R.F. Price - Education in Communist China

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ROUTLEDGE LIBRARY EDITIONS: EDUCATION IN ASIA

Volume 8

EDUCATION IN COMMUNIST CHINA

EDUCATION IN COMMUNIST CHINA

R. F. PRICE

First published in 1970 by Routledge & Kegan Paul Limited
Revised and reprinted 1975

This edition first published in 2018
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN

and by Routledge
711 Third Avenue, New York, NY 10017

Routledge is an imprint of the Taylor & Francis Group, an informa business

1970, 1975 R. F. Price

All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.

Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe.

British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library

ISBN: 978-1-138-30826-8 (Set)
ISBN: 978-1-315-14674-4 (Set) (ebk)
ISBN: 978-1-138-31009-4 (Volume 8) (hbk)
ISBN: 978-1-315-14394-1 (Volume 8) (ebk)

Publishers Note
The publisher has gone to great lengths to ensure the quality of this reprint but points out that some imperfections in the original copies may be apparent.

Disclaimer
The publisher has made every effort to trace copyright holders and would welcome correspondence from those they have been unable to trace.

Education in Communist China

R. F. PRICE

London
ROUTLEDGE & KEGAN PAUL

First published in 1970
by Routledge & Kegan Paul Limited
Broadway House, 68-74 Carter Lane
London EC4V 5EL
Revised and reprinted 1975

R. F. Price, 1970, 1975

No part of this book may be reproduced
in any form without permission from
the publisher, except for the quotation
of brief passages in criticism

ISBN 0 7100 8133 2

To Erika

Contents

The volumes in the World Education Series will treat national systems of education and, where appropriate, features of different systems within a particular region. These studies are intended to meet the needs of students of comparative education in university departments and schools of education and colleges of education and will supplement the growing volume of literature in the field. They may also appeal to a wider lay audience interested in education abroad.

As an area study of a national system each volume presents an accurate, reasonably up-to-date account of the most important features of the educational system described. Among these are the ways in which the school system is controlled, financed and administered. Some account is given of the various kinds of school within the system and the characteristics of each of them. The principles of curriculum organization and some aspects of teacher education are outlined. Of more interest, however, is the analysis which is made in each volume of the unique national characteristics of an educational system, seen in the context of its history and the sociological, economic and political factors which have in the past and continue now to influence educational policy.

The assumption behind the series is, however, that common socio-economic and educational problems find unique expression in a particular country or region, and that a brief analysis of some major national issues will reveal similarities and differences. Thus, while in each case the interpretation of policies and practices is based on the politics of education, the interpretative emphasis will vary from one country to another.

The framework of analysis for each volume is consequently the same, attention being drawn in the first section to the legal basis of educational provision, followed in the second section by an analysis of the political considerations which have and do influence the formulation, adoption and implementation of policy. The role of political parties is described where appropriate and the influence of the church or churches on policy examined. Attention too is given to the activities of pressure groups at national, regional and local levels. Changing industrial, urban and familial patterns are used to show how educational needs are in process of change and what difficulties arise when innovations are attempted. Again, each author touches on the extent to which economic resources affect the implementation of policy. The analysis relates principally to the twenty-year period between 1945 and 1965 but relevant aspects of the pre-Second World War period are described and the chains of events are seen in historical perspective.

Finally, in the third section some account is given of problems which arise within the educational system itself. Those which appear to the author of particular interest and importance have been treated in some depth. Others have been referred to so that readers may consult other sources of information if they wish. Broad problem areas in education have, however, been identified. The points of transition within a system between the first and second and between the second and third stages of education give rise to problems of selection and allocation. Under conditions of expansion, created by explosions of population and aspirations, traditional solutions are often thought to be no longer adequate. The attempts made to meet these new situations are described. So too are the relationships and debates about them, between the various types of school at different levels of education. For example what are the possibilities of transfer between academic, general and technical/ vocation schools at the second stage of education? And where these different types have been replaced by some form of common or comprehensive school what kinds of differentiation exist within the single school? At the third level of higher education what relationships exist between institutions providing general education, professional training and research opportunities? In some systems a form of dual control is growing up with the universities retaining much of their traditional autonomy and the technological institutes and teacher education institutions increasingly feeling the influence of government agencies. Again, after a process of differentiation in course content in the first stage of higher education there is now a tendency for the first year (or two) of college or university work to be regarded as a preparatory year (or years) with common or somewhat similar courses of studies for all students.

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