aesthetic Education Is not Deep and Comprehensive 151
6.4.2 To Integrate Aesthetic Education into Moral Education, the Understanding of the Relationship Between the Two Is not Perfect 152
6.4.3 Utilitarian Aesthetic Education 153
6.4.4 Shortage of Aesthetic Education Teachers 154
6.5 The Aesthetic Education Evaluation System 155
6.6 The Development Trend of Aesthetic Education 156
6.6.1 We Will Fully Implement the Fundamental Task of Fostering Virtue and Fostering People 156
6.6.2 Fully Explore the “Aesthetic Education” Function of Each Subject 157
6.6.3 To Build a Teaching Staff with Strong Moral and Artistic Merit 158
6.6.4 Improve the Evaluation Mechanism and Build Support and Guarantee Mechanism 159
6.6.5 Promoting Linkage Between Schools and Society 160
6.6.6 To Reshape the Value of Aesthetic Education and Build a Foundation for Cultural Confidence 161
References 163
7 Shaping the Labor Education in China: Background and Progress 165
7.1 Labor Education Policy 166
7.1.1 Education Period of Labor Production (1949–1976) 166
7.1.2 Ideological Education and Labor Technology Education (1977–1998) 168
7.1.3 Social Practice Education Period (1999–2014) 169
7.1.4 Labor Education Pays More Attention to Comprehensive and Comprehensive Education (2015 till Now) 170
7.2 The Effect of Labor Education 175
7.3 The Problem of Labor Education 177
7.3.1 Lack of Understanding of Labor Education in Family, School and Society 178
7.3.2 Insufficient Guarantee of Labor and Education Conditions 179
7.4 The Labor Education Policy Development Trend 182
8 Shaping the Management of off-Campus Training Institutions in China 187
8.1 The Discourse on Social Education 187
8.2 Status Quo of off-Campus Training Institutions Since the 18th National Congress of the CPC 190
8.3 Progress in the Rectification of Special Control Actions 193
8.3.1 Standardize the Relevant Policy Documents of “off-Campus Training Institutions” 198
8.3.2 Relevant Policy Documents on Educating People Through Social Collaboration 203
8.4 Policy Features of Social Education Since the 18th National Congress 204
8.4.1 Policy Positioning: Social Affairs to the National Attention 204
8.4.2 Policy Contents: Guide Self-Discipline to Strengthen Supervision 205
8.4.3 Policy System: From Regulations to Updated Legislation 206
8.5 New Situation, New Challenges and New Problems in Social Education 207
8.5.1 The New Situation 207
8.5.2 New Challenges 208
9 Shaping the Policies on Abolishing the “Five Only” 215
9.1 “Five Only” Performance 216
9.1.1 “Score Only” 216
9.1.2 “Only for Higher Education Degree” 217
9.1.3 “Diploma Only” 218
9.1.4 “Thesis Only”/“Paper Only” 218
9.1.5 “Only Academic Title” 219
9.2 The Serious Negative Impact of “Five Only” 220
9.2.1 “Five Only” Has Seriously Affected the Growth of Students 220
9.2.2 “Five Only” Seriously Affects the Overall Construction of Teachers 222
9.2.3 “Five Only” Seriously Affects the Development of Scientific Research and Academic Research 222
9.2.4 “Five Only” Seriously Affects the Cultivation of the Country’s Future Talents 223
9.3 The Origin of “Five Only” 224
9.4 The “Five Only” Policy 226
9.5 The Reform Proposal to Eliminate the “Five Alternatives” 232
9.5.1 Improve the Teacher Evaluation System, Break the “Only Thesis” “Only Hat” 236

Front Matter ....Pages i-xvi
Shaping the Educational Development in China: The Context and Efforts (Jian Li, Eryong Xue)....Pages 1-27
Shaping the Educational Value in China: Ideas and Practices (Jian Li, Eryong Xue)....Pages 29-37
Shaping the Educational Efforts in China: Concepts and Actions (Jian Li, Eryong Xue)....Pages 39-72
Shaping the Teacher Construction—Oriented Educational Tasks in China: Issues and Challenges (Jian Li, Eryong Xue)....Pages 73-103
Shaping the Physical Education in China: The Contexts and Efforts (Jian Li, Eryong Xue)....Pages 105-125
Shaping the Aesthetic Education in China: Policies and Concerns (Jian Li, Eryong Xue)....Pages 127-153
Shaping the Labor Education in China: Background and Progress (Jian Li, Eryong Xue)....Pages 155-176
Shaping the Management of off-Campus Training Institutions in China (Jian Li, Eryong Xue)....Pages 177-204
Shaping the Policies on Abolishing the “Five Only” (Jian Li, Eryong Xue)....Pages 205-228
Correction to: Shaping Education Reform in China (Jian Li, Eryong Xue)....Pages C1-C1

2020-09-18