DOI 10.30926/ecnuroe2018010102
Dual Priority Agenda: China’s Model for Modernizing Education
Zhenguo Yuan
East China Normal University
©East China Normal University & East China Normal University Press, Shanghai, China
Abstract
Purpose- Forty years ago, China made a critical decision to reform and open up, achieving sustained economic growth. Simultaneously, China continued to center efforts on achieving its education modernization goals. It succeeded in the unconventional development of education, consolidating a population of nearly 1.4 billion into a powerful human-resource-centered nation and creating favorable interactive relationships with social and economic development. This paper aims to explore how these achievements were gained and how these relationships were made.
Design/Approach/Methods- This paper is conceptual in nature.
Findings- Based on the policy documents and development practice, this paper proposes a model of Dual Priority Agenda (DPA), whereby the government prioritized education development, and this development focused predominantly on promoting national development.
Originality/Value- By elaborating the background, characteristics, rationales, and mechanisms of the DPA, this paper contributes to a new conceptualization of reciprocal relationship between the state and educational modernization.
Keywords: China, education modernization, Dual Priority Agenda(DPA)
Note on Contributor
Zhenguo Yuan is Professor and Dean of the Faculty of Education at East China Normal University (ECNU), and Vice-president of China’s Society for Education Studies. Before returning to ECNU in 2014, he served as key policy planner at China’s Ministry of Education for teacher education reform and Director of China’s Institute of Educational Sciences (2007-2013). He has published widely on education policy, comparative education, school leadership and quality enhancement of education.
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