Literaturnachweis - Detailanzeige
| Autor/in | Dongping, Yang |
|---|---|
| Titel | Pursuing Harmony and Fairness in Education |
| Quelle | In: Chinese Education and Society, 39 (2006) 6, S.3-44 (42 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1061-1932 |
| DOI | 10.2753/CED1061-1932390601 |
| Schlagwörter | Foreign Countries; Access to Education; Urban Education; Rural Education; Politics of Education; Public Policy; Educational Change; Educational Development; Criticism; Compulsory Education; Educational Policy; Free Enterprise System; China |
| Abstract | In 2005, there was a transition in China, in which public policy toward education underwent a systemwide change. In this article, the author explores the educational development in China and examines reforms concerning educational issues that were of intense concern to society. In recent years, Chinese education at all levels has undergone massive expansion quantitatively and in terms of its ability to train people. This has resulted in a great increase in people's access to education. Serious inadequacies in the country's input into education have meant that this rapid development has, to a great extent, been sustained by the "industrialized" model that has emerged within their educational system, which has led to such excesses as charging high fees, charging arbitrary fees, learning-for-money transactions, and the fever to get a better school, which in turn has widened the educational gap between city and countryside, between one district and another, and between one school and another. It has also, to a certain degree, lowered the quality of education and eroded the public benefit and fairness of education, creating disparities in the quality of education and causing serious decline in education's image and reputation. Sharp criticism throughout society of this situation reached a new peak in 2005. Beginning early in the year, cries for a return to fairness and the public good, demands for compulsory education free of charge in rural villages and criticism of the industrialization of education formed a steady crescendo. The author stresses that the issue of how to make the wishes and demands of the masses capable of exercising real influence on educational change--that is, what one calls a mechanism for initiating public policy or a public agenda--requires special attention. Raising and broadening the application of these experiences means more than promoting public policy and educational reform, since this effort in itself constitutes a process of growth toward the democratization of education. (Contains 2 tables and 35 notes.) (ERIC). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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