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Paradigm shift of education governance in China: Two compulsory education legislation episodes,1986 vs 2006

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Abstract:

The paper addresses the paradigm shift of education governance in China through a study of the policymaking process of two legislation episodes in China: the 1986 Compulsory Education Law and the 2006 Compulsory Education Law Amendment.
The research started with two broad initial research questions: how was the Compulsory Education Law made and amended? Why was the Law made and amended? These were delved into more specific questions concerning the two legislations as research went into depth: What were the driving forces behind the 1986 and 2006 legislation? What values of compulsory education were assumed in the central decisions of the 1986 and 2006 legislation? What was the institutional rationale underpinning the 1986 and 2006 legislation?
The data was collected through ethnographic interview with some forty informants involved in the policymaking process. The research findings were analyzed and presented on three levels. First, the findings from narration analysis were presented. Second, the policymaking process was analyzed from three paradigms: agenda-setting, decision-making and organizational behavior. Finally, by examining the results of the previous stages of analysis and further comparing the two cases, the research arrived at a theoretical framework for education governance that embraces three essential elements: political ideology, perceived value of education, and institutional rationale.
In conclusion, education governance in China witnessed a paradigm shift from “economic instrumentalism” toward “social rationalism” over the twenty-year period from the mid-1980s to 2006.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p493964_index.html
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MLA Citation:

Wang, Yan. "Paradigm shift of education governance in China: Two compulsory education legislation episodes,1986 vs 2006" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p493964_index.html>

APA Citation:

Wang, Y. , 2011-05-01 "Paradigm shift of education governance in China: Two compulsory education legislation episodes,1986 vs 2006" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p493964_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The paper addresses the paradigm shift of education governance in China through a study of the policymaking process of two legislation episodes in China: the 1986 Compulsory Education Law and the 2006 Compulsory Education Law Amendment.
The research started with two broad initial research questions: how was the Compulsory Education Law made and amended? Why was the Law made and amended? These were delved into more specific questions concerning the two legislations as research went into depth: What were the driving forces behind the 1986 and 2006 legislation? What values of compulsory education were assumed in the central decisions of the 1986 and 2006 legislation? What was the institutional rationale underpinning the 1986 and 2006 legislation?
The data was collected through ethnographic interview with some forty informants involved in the policymaking process. The research findings were analyzed and presented on three levels. First, the findings from narration analysis were presented. Second, the policymaking process was analyzed from three paradigms: agenda-setting, decision-making and organizational behavior. Finally, by examining the results of the previous stages of analysis and further comparing the two cases, the research arrived at a theoretical framework for education governance that embraces three essential elements: political ideology, perceived value of education, and institutional rationale.
In conclusion, education governance in China witnessed a paradigm shift from “economic instrumentalism” toward “social rationalism” over the twenty-year period from the mid-1980s to 2006.


Similar Titles:
Understanding new governance in China: The political-legal context and institutional dynamics of the revision of compulsory education law of the PRC

Quality and Equity Education: A Case Study on the Ongoing Nutrition Improvement Program for Rural Compulsory Education in Yunnan, China

The paradigm shift of education governance in China: Two compulsory education legislation episodes: 1986 vs. 2006


 
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