Basic Education Reform in China

Authors

  • Chengzhi Wang Princeton University
  • Quanhua Zhou University of Arizona

DOI:

https://doi.org/10.14507/epaa.v10n15.2002

Keywords:

Academic Achievement, Developing Nations, Educational Change, Elementary Secondary Education, Foreign Countries

Abstract

China's recent basic education reform followed and, in a certain way, imitated its economic reform. The economic reform merged the experimental dual (planned and market) price systems into a free market economy and yielded phenomenal success. Basic education reform, however, has not succeeded in transforming the introductory dual-track (key school and regular school) systems into a universal one. This article briefly examines the general process and outcomes of basic education reform. It discusses the following questions: Is basic education reform also a story of success? What significant lessons can the Chinese reform experience offer to other comparable developing countries?

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Author Biographies

Chengzhi Wang, Princeton University

Chengzhi Wang did his doctorate work in educational policy studies at the University of Illinois at Urbana-Champaign. He taught English education at a normal university in China and multicultural education at a teaching university in Illinois. He now works as an academic professional at the Princeton University.

Quanhua Zhou, University of Arizona

Quanhua Zhou is a doctoral student at the Center for the Study of Higher Education at the University of Arizona. He earned a Master's degree in International Relations and worked in the administration of Peking University for several years. His research interests include higher education finance and educational policy.

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Published

2002-03-08

How to Cite

Wang, C., & Zhou, Q. (2002). Basic Education Reform in China. Education Policy Analysis Archives, 10, 15. https://doi.org/10.14507/epaa.v10n15.2002

Issue

Vol. 10 (2002)

Section

Articles