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Quality education reform in China gives high importance to developing the individual's full potential. However, the education system is dominated by a kind of exclusive competitiveness in which high stakes examinations shape the learning process. This paper seeks to bring a philosophical perspective regarding the disjunction between the intent of reform and the reality of an exam-oriented system by proposing a conception of inclusive individuality. I argue that the conception of inclusive individuality pays particular attention to the inner strength of every unique student and is crucial to realizing the individual's full potential. The ideas of three philosophers, John Dewey, Liang Shuming, and Albert Camus, are drawn upon in formulating this conception of inclusive individuality. At the practical level, the paper suggests the use of narrative approach as a way of developing students' inner strength to bring their lives into the classroom and empowering them to interact with the formal curriculum and develop their own inclusive individuality.

This is a documentary study of education abroad policy in the People's Republic of China (PRC) between 1978 and 2009. By examining the dynamics underpinning the PRC state's efforts to shape the flow of Chinese students and scholars from and into China, this article reveals the major strategies that have enabled education abroad to become a source of brain gain. It argues that China's brain gain strategies feature three characteristics: a proactive diplomatic approach to international educational relations; strategic dependence on foreign higher education resources and a decentralized economic mechanism to raise foreign-trained human capital. The paper concludes by discussing the implications of Chinese experience for our understanding of the complex and dynamic relations between the state, the market, universities and international relations as relating to cross-border academic mobility, international educational relations, and national development in a globalizing world.

There is a close interactive relationship between social mobility and educational selection. On one side, the character, direction, speed, level, methods and trends of social mobility affect the aims, goals, functions, scope, strategy, content and methods of choice in education. On the other side, the goals, basis and means of choosing education promote inter-generational social mobility, competitive mobility and structural optimization. In recent years, social mobility and educational selection are increasingly coming into contact in China, but there are still a lot of mutual constraints. In order to promote a coordinated operation and positive interaction between them, society should strive to create a stable democratic political environment, sustained and balanced economic growth, and an open and orderly employment system. Moreover, we need to open up the education system, balance the allocation of resources, strengthen the function of choice and enable education to play a more value-oriented role.

To achieve the overall goals and purposes of education is closely related to the living environments of students. Different family backgrounds will put children into a situation where they face unfair competition. According to a survey conducted in China's Urumqi and Changchun about parents' awareness of educating their children, this paper will suggest that families with different backgrounds have different expectations for their children's education. Moreover, it suggests that parents' social status is related to their children's education expectations. Therefore, we can find that parents' social status influences their children's education, and their positions in social class are related to education.

Since the 1980s, "key school system" (KSS) in basic education has contributed to teaching quality and the development of some schools. However, at the same time it brings about many serious problems such as failure to attain educational objective, being away from the goal of education equity, arising students' mental or emotional problems, lack of moral education, vicious competition among schools and so on. It can be said that the present educational problems are tied closely to "KSS". As a result, this paper attempts to do a deep reflection on it to promote the education reform of China.

In recent years, closing down private higher education institutions (HEIs) has become a serious problem in China. It seems that doubt is cast on the rationality of private HEIs and severe competition contributes a lot to their development. Many problems in the process of self-development are caused by both internal and external factors. From the perspective of sustainable development and the healthy development of students, priority should be given to the evolution of an idea to provide a positive environment for the development of private HEIs. This paper is an effort to deal with the statement that higher education in China is a seller's market and aims to do an objective estimate of the development space for private HEIs. In addition, it shows a clear understanding of establishing the prediction system for relevant issues of private higher education to guarantee the sound development of private HEIs.