Relevant bibliographies by topics / Education China

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education China'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Education China"

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Tleuzhanova, G. K., A. B. Mekezhanova, and E. A. Uteubaeva. "Peculiarities of the education system in China." Bulletin of the Karaganda University. Pedagogy series 107, no. 3 (September 29, 2022): 63–67. http://dx.doi.org/10.31489/2022ped3/63-67.

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Modern processes of internationalization of education create the need to study and analyze the features of education systems in different states. The high position of Chinese education, close proximity and cooperation with the PRC prompted us to consider the specific features of the Chinese education system. The Chinese education system, along with the world’s leading educational trends, is also characterized by traditional cultural and spiritual guidelines. The need to reform the Chinese education system is dictated by the fact that the country is experiencing rapid economic growth and, therefore, needs highly qualified specialists, that is, highquality and affordable education. The status and value of education among all segments of the population is rising. In addition to the education of children, educational institutions are also engaged in extensive educational work. In general, having adopted the system of Soviet pedagogy, since 1978, the PRC has been going through certain stages of reforming the education system, ranging from restoring the school education system and raising the status of a teacher to improving the quality and accessibility of education for ordinary people. In the article, we have reviewed the modern system of Chinese education, consisting of preschool education, school education and higher education. The study of the system and modern trends of Chinese education, as well as the education systems of other countries, makes it possible to enrich the educational system of the Republic of Kazakhstan, adopting the strengths and successful pedagogical experience.
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Fengzhen, Yang. "Education in China." Educational Philosophy and Theory 34, no. 2 (January 2002): 135–44. http://dx.doi.org/10.1111/j.1469-5812.2002.tb00292.x.

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Eminson, Sophie. "Humane education, China." Children and Young People Now 2018, no. 3 (March 2, 2018): 48–49. http://dx.doi.org/10.12968/cypn.2018.3.48.

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Wang, Victor X., and Vivian W. Mott. "From Politicized Adult Education to Market Oriented Adult Higher Education." International Journal of Adult Vocational Education and Technology 1, no. 1 (January 2010): 49–71. http://dx.doi.org/10.4018/javet.2010100904.

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This study investigated the general instructional modes of adult educators in Southeast China and Northeast China. The study utilized Conti’s (1983, 2004) Principles of Adult Learning Scale (PALS) to measure instructional modes of adult educators. Data were collected from 112 randomly selected participants engaged in teaching Chinese adult learners in Southeast China and Northeast China. The results of the study showed that adult educators in Southeast China were andragogical in their instruction while their counterparts in Northeast China were pedagogical although the difference (p>0.05) between the means of adult educators in Southeast China and Northeast China was not statistically significant.
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Shen, Wenrui. "Education Equality in China: Economic, Geographical, Gender and Education Policies." Lecture Notes in Education Psychology and Public Media 17, no. 1 (October 26, 2023): 162–71. http://dx.doi.org/10.54254/2753-7048/17/20231237.

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As one of the largest developing countries in the world, education in China has made great achievements over the past decades and has contributed greatly to Chinas scientific and technological development, economic development and poverty reduction and social prosperity. However, it is inevitable that many problems have arisen in the development of education. Many studies have been done on this subject by Chinese scholars and many international scholars. Among the studies on the subject, equality in education is a major concern for many scholars. Based on existing international research, this paper discusses equality in education through the issues of economics, geography, gender and education policy. In this paper, it is found that economy and geography greatly influence educational equality, with regional economic development being positively associated with educational equality. Gender, although also influencing educational inequality to some extent, is not significant. Some of the policies that have been developed to promote equality in education have been less than satisfactory. Through the analysis and discussion of these issues, future research and development directions are proposed to further promote educational equality and enable the further development of education in China.
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Gao, Ke, Yifan Wang, and Pengqiu Zheng. "Over-Education in China." Chinese Studies 06, no. 01 (2017): 37–43. http://dx.doi.org/10.4236/chnstd.2017.61005.

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Murphy, Peter J., and Ralph W. Roberts. "Forestry Education in China." Forestry Chronicle 64, no. 6 (December 1, 1988): 469–74. http://dx.doi.org/10.5558/tfc64469-6.

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The administration of forestry activities in the People's Republic of China is centrally controlled through the Ministry of Forestry. Forestry education is planned and carried out as an adjunct to the national plan for forestry to meet specific human resource needs. Their educational delivery system is analogous to that in Canada with programs offered at vocational, technical, and bachelors degree levels, and graduate studies for both Masters and Ph.D. degrees at selected universities and colleges. However, recruitment of students, assignment to specialties, and placement of graduates offer interesting contrasts.
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Mohamed Aly Elnopy. "Special Education in China." International Journal of Science and Rehabilitation in Special Needs, no. 3 P1 (January 2018): 50–55. http://dx.doi.org/10.12816/0052715.

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Brahmstedt, Howard, and Patricia Brahmstedt. "Music Education in China." Music Educators Journal 83, no. 6 (May 1997): 28–52. http://dx.doi.org/10.2307/3399021.

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Elman, Benjamin A., John W. Chaffee, and Wm Theodore de Bary. "Education in Sung China." Journal of the American Oriental Society 111, no. 1 (January 1991): 83. http://dx.doi.org/10.2307/603750.

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Dissertations / Theses on the topic "Education China"

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黃月雲 and Yuen-wan Wong. "Educational ideas in the analects and the Hong Kong education system." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B40676109.

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Wong, Wai-yin Erica. "A study of the recruitment and selection of assistant education officer in the Education Department." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%fFtoc%5Fpdf?B23295892.

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Pei, Chao 1957. "Autonomy and private higher education in China." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36786.

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This study explores the notion of autonomy in the dynamics of private higher education in China. Focusing on the role and function of autonomy in the operation of private institutions of higher education, it examines the evolution of government policy, documents the recent rapid development of private post-secondary institutions, and investigates the quality of the relationships between private institutions, their communities, society and government.
Data were collected from government sources and from fifty-six private institutions through various methods, including interviews, questionnaires and case studies.
Qualitative analysis of the data revealed different dimensions, perceptions, and patterns of autonomy in these institutions.
The study found that institutional autonomy has generally promoted efficiency and flexibility in the operation of these institutions and allowed adaptability and responsiveness to changing social and economic conditions which in turn, have enabled private higher education to contribute significantly to the on-going transformation of Chinese society. However, such autonomy is subject to both external internal constraints and problems, including some restrictive government policies, the lack of financial resources and inexperience in private school operation.
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Liang, Zhan. "UK cross border higher education in China." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/385480/.

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Li, Yaling. "Women instructors in higher education in China." online access from Digital dissertation consortium, 1997. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9724841.

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Fenton, Nina. "Minority education in transition : ethnicity, poverty and education in rural China." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571654.

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Marketization of the Chinese economy has created wealth and economic opportunities. But it has also created barriers preventing vulnerable gTOUpS from accessing quality education and escaping poverty. This thesis examines the causes of low educational investment by minority ethnic groups in rural China between 1988 and 2002. Information about conditions facing minority groups, including the financing and administration of education, motivates a theoretical model of investment. Characteristics of minority households, such as remote, rural location and low parental education play a role in explaining disadvantage. Low income is both a cause and effect of disadvantage for credit-constrained households. Furthermore, low education has a negative externality on the rewards for education facing other households. Poor 'ethnic capital' and cultural norms regarding enrolment can perpetuate a poverty trap generated by differences in the ways groups form expectations about the behaviour of other group members. The remaining chapters test these hypotheses using rural household data from 1988, 1995 and 2002, and a data-set on academic achievement of children in the final year of compulsory education, collected by the author in a remote minority prefecture. Descriptive regression analysis and decomposition of the differences in educational outcomes between minority and Han groups suggest that low income, relatively high fertility, and low parental education are among the factors driving minority disadvantage. lVIore careful analysis of the effect of income, attempting to control for potential endogeneity, finds the effect to be robust, although differences in income explain far les of the gap in investment than differences in community resources, although it was not possible to control for all potential sources of bias. Higher fertility of minority households may be an important cause of their lower investment. More careful examination of the impacts of fertility finds a significant negative impact of siblings in school and siblings in work, although suitable instrumental variables were not available. Fixed effects regressions, con- trolling for all observed and unobserved household characteristics, revealed that households spend significantly more on more able children and that younger and middle children often lose out. The final chapter reveals that minority students are segregated into lower quality schools, partly because of the high costs of traveling to school from remote locations. This reduces their academic achieve- ment. However, poor achievement of minority students is not fully explained by school choice and observable household characteristics. It is plausible that cul- tural barriers or disengagement from the education system reduce the benefits of education for these children. 2
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麥國樑 and Kwok-leung Mak. "Urban and rural education policies and reform in post-Mao China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31976347.

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Zhang, Li. "International Branch Campuses in China| Quest for Legitimacy." Thesis, State University of New York at Albany, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10107769.

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A new organization often encounters the “liability of newness” that increases its chance of failing as a start-up enterprise (Freeman et al, 1983). New organizations located in a foreign country also face the “liability of foreignness” (Zaheer & Mosakowski, 1997). By gaining legitimacy, organizations can obtain the resources they need to become sustainable. The liabilities of newness and foreignness aptly describe the international branch campuses that have been set up in China.

Scott’s (1995) institutional legitimacy pillars and Suchman’s (1995) legitimacy theory are combined to form a new conceptual legitimacy framework to understand legitimacy issues in China. This qualitative study selects seven cases to answer this research question: What strategies do the international branch campuses use to gain social support from different constituencies? The institutions studied are: The University of Nottingham Ningbo China, Xi’an Jiaotong Liverpool University, New York University Shanghai, United International College Shenzhen, Dongbei University of Economy and Finance Surrey International Institute, Southeast University-Monash University Joint Graduate School (Suzhou), and The Johns Hopkins University-Nanjing University Center for Chinese and American Studies.

Fifty-two interviews were conducted with senior institutional leaders, faculty, staff, students, parents, scholars, and employers. The research found that these international institutions did face the twin liabilities of newness and foreignness. However, being new and foreign could actually give these institutions legitimacy as well. The international institutions used all four strategies identified in the literature to gain the four pillars of legitimacy. An important caveat of the study is that the environment is significant in institutions gaining legitimacy, but the primary factor in acquiring legitimacy is the quality of their product.

This study has several limitations, including one missing case, fewer foreign interviewees, the uneven amount of information available at each institution, translation difficulties between two very different languages and cultures, and data provided by the institutions might be self-serving. The results indicate four avenues for further research. They are legitimacy thresholds; legitimacy from the perspective of the home institutions; the failed international branch campuses; education quality at these IBCs; and the evolving political dynamics in China.

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Cheng, Man-wai. "Comparative education in mainland China globalization and localization /." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963341.

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Dong, Zhicheng. "The development of transnational higher education in China." Thesis, University of Sheffield, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531200.

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Books on the topic "Education China"

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U, Landowe James, ed. Education in China. New York: Nova Science Publishers, 2008.

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U, Landowe James, ed. Education in China. New York: Nova Science Publishers, 2008.

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Chambers, David. Education profile China. London: British Council, 1985.

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Gu, Jianmin, Xueping Li, and Lihua Wang. Higher Education in China. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0845-1.

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Zhou, Haitao, Qiang Liu, Jing Tian, and Qian Li. Private Education in China. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-4409-0.

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Feng, Anwei, ed. Bilingual Education in China. Bristol, Blue Ridge Summit: Multilingual Matters, 2007. http://dx.doi.org/10.21832/9781853599934.

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Gu, Jianmin. Higher education in China. Paramus, N.J: Homa & Sekey Books, 2009.

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Bank, World, ed. China: Higher education reform. Washington, D.C: World Bank, 1997.

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Gu, Jianmin. Higher education in China. Paramus, N.J: Homa & Sekey Books, 2009.

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Wang, Libing. Basic education in China. Paramus, N.J: Homa & Sekey Books, 2009.

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Book chapters on the topic "Education China"

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Ren, Hai. "China." In Olympic Education, 119–34. Abingdon, Oxon ; New York, NY : Routledge is an imprint of the Taylor & Francis Group, an Informa Business, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9780203131510-14.

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Li, Wei, and Na Chen. "China." In SpringerBriefs in Education, 7–22. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-5787-9_2.

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Zhang, Jingjing. "China—Commentary." In SpringerBriefs in Education, 23–25. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-5787-9_3.

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Duan, Yushan, Jianzhen Zhang, Qian Gong, Liling Qin, Ya Li, Weiguo Zhou, and Lianfei Jiang. "China." In International Perspectives on Geographical Education, 75–90. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44717-9_5.

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Chong, King Man. "China." In Education, Globalization and the Nation, 81–102. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137460356_6.

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Zhang, Wei, and Mark Bray. "Shadow Education." In Spotlight on China, 85–99. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6209-881-7_6.

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Tao, Xingzhi. "Creative Education." In China Academic Library, 79–81. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0271-9_8.

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Yung, Benny Hin Wai, and Kennedy Kam Ho Chan. "China." In Issues in Upper Secondary Science Education, 67–81. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137275967_5.

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Gao, Catherine Yuan. "China." In Palgrave Studies in Global Higher Education, 111–33. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21465-4_4.

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Blachford, Dongyan Ru. "Bilingual Education in China." In Bilingual Education, 157–65. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4531-2_16.

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Conference papers on the topic "Education China"

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Yan, Hong. "Engineering education in China." In 2015 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2015. http://dx.doi.org/10.1109/icl.2015.7318185.

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Wang, Yulin. "Software Engineering Education in China." In 20th Conference on Software Engineering Education & Training (CSEET'07). IEEE, 2007. http://dx.doi.org/10.1109/cseet.2007.45.

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Xiaoming, Li, and Barry M. Lunt. "Undergraduate computing education in China." In the 7th conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1168812.1168823.

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Yang, Ziyi. "Understanding sex education in china." In 2020 3rd International Conference on Humanities Education and Social Sciences (ICHESS 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.498.

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Aiken, Robert, Elizabeth Adams, Susan Foster, Richard Little, William Marion, Judith Wilson, and Gayle Yaverbaum. "Computer science education in China." In the nineteenth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1988. http://dx.doi.org/10.1145/52964.52987.

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Fan, Min, Zhujun Fan, and Xiaojian Yu. "Returns to College Education in China." In 2008 International Symposium on Intelligent Information Technology Application Workshops. IEEE, 2008. http://dx.doi.org/10.1109/iita.workshops.2008.249.

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Kong, Hanbing, and Yangqiong Qiu. "Rethinking of Engineering Education in China." In 2007 IEEE Meeting the Growing Demand for Engineers and their Educators 2010-2020 International Summit. IEEE, 2007. http://dx.doi.org/10.1109/mgdete.2007.4760373.

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Zhang, Ming, and Virginia M. Lo. "Undergraduate computer science education in China." In the 41st ACM technical symposium. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1734263.1734401.

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Zhang, Li-Na, Xiao-Dong Pan, and Dong-Qing Bai. "Overview of Basic Education in China." In 4th Annual International Conference on Management, Economics and Social Development (ICMESD 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icmesd-18.2018.83.

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Ning, Zhang. "The Structure of China Education Network." In Third International Conference on Semantics, Knowledge and Grid (SKG 2007). IEEE, 2007. http://dx.doi.org/10.1109/skg.2007.278.

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Reports on the topic "Education China"

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Kipnis, Andrew. Wanting an education in rural China. East Asia Forum, March 2010. http://dx.doi.org/10.59425/eabc.1267801611.

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Saunders, Phillip. NonProliferation Research and Education Activities in China. Office of Scientific and Technical Information (OSTI), October 2002. http://dx.doi.org/10.2172/806986.

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Fang, Hai, Karen Eggleston, John Rizzo, Scott Rozelle, and Richard Zeckhauser. The Returns to Education in China: Evidence from the 1986 Compulsory Education Law. Cambridge, MA: National Bureau of Economic Research, June 2012. http://dx.doi.org/10.3386/w18189.

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Guan, Yingying. Sexual Education in a Youth Program in Dalian, China. Ames (Iowa): Iowa State University, January 2020. http://dx.doi.org/10.31274/cc-20240624-1278.

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Zou, Chuan, and Shuyu Hou. A Study of Continuing Education for General Practitioners in China. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2023. http://dx.doi.org/10.37766/inplasy2023.4.0043.

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Peterson, Dahlia, Kayla Goode, and Diana Gehlhaus. Education in China and the United States: A Comparative System Overview. Center for Security and Emerging Technology, September 2021. http://dx.doi.org/10.51593/20210051.

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A globally competitive AI workforce hinges on the education, development, and sustainment of the best and brightest AI talent. This issue brief provides an overview of the education systems in China and the United States, lending context to better understand the accompanying main report, “AI Education in China and the United States: A Comparative Assessment.”
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Leight, Jessica, and Elaine Liu. Maternal Education, Parental Investment and Non-Cognitive Skills in Rural China. Cambridge, MA: National Bureau of Economic Research, May 2016. http://dx.doi.org/10.3386/w22233.

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Peterson, Dahlia, Kayla Goode, and Diana Gehlhaus. AI Education in China and the United States: A Comparative Assessment. Center for Security and Emerging Technology, September 2021. http://dx.doi.org/10.51593/20210005.

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A globally competitive AI workforce hinges on the education, development, and sustainment of the best and brightest AI talent. This issue brief compares efforts to integrate AI education in China and the United States, and what advantages and disadvantages this entails. The authors consider key differences in system design and oversight, as well as strategic planning. They then explore implications for the U.S. national security community.
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Lora, Eduardo. Should Latin America Fear China? Inter-American Development Bank, May 2005. http://dx.doi.org/10.18235/0012218.

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This paper compares growth conditions in China and Latin America to assess fears that China will displace Latin America in the coming decades. China's strengths include the size of the economy, macroeconomic stability, abundant low-cost labor, the rapid expansion of physical infrastructure, and the ability to innovate. China's weaknesses, stemming from insufficient separation between market and state, include poor corporate governance, a fragile financial system and misallocation of savings. Both regions share important weaknesses: the rule of law is weak, corruption endemic, and education is poor and very poorly distributed.
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Allen, Kenneth, and Morgan Clemens. The Recruitment, Education, and Training of PLA Navy Personnel (China Maritime Study, Number 12). Fort Belvoir, VA: Defense Technical Information Center, August 2014. http://dx.doi.org/10.21236/ada613269.

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