Search

The active process of digitalisation of all spheres of human activity, defined as the Industrial Revolution 4.0, has a direct impact on the transformation of the education system and learning management in the direction of meeting the need for lifelong learning and adapting to the dynamically changing requirements of the global labour market. This paper aims to determine the priorities of developing the education management system in the digitalisation era and study their peculiarities. The sample of respondents was formed by simple randomisation, consisted of two subject groups and included 327 students and 295 university professors. Respondents' responses were evaluated using a 5-point Likert scale and subsequent statistical processing of the results obtained based on Student's t-test to determine their statistical significance and significance. The conducted research revealed that the students considered education management's most important strategic tasks to be those aimed directly at developing distance learning and its technological support. Shared goals and issues of digitalising scientific, methodological and organisational support of the educational process for lifelong learning are more critical for the teachers. The authors showed the paramount importance of teachers' professional development and digital competence in ensuring the digitalisation of education management. They developed a hierarchical model of priorities for the strategic development of the higher education management system. The model makes it possible to optimise the development of the education management system in the era of digitalisation, manage pedagogical resources more effectively. [ABSTRACT FROM AUTHOR]

The Chinese education system is the product of Confucianism, Taoism, and Buddhism that formed the bedrock of Chinese culture and norms. Confucianism deals with moral development, obedience, and social organization in the education of China, hence the values of filiality, loyalty and righteousness are cultivated in the curriculum. Teachers govern the classroom and students listen to them as this educational model presupposes respect for the superior authority and cultural heritage from Confucianism principles. Integrating Taoism into education supports students' well-being as the ancient teachings promote harmony. It emphasizes the processes of learning through activities, ideas and the accomplishment of coupled P. E and arts education. Many concepts of Taoism are tied into the learning processes to engage the students and allow them to discover what intrigues and inspires them as well as adequately develop them. These two strategies are philosophy of Buddhism in the system of education through the practices of mindfulness and ethical principles. It is for this reason mindfulness programs will assist the students in developing concentration, stress management, and be able to display cordiality. Thus, ethical conduct is taught to Buddhist students to behave righteously and be responsible, which also fosters good school climate. Altogether, these philosophies contribute to the practices of educational systems in China that focuses on the moral values and social and personal intelligences. The transformation of such traditional values into circulation and training of a teacher compels the schools to offer a distinct education model that is geared towards the production of cultured, academically excellent and moral people. Thus, it makes Chinese education unique and maintains the core values of developing the whole man. [ABSTRACT FROM AUTHOR]

This study explores how to recognize and understand the education power, what indicators to characterize and monitor the education power, what ways to build education power. Based on the theory of evidence-based education research, this study uses the comprehensive integration method to carry out a systematic analysis. A strong country in education is an education that is based on local education practices and of international standards. It provides comprehensive support for national construction and human development, exerts an all-round influence on education around the world, and plays a leading role in global education. This paper constructs the ontology index, value index, and identity index from the perspectives of ontology, value theory and identity theory of the world, and forms the key index system of education power. To build a powerful country in education, we must deal with several relations, including the mutual promotion relations between education and politics, education and society, education and economy, education, and human beings. [ABSTRACT FROM AUTHOR]

This paper investigates the factors influencing the career decisions of Chinese college graduates. The study applied the experimental method, with a survey conducted among two groups of college graduates (Chinese and international students). The experiment involved 686 students (343 Chinese students and 343 international students) in their final year. The main criteria for career choices among Chinese students include motivation (76%), interest (62%), personal development (53%), aptitudes (48%), awareness of the profession (38%) and attitudes of their parents/instructors (72%). By contrast, international students chose personal development (81%), aptitudes (74%) and motivation (68%) among the criteria. A career guidance training programme has been developed in order to improve motivation and willingness of college graduates to make decisions about their careers. The practical value and research outlooks are based on the opportunities arising when determining the influence of cross-cultural characteristics on the choice of a profession in the course of exploring the motivation and willingness to make career decisions not just for college graduates but also for universities in China and other countries in a comparative context. [ABSTRACT FROM AUTHOR]

The discussion of sexuality education has a long history in China since the onset of modernisation in the early 20th century. Sexuality education has also existed in China's educational system for a long time but in various forms. However, the discussions regarding students' experiences and the influence of social stratification in China's particular social context are still limited. From March to September 2019, the author visited an academic high school (pugao) and a vocational high school (zhigao) in Tianjin, China, to gain first-hand data to understand young people's sexuality education experiences. In this paper, the author specifically paid attention to China's social class, a rarely discussed topic in China's society. She also tried to listen to the voices of young people and schoolteachers and help them to be heard. By presenting the insights from schoolteachers, students, as well as the materials from a nationally approved textbook, the author conducted a thematic analysis about how social class influences young people's sexuality education experiences in secondary education in China. [ABSTRACT FROM AUTHOR]

This paper combs the course of the disciplinary development of the public art major in the Central Academy of Fine Arts, and summarizes the purpose and idea of the public art education of the Academy, with an emphasis on the orientation of the disciplinary frontier development, taking the significant national and regional development needs as the driving force, as well as focusing on the open-minded teaching methods in disciplinary construction to build a platform with innovative mechanisms to form a resource aggregation. The core of the teaching is the construction of the public art teaching system based on the concept of AUD (Art-oriented Urban Design), serving the future design education, streaming the tide of the development of public art in China, and empowering the development of public art in the country. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to describe how Chinese national adolescent mental health policy is translated into local plans and practice by means of the theoretical perspective of the policy triangle. Document analysis of national, provincial and local policy documents and semi-structured interviews with local policy actors were performed. National policies were implemented by a top-down process. The ministries were strong policy-makers on the national level, while the policy actors at the local level were mainly found in the educational sector. The content of the policy actions was moral education, knowledge dissemination and learning, rather than counselling and treatment. [ABSTRACT FROM AUTHOR]

Journalism education in China can be traced back to the U.S. tradition of the 1920s and was influenced by the Soviet model in the 1950s. Although it has become very Chinese ever since, journalism education in China fluctuates between the two lines represented by the U.S. tradition and the Soviet model. This article hopes to expound upon the current status quo of journalism education in China, including scope of journalism programs, national education system, journalism curricula, and faculty structure. As is in other countries, in this digital age, journalism education in China is undergoing dramatic changes. The article assesses these changes as Chinese journalism education adapts to a new media environment. [ABSTRACT FROM AUTHOR]

This article aims to trace back the history of how Chinese Government attempted to strengthen its national power by learning from the USA, Western Europe and Japan since the mid-nineteenth century, as well as to analyse the influences Westernisation had on the development of China’s modern education. In this process, the Chinese Government overseas-study scholarships played a key role in speeding up China’s learning from the West, and assisted numerous students in experiencing Western modernisation while they studied abroad. By examining this historical retrospect, some findings are concluded from this research. First, several significant conflicts between China and foreign countries stimulated Chinese officials deeply to learn the knowledge and skills of Western navy, military, sciences, technologies and philosophies. Second, Chinese scholars also began to reflect and criticise the influence of these Westernised reforms on Chinese traditional culture and values. [ABSTRACT FROM PUBLISHER]

Background:This article critically discusses the key tensions and challenges arising from the educational policy borrowing in China, through its current education reform. Focussing on the new curriculum reform (NCR), the paper highlights the interactions and conflicts between foreign and local ideologies and practices. Sources of evidence:The main sources of evidence that form the basis of the analysis for this article were research data from an open-ended questionnaire and semi-structured interviews conducted with 166 school principals, vice-principals and teachers from China between 2013 and 2015. Main argument:It is argued that the NCR has borrowed selective ideas and practices from elsewhere, such as a school-based curriculum, student-centred pedagogy and formative assessment. It is further suggested that the borrowed policies are mediated and moderated by the ideological attitude of the Chinese educational stakeholders, stemming from the notion of ‘theory-ladenness’ within an exam-oriented paradigm. Conclusions:The example of China illustrates the effects of an ideological attitude on educational policy borrowing that challenges the notion of universally appropriate ways of teaching, learning and reforming an educational system. [ABSTRACT FROM PUBLISHER]

Aims: The aim of this survey was to investigate the background of speech-language pathologists and their training needs to provide a profile of the current state of the profession in Mainland China. Methods: A survey was conducted of 293 speech-language therapists. The questionnaire used asked questions related to their career background and had a 24-item ranking scale covering almost all of the common speech-language-hearing disorders. A summary of the raw data was constructed by calculating the average ranking score for each answer choice in order to determine the academic training needs with the highest preference among the respondents. Results: The majority of respondents were female, <35 years old and with a total service time of <5 years. More than three quarters of the training needs with the highest preference among the 24 items involved basic-level knowledge of common speech-language-hearing disorders, such as diagnosis, assessment and conventional treatment, but seldom specific advanced technology or current progress. Conclusion: The results revealed that speech-language therapists in Mainland China tend to be young, with little total working experience and at the first stage of their career. This may be due to the lack of systematic educational programs and national certification systems for speech-language therapists. [ABSTRACT FROM AUTHOR]

Shanghai has attracted widespread attention with the impressive performance of its students in the OECD PISA. Increasing efforts have been made to study Shanghai's education system, particularly the reasons for its success and the implications of Shanghai's system for other societies. This study analyses three natures of the education system in Shanghai: selection, justice and independence. Against the backdrop of Chinese social change, Shanghai's reforms in the post-Mao era are analysed, and the special features of its education system compared with those in other regions of China are discussed. An analysis of the three natures of education suggests that they are intrinsically intertwined in Shanghai's restructuring of the schooling system to cater to socioeconomic development, but how to realise justice through education remains at the core of the educational changes that are continuously negotiated between different stakeholders in the education field. [ABSTRACT FROM AUTHOR]

This Paper systematically combed elementary progress of e-Schoolbag since 2000 in China. The article outlines the status development of each stage, discuss issues which arising from the progress, and give some suggestions to solve the problems. [ABSTRACT FROM AUTHOR]

The power division and configuration in China's education system change since 1980s has basically satisfied the requirements of education development; however, there is still room for improvement. To be specific, the configuration should observe such principles as following the practical ways for realizing the goals, matching between power and responsibility, and minimizing the internal conflicts. That is, it should guarantee and protect the justifiability and rationality of the democratic system. For that purpose, it must avoid (i) the expansion of the power as the replacive goal of education reform, (ii) default and extraction of power in focal events, and (iii) constant alternations and concession of power. What education reform demands of power is its public welfare rather than the private interest. It is important to prevent power abuse and maximally promote the rationality of the configuration so as to ensure the success of education reform. [ABSTRACT FROM AUTHOR]

The primary objective of this study was to further understand Tibetan university students' learning styles through investigating Tibetan university teachers' teaching styles and their preferred student learning styles. This objective was achieved by analysing the interview data from a group of Tibetan university teachers and the comparative survey data gathered from university teachers in Nanjing and Tibet. Quantitative data lent complete support to our prediction that Tibetan teachers were significantly more conservative in their teaching than their Nanjing counterparts. However, the data only partially confirmed our prediction that Tibetan teachers would teach less creatively. Interview data suggested that to deal with the rapidly changing world, university teachers in Tibet are becoming more creative in their teaching. Yet, for various reasons, teaching and learning in Tibet remain relatively conservative. These include Tibet's geographical location, its economy, education system that is deeply rooted in monastery education, and its traditional values such as modesty and respect, as well as Tibetan people's strong sense of culture preservation. [ABSTRACT FROM AUTHOR]