Evolution and transformation processes of China’s educational policy and governance in 1978-2019

Conclusion

The main conclusion of the paper is that the state policy in the field of education in the PRC has gone through several transformational processes since 1978 till 2019: from localization to internationalization; from extensive growth to intensive growth; from unconditional authority of the teacher to approach, focused on students, but based on teachers; from education for all to human resources power; from raising the builders of socialism to raising talents; from more talents to high-quality talents; from expanding the scale and quantitative indicators to development of education based on connotation; from vertical relationships between government and educational institutions and top- down directives to planar relations and equal cooperation between the subjects. For most of the reform period, the priority of the state was collective values that ensure the survival of the Chinese socialist regime and are an expression of the vital need of the PRC for active economic construction, which means high-quality personnel. The labor force was perceived as a single whole and an instrument requiring modernization through educational policy, and not as individuals requiring internal harmonious development.

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