Sustainable education policy development in China : challenges and strategies / Jian Li.
Li, Jian.
2023
LC94.C6 L52 2023
Available Online

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Title Sustainable education policy development in China : challenges and strategies / Jian Li.
Author Li, Jian.
ISBN 9819911915 electronic book
9789819911912 (electronic bk.)
9789819911905
DOI https://doi.org/10.1007/978-981-99-1191-2
Published Singapore : Springer, [2023]
Language English
Description 1 online resource (139 p.).
Other Standard Identifiers 10.1007/978-981-99-1191-2 doi
Call Number LC94.C6 L52 2023
Dewey Decimal Classification 379.51
Summary 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 Chinas 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.
Note 2.4.5 Relevant Enrollment Policies Should Be Implemented
Bibliography, etc. Note References -- 2 Sustainable Development of Ethnic Education in China -- 2.1 Introduction -- 2.1.1 The Purpose of Sustainable Development of National Education -- 2.1.2 Characteristics of Ethnic Education -- 2.1.3 The Traditional Culture of All Nationalities -- 2.2 Historical Development of Ethnic Education Policy -- 2.2.1 China Has Been a Unified Multi-ethnic Country Since Ancient Times -- 2.2.2 The Emerging Concept of Sustainable Education Development -- 2.3 Challenges and Problems in Practice -- 2.3.1 Separation of Teacher Education Practice from Basic Education in Minority Areas
Includes bibliographical references.
Access Note Access limited to authorized users.
Source of Description Description based on online resource; title from digital title page (viewed on April 19, 2023).
Series Exploring education policy in a globalized world.
Available in Other Form Sustainable Education Policy Development in China
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Intro
Foreword
Contents
About the Author
1 Sustainable Development of Preschool Education in China
1.1 Introduction
1.1.1 The Idea of Preschool Education Sustainable Development
1.1.2 The Characteristics of Preschool Education Sustainable Development
1.1.3 The Main Content of Sustainable Development of Preschool Education
1.2 Historical Development of Preschool Sustainable Education
1.2.1 The Period of Recovery and Development of Preschool Education
1.2.2 The Period of Sustained Development of Preschool Education

1.2.3 The Period of Policy Changes of Development of Preschool Education
1.3 The Challenges and Problems in Practice
1.3.1 Poor Professionalism and Lack of Professionalism
1.3.2 Few Post-service Training Opportunities and Unsatisfactory Professional Development
1.3.3 The Distribution of Preschool Education Teachers Is Not Balanced, and High-quality Teachers Are Too Concentrated
1.4 The Countermeasures and Suggestions
1.4.1 Strengthen the Construction of Laws and Regulations on Preschool Education to Provide Institutional Guarantee for the Training of Preschool Teachers

1.4.2 Comprehensively Promote the Reform of Education and Teaching of Preschool Talent Training
1.4.3 Reform the Training Mode of Preschool Education Talents
1.4.4 Improve the Enrollment Level of Preschool Teachers
1.4.5 Optimize the Allocation of Preschool Education Teacher Resources
1.4.6 Promote the Diversification of Post-service Training Methods for Teachers
1.4.7 Focus on Building a Contingent of Preschool Teachers
1.4.8 Establish a Comprehensive Management System for the Nurseries and Kindergartens
1.4.9 Strengthen Kindergarten Curriculum Construction
1.5 Conclusion

2.3.2 Teachers in Minority Areas Lack Cultural Consciousness in Education
2.3.3 Highlighting Deep-Seated Contradictions in Ethnic Education
2.3.4 The Educational Approach of Marxist National View Is Single
2.4 Countermeasures and Suggestions
2.4.1 Strengthening the Link Between Teacher Education and Basic Education in Ethnic Minority Areas
2.4.2 Improving Teachers' Cultural Consciousness of Education Curriculum in Ethnic Minority Areas
2.4.3 Strengthening the Development of Ethnic Education
2.4.4 Improve the Management System for Ethnic Education

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