Sustainable Education Policy Development In China

This book investigates the sustainable education policy development in China in the aspects of challenges and strategies. In this book, the conceptual model of the sustainable education policy development in China is divided into several parts, including the sustainable development of preschool education, the sustainable development of ethnic education, the sustainable development of vocational education, the sustainable development of higher education, and the sustainable development of lifelong learning. This book serves as a reference for scholars and researchers who are interested and work in research on China’s sustainable education policy development, administrators, and stakeholders in China's education system and graduate students who major or minor in the field of comparative and international education.

This book focuses on the academic foundations, trends and traditions of environmental education for sustainable development principally in Chinese contexts. It highlights contexts and case studies that illuminate recent Chinese initiatives. It includes case studies of green schools and reports on recent initiatives in school-based ESD curriculum development programmes in China, Hong Kong, Macao and Taiwan. The book concludes with an overview chapter that points to likely future developments. The assumption underpinning the book is that experiences gained in such a major country as China will be of real interest to geographical and environmental educationists, professional educators and teachers elsewhere. Not only will it generate interest and create greater awareness but also it is hoped that these experiences will provide a platform for scholarly exchange and contribute insights on education policy and curriculum changes across Asian-Pacific communities in an increasingly globalised world.

This book explores the overall landscape of compulsory education policy development in China from multiple perspectives to uncover the stages, features, problems and suggestions in Chinese compulsory education system, locally, nationally and internationally. In addition, this book also presents specific historical educational policy shifts for policymakers and stakeholders to investigate the compulsory education strategy over the long term. Specifically, the Chinese compulsory education policy landscape involves investigating changes to the legal environment, management policies, as well as practices for teachers and curriculum and teaching materials. These discussions contribute to the readers’ comprehensive and systematic understanding of compulsory education policy development in contemporary China.

This book focuses on the academic foundations, trends and traditions of environmental education for sustainable development principally in Chinese contexts. It highlights contexts and case studies that illuminate recent Chinese initiatives. It includes case studies of green schools and reports on recent initiatives in school-based ESD curriculum development programmes in China, Hong Kong, Macao and Taiwan. The book concludes with an overview chapter that points to likely future developments. The assumption underpinning the book is that experiences gained in such a major country as China will be of real interest to geographical and environmental educationists, professional educators and teachers elsewhere. Not only will it generate interest and create greater awareness but also it is hoped that these experiences will provide a platform for scholarly exchange and contribute insights on education policy and curriculum changes across Asian-Pacific communities in an increasingly globalised world.

Environmental Policy and Sustainable Development uses Hong Kong to explore environmental economic and social development in China, providing concepts of sustainability, contexts for environmental policymaking, and key challenges in sustainable development.

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.

This book examines the childhood education policy development in China. It involves investigating the holistic landscape of China’s childhood development from a policy perspective. It also offers a specific lens to examine the migrant childhood education policy in China, the left-behind childhood education policy in China, the ethnic childhood education policy development in China, the special childhood education policy in China, and the boarding schools’ childhood education policy in China. The intended readers are scholars and researchers who are interested and work in research on China’s childhood education reform/pre-K-12 in China. The administrators and stakeholders in Chinese education system and graduate students are majoring and minoring in the field of educational policy.

This book concentrates exploring the landscape of private education in contemporary China, including pre-schools, compulsory education, high schools, and higher education. Both the developmental opportunities, problems, and strategies in regard to shaping the promotion of China’s private education are examined in this book. The intended readers are scholars and researchers who are interested and work in research of the private education in Chinese context.