This book is located in the field of education governance and sits amidst debates on public school reform in China. It examines how a top-down policy approach has been implemented from central government right down to the district level within the public education system in China. It shows the way networks support negotiation and bargaining at the district level which, in turn, influences the broader education policy of the central government.
Using statistical data from education yearbooks, government documents analysis and interviews with main stakeholders in this policy arena, the book incorporates case studies from railway State-Owned Enterprise schools. Analysis of these indicates that the processes of formulating and implementing Chinese education policy can be characterised as a form of network governance, which coordinates actors, decision-making processes and stakeholders motivation to comply with collective decisions in Chinese education. Network governance acts as an effective and legitimate way of problem solving that assists policy implementation and education reform in China.
By comparing two traditional modes of governance (governance through bureaucracy and the governance through markets), this book shows the network mode of governance in Chinese education is more powerful and significant, especially since the negotiated results among actors in the policy community are favourable.
Recenzijos
The book unravels the intricacies and complexities present in the different modes of network governance in Chinas seemingly centralised education system.
Hairon Salleh, National Institute of Education, Singapore
Chans book is an essential text for anyone interested in contemporary issues in Chinese education policy, particularly, the role of network governance and its impact on education reform in China. It is sorely overdue.
Daniel Ness, St. John's University, USA
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viii | |
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ix | |
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x | |
| Acknowledgements |
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xi | |
| Glossary |
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xii | |
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1 Introduction and key terms |
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1 | (5) |
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2 Education and modes of governing |
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6 | (12) |
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3 Theorising network governance |
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18 | (23) |
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4 The trajectory of State-Owned Enterprise education |
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41 | (20) |
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5 Modes of governance in SOE schooling |
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61 | (20) |
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6 Policy implementation through the transaction of differentially valued resources |
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81 | (29) |
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7 Governing public education reform in China |
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110 | (7) |
| References |
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117 | (14) |
| Appendices |
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131 | (2) |
| Appendix A List of government documents used in this study |
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133 | (3) |
| Appendix B List of participants used in this study |
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136 | (2) |
| Appendix C List of SOEs separating their schools and transferring to the MOE |
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138 | (2) |
| Appendix D List of the railway SOE schools |
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140 | (34) |
| Appendix E List of central SOEs in 1996 |
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174 | (3) |
| Index |
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177 | |
Philip Wing Keung Chan is a Lecturer in the Faculty of Education, Monash University. He has worked in course development and training at the Chinese University of Hong Kong, the University of Hong Kong and the Hong Kong Federation of Education Workers. He is a convenor of the Chinese Education Research Team and a series editor of the Asia Pacific Education Book Series of Monash University Publishing. His authored/edited books are Asia Pacific Education: Diversity, Challenges and Changes (Monash University Publishing, 2012), Equality in Education: Fairness and Inclusion (Sense Publishers, 2014), Asia as Method in Education Studies: A Defiant Imagination (Routledge, 2015), Asia Pacific Education: Leadership, Governance and Administration (Information Age Publishing, 2018) and Comparing Expert Teachers: Lessons from Finland, Hong Kong, the US and Australia (Routledge, forthcoming).
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