Screen LibraryCreating a high-quality education policy system : insights from China /
This book explores how to shape a high-quality education system in contemporary China's education policy system. The high-quality education system includes several dimensions, such as teacher ethics, school family cooperative system, teacher promotion, the balanced compulsory education system,...
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| Main Authors: | |
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| Group Author: | |
| Published: |
Springer,
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| Publisher Address: | Singapore : |
| Publication Dates: | [2021] |
| Literature type: | Book |
| Language: | English |
| Series: |
Exploring education policy in a globalized world,
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| Subjects: | |
| Summary: |
This book explores how to shape a high-quality education system in contemporary China's education policy system. The high-quality education system includes several dimensions, such as teacher ethics, school family cooperative system, teacher promotion, the balanced compulsory education system, the integrated rural and urban education, pre-schoolings, special education system, diversified high school system, vocational education, world-class universities, minority group education, private education, off-campus training, and online education system. |
| Carrier Form: | xviii, 201 pages ; 24 cm. |
| Bibliography: | Includes bibliographical references. |
| ISBN: |
9789811632754 9811632758 |
| Index Number: | LC94 |
| CLC: | G520 |
| Call Number: | G520/X8 |
| Contents: |
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 |