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The Structural Reform of Secondary Education in China

The Structural Reform of Secondary Education in China In the 1980s, the Chinese government undertook a major structuralreform in education by which upper secondary education was convertedfrom predominantly general education to an equal mix of generaleducation and vocationaltechnical education. A critical examination isprovided of the rationale for and implementation strategies of thereform, framed in a broader context of the development of secondaryeducation in the past four decades. It points out that, although thereform was justified in largely economic terms, there is actually littleempirical support for the economic assumptions the development ofvocationaltechnical education is prompted more by a desire to reducethe social demand for higher education and to use education as a socialstratification device. The reform reflects changing perspectives of theChinese leadership on the role of education in national development andit can be seen as the outcome of the most recent episode of continuingsocial and political conflicts in the Chinese state that began in the1950s. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Educational Administration Emerald Publishing

The Structural Reform of Secondary Education in China

Journal of Educational Administration , Volume 29 (4) – Apr 1, 1991

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References (11)

Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
0957-8234
DOI
10.1108/EUM0000000002475
Publisher site
See Article on Publisher Site

Abstract

In the 1980s, the Chinese government undertook a major structuralreform in education by which upper secondary education was convertedfrom predominantly general education to an equal mix of generaleducation and vocationaltechnical education. A critical examination isprovided of the rationale for and implementation strategies of thereform, framed in a broader context of the development of secondaryeducation in the past four decades. It points out that, although thereform was justified in largely economic terms, there is actually littleempirical support for the economic assumptions the development ofvocationaltechnical education is prompted more by a desire to reducethe social demand for higher education and to use education as a socialstratification device. The reform reflects changing perspectives of theChinese leadership on the role of education in national development andit can be seen as the outcome of the most recent episode of continuingsocial and political conflicts in the Chinese state that began in the1950s.

Journal

Journal of Educational AdministrationEmerald Publishing

Published: Apr 1, 1991

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