前辅文
1 Theoretical of Basis of Educational Policies in China
1.1 Education Position
1.1.1 Education Position in Ancient China
1.1.2 Education Position in Modern China
1.2 Education Quality
1.2.1 Education Quality in Ancient China
1.2.2 Education Quality in Modern China
1.3 Education Equity
1.3.1 Policies and Laws about Education Equity
1.3.2 Nationed College Entrance Examination
1.3.3 The Educational Development in the Western Areas
1.3.4 Policies and Projects for Disadvantaged Groups
1.4 Conclusion
2 System of Educational Legislation
2.1 Evolution of the Socialist Educational Legislation System
2.1.1 The Period from 1949 to
2.1.2 The Period from 1957 to
2.1.3 The Period from 1977 to Present
2.2 Framework of the Education Laws and Regulations
2.2.1 The Status of the Education Laws and Regulations in the National Law System
2.2.2 The Structure of Education Laws and Regulations
2.3 Legislation and Implementation of Education Laws and Regulations
2.3.1 Educational Legislative Procedures
2.3.2 Implementation and Inspection
2.4 Analysis of Important Educational Laws and Regulations
2.4.1 Decision on the Reform of the Education System
2.4.2 The Education Law of the PRC
2.4.3 Decision on Deepening Educational Reform to Promote Quality Education in an All-Round Way
3 The Outline and Planning of Educational Development in China
3.1 Turning Point: The 1993 Outline of China’s Educational Reform and Development
3.1.1 Situation and Tasks Faced by China’s Education
3.1.2 Goals and Strategies of the Educational Development
3.1.3 Reform of the Education System
3.1.4 Comprehensive Implementation of the Education Policies
3.1.5 Building a High-Quality Teacher Team
3.1.6 Education Investment
3.2 Facing the 21st Century: Two Action Plans for Vitalizing Education
3.2.1 Action Plan for Vitalizing Education for the 21st Century
3.2.2 Action Plan for Vitalizing Education 2003–
3.3 Continuous Reform: Analysis of Recent National Plans for Educational Development
3.3.1 The 9th Five-Year Plan (1996–2000)
3.3.2 The 10th Five-Year Plan (2001–2005)
3.3.3 The 11th Five-Year Plan (2006–2010)
3.3.4 The Outline of China’s National Plan for Medium and Long-Term Educational Reform and Development (2010–2020)
4 Policies of Educational Internationalization
4.1 Policies on Chinese-Foreign Cooperation in Running Schools (CFCRS)
4.1.1 The Evolution of Policies on CFCRS
4.1.2 Government’s Commitment to Educational Trade in Service
4.1.3 Current Situation of CFCRS
4.1.4 Contents and Characteristics of Policies on CFCRS
4.1.5 Problems and Policy Issues on CFCRS
4.2 Policies on Studying Abroad
4.2.1 The Evolution of Policies on Studying Abroad
4.2.2 The Basic Conditions of Studying Abroad
4.2.3 The Contents and Characteristics of the Policies on Studying Abroad
4.2.4 Conclusion
4.3 Policies on Internationalization of Higher Education in China
4.3.1 The Evolution of the Policies on Internationalization of Higher Education
4.3.2 The Current Situation of International Students in China
4.3.3 Approaches and Characteristics of the Policies on Internationalization of Higher Education
4.4 Conclusion
4.4.1 The Unbalanced Development of the Internationalization of Higher Education
4.4.2 Need for a Substantial Expansion of Foreign Students Studying in China
4.4.3 Constructing the International Curriculum System
5 Policies of Private Education
5.1 History of Private Education
5.1.1 Private Education in Ancient China
5.1.2 Private Education in Modern China
5.2 Current Development of Private Education in China
5.2.1 Three Stages of Private Education Since
5.2.2 Types of Private Schools in China
5.2.3 Importance of Private Education in Modern China
5.2.4 New Challenges and Prospect of Private Education
5.3 Legislation and Policies of Private Education in China
5.3.1 Central Legislation
5.3.2 Local Policies
5.4 Private Education Models with Local Characteristics
5.4.1 Shanghai Model
5.4.2 Guangdong Model
5.4.3 Wenzhou Model
5.4.4 Jiaojiang Model
5.4.5 Remote Area Model
5.5 Conclusion
6 Policies of Lifelong Learning
6.1 Lifelong Learning Policy in China
6.1.1 Background of the Rise of Lifelong Learning
6.1.2 What Is Lifelong Learning?
6.1.3 Policies and Laws about Lifelong Education in China
6.1.4 Strategies on the Lifelong Education System Reform
6.1.5 Features of Lifelong Learning Policies
6.2 Continuing Education Policy in China
6.2.1 The Meaning of Continuing Education
6.2.2 Historical Development of Continuing Education
6.2.3 Current Situation of Continuing Education
6.2.4 Policies of Continuing Education
6.2.5 The Characteristics of Continuing Education
7 Policies of Teacher Development
7.1 Teacher Education System
7.1.1 Historical Evolution of Teacher Education System
7.1.2 Present Situation of Teacher Education System
7.1.3 Problems Existing in the Current Policies and Regulations
7.2 Teachers Law
7.2.1 General Provisions of Teachers Law of China
7.2.2 Contents of Teachers Law
7.2.3 Current Problems in Teachers Law
8 Characteristics and Trends of Educational Policies and Legislation in China
8.1 Characteristics of Educational Policies and Legislation
8.1.1 Transformation of Educational Policies and Legislation: A Content Perspective
8.1.2 Formation and Implementation of Educational Policies and Legislation: A Process Perspective
8.1.3 From Country-Oriented Value to People-Oriented Value: A Value Perspective
8.2 Trends of Educational Policies and Legislation
8.2.1 Strategy of “Giving a Priority to the Development of Education”
8.2.2 Compulsory Education: Narrowing the Education Gap and Promoting Education Equity
8.2.3 Higher Education: Constructing World-Level Universities and Promoting Entrepreneurship Education
8.2.4 Diversification, Lifelong Learning and Internationalization of Education
References
Index
