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Edited by W. J. Morgan, Qing Gu and Fengliang Li
Dan Liu and W. John Morgan
The chapter provides an extensive review of the literature on student choice of destination. This identifies push and pull factors influencing Chinese students’ decisions about the country of destination for overseas study. It shows also that in addition to push factors, largely concerned with general issues regarding the country of origin, and pull factors, concerned similarly with the country of destination, students’ personal capabilities and ‘influencing others’ in their personal and professional lives also play an important role in decision making.
Qing Gu and Michele Schweisfurth
The chapter considers the processes and consequences of Chinese students’ study abroad and return to China. It concludes with two observations. The first emphasizes the social and relational nature of Chinese students’ study abroad experience; and the second, a far-reaching process of change (rather than transient) that many Chinese students experience in both their host and home countries.
The chapter analyses the complex relationships between curriculum, citizenship and nation-building since the founding of New China in 1949. It shows that the school curriculum continues to serve as a state device with two essential functions: equipping students for the country’s development and modernization, and socializing them into values and norms prescribed by the leaders of the Chinese Communist Party. The citizenship curriculum has been revised occasionally to reflect and support the changing nuances in official ideology. It concludes that this process is faced with fresh challenges, especially in in preserving and promoting cultural identity and national solidarity.
Fengliang Li, Nianchun Wang and Xianan Hu
The chapter shows how lifelong learning in China, encompassing broader avenues and opportunities for learning, has accelerated the development of distance education and promoted the status of adult vocational education and training in Chinese society. It concludes that the exponential advance in modern communication technology plays a defining role in the rapid expansion of distance education, and has challenged and modified traditional concepts and modes of education in China.
The chapter provides an account of early childhood education. It shows that, although provision has improved because of policy and funding support from the central government, there are still significant differences in provision between urban and rural areas. It concludes that quality provision of early childhood education for all children has become an urgent policy responsibility for the government.
The chapter considers the policy and funding initiatives that the Chinese government has put in place to support and improve the access and quality of education provision for ethnic minorities in different parts of the country. It concludes that, although though there is evidence of success, there are also persistent problems rooted in the disparity of socio-economic development among different regions, as well as differing and sometimes conflicting cultural and religious values.
Yongpo Tian and Wenwen Ji
The chapter considers the relationship between education and the labour market. It provides as an example, the so-called ‘massification’ of higher education that has raised questions concerning its effects on graduates’ employability, income distribution and labour mobility, the provision of vocational education, and tensions between labour supply and demand.
The chapter explains the education system and its evolution in the Special Administrative Region of Hong Kong and analyses the political and societal changes and transformations in Hong Kong since it returned to Chinese sovereignty. These have determined, in fundamental ways, how the education system has responded and evolved. It concludes with an indication of the continuing political tensions that are found in education policy in Hong Kong, as in public policy generally.
Stephanie W. Lee and Tsz Kit Cheng
The chapter provides a review of educational development in Macao, from when it was under Portuguese colonial rule to the most recent introduction of regulatory regimes reinforced by the Ten Year Plan (2011_2020). It shows that over the last decade economic growth in Macao has led to substantial investment in education; a process accompanied by the SAR’s government’s efforts to consolidate the legal framework for education and to foster greater civic engagement.