China's momentous educational transformation has not taken place without a thriving intellectual discourse. The aim of the series is to expose those in the world outside of China, particularly the English language audience, to the most influential books in the field of contemporary education. Each book has contributed to the richness, complexity and depth of intellectual discussion about Chinese education. The books in the series would include those of Cai Yuanpei, the first president of Peking University, Gu Mingyaun, a leading contemporary educational thinker, Pan Guangdan, a leading sociologist who influenced education developments, Pan Maoyuan, a prolific author on higher education developments, and others. These books are aimed at anyone who wants to understand the thinking behind and beyond the often used phrase "educational reform with Chinese characteristics."
Countries across the East and Southeast Asia region are experiencing a remarkable expansion of tertiary education enrollments. In this context, the strategic alignment of tertiary education institutions with rapidly changing economic environments has become increasingly necessary to meet the emerging needs of individual students, businesses, and wider economies. This paper maps the current state of alignment between tertiary education and labor markets in the region. Particular focus is given to second- and third-tier institutions, which have played a crucial role in enabling the expansion of enrollments and serving the diverse needs of societies. Policy guidelines are outlined and discussed to enhance alignment; namely the improvement of public-private partnerships, regional cooperation, external efficiency accountability, and fostering realistic expectations among graduates. Above all, it is maintained that the realization of such policy objectives will be pivotal to the future success of tertiary education institutions and can be pursued without undermining the broader educational functions of the tertiary education sector.
Contemporary discourse on university reform, especially in the West, has moved more toward addressing the notion of ‘the common good’. While this idea can be traced back to Adam Smith’s The Theory of Moral Sentiments, and to Confucius’ Analects, much of its contemporary usage is rooted in demands for greater accountability. Many aspects of higher education have become targeted, including wider access, student fees and graduate employment. As different stakeholders and interest groups vie for agency, there is a lack of coherence about how universities should be serving the common good. Moreover, what is less clear is the formal agent of interpretation for the common good in the global context in which world-class universities operate. This chapter provides a comparison of Chinese and American perspectives on the ‘common good’ and how they apply to world-class universities. It also examines world-class university cases of access to learning, including both academic performance and social development, by students who come to university from rural and urban areas.
China’s education system has grown increasingly complex, creating the need for an annual critical review of the education system by China’s top scholars. The
Blue Book of Education (教育蓝皮书), as it is known in Chinese, has gained a reputation for offering the most penetrating perspective in China about educational reform and development.
The China Educational Development Yearbook is an important English translation of this critical annual report where developments, challenges, and crises in Chinese education are comprehensively discussed and critically analyzed. This series is essential reading for anyone who wants to understand the perspective of some of China’s most critical scholars about the most pressing challenges facing educational development in China.
Chinese Research Perspectives on Education is the new generation of
The Chinese Academy of Social Sciences Yearbooks: Educational Development. As with the CASS Yearbooks, the original versions of these volumes are published in China by Social Sciences Academic Press (SSAP) and are edited principally by leading researchers from CASS and other top research institutions and universities. The
Chinese Research Perspectives volumes will no longer be strictly organized on an annual basis. Rather, the selection of contributions will cover developments in China of particular interest to a Western (non-Chinese speaking) audience and will occasionally differ from the Chinese-language yearbooks. The selection of contributions for the English-language series and the translations of those volumes are supervised by Western editorial boards. The volumes included in this subseries on Education will continue to provide Western readers with discussions and critical analyses on developments, challenges, and crises in Chinese education. This sub-series is essential reading for anyone who wants to understand the perspective of China’s most critical scholars about the most pressing challenges facing educational development in China.