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The relationship between a collaborative “family–school–society” education system and student burden reduction policies The yellow inner circle represents the micro level of student learning and management on campus; The green middle layer represents the interactive dynamic relationship among family, school and society at the meso-level. The blue outermost layer represents the interaction among government, economy, culture, society, ideology and natural sustainable development at the macro level.
Source publication
The ultimate goal of China’s student burden reduction policy is to promote quality education, which is also the core task of UNESCO’s Sustainable Development Goal for education (SDG 4). China aims to achieve quality education development through continuous implementation of student burden reduction policies. However, no previous studies have simult...
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Citations
... The ESD framework can also widen the participation of teachers in China's contextualised ESD. Especially given the recent Double-Reduction policy to reduce students' academic burdens, such as the reduction of excessive homework and exam pressures, ESD has been given improved opportunities to thrive and flourish in the current national education strategy [59]. Under the new education landscape, teachers may benefit from the framework to enhance their pedagogical autonomy and fostering innovative ESD practices across primary schools in China. ...
Given the rapid development of Education for Sustainable Development (ESD) in the global north and south, the status of ESD in Chinese primary education remains underexplored. Teachers, who play a critical role as education stakeholders in enacting and spreading the influences of ESD, have been largely overlooked in ESD research focusing on China. This paper therefore aimed to narrow this research gap and provide an empirical snapshot illustrating the progress of ESD through the eyes of Chinese primary school teachers. Drawing on an analysis of 151 questionnaires and 25 semi-structured interviews, the study finds that ESD is primarily interpreted as environmental education and often linked through the literal connections of 'sustainability', 'education', and 'development'. ESD is enacted mainly through school activities, policies, curricula, and extracurricular opportunities, though inconsistencies in implementation are evident. The findings provides empirical evidence of ESD in Chinese primary education and build foundations for further investigation into how ESD can be more effectively integrated and practiced within China’s educational system.
... Speci cally, in many Asian countries (e.g. China, Singapore, Japan, and South Korea), where students' performance ranks at the top across various subjects, for example, in the PISA, academic competition is extremely erce within large student populations, and students sustain heavy study burdens (Li & Yeung, 2019;Li et al., 2023). For more than 2000 years in China, an examination culture has dominated educational discourse, as people who wanted to have higher social positions needed to win competitive examinations (Jiang, 2018). ...
... Scholars have criticized the narrow pragmatic goals in educational elds and the tight governance of neoliberal logic in the pursuit of performativity and competitions (Ball, 2016;Chiang et al., 2023;Morgan & Volante, 2016). The Sustainable Development Goals adopted by the United Nations in 2015, particularly regarding quality education (focusing on students' holistic development and well-being), should be emphasised in different countries with increasingly erce competition (Li & Yeung, 2019;Li et al., 2023). In addition to pragmatic educational goals, educational policies and educators need to heed humanistic aspects in education involving students' holistic development and good health and emotional well-being (Author, 2023; Jiang & Saito, 2024). ...
... Furthermore, another signi cant issue is that the realization of after-school burden reduction not only requires policy support but also demands collaboration between families, schools, and societies; each party has its rights and responsibilities regarding relieving unnecessary burdens on students (Jiang & Saito, 2024;Li et al., 2023;Zhang, 2016). This study addresses the issues mentioned above. ...
Background
To address the significant issue of students’ heavy after-school study burden, many countries have enacted relevant policies and made efforts to promote students’ well-being. However, the effects of policy implementation are not always desirable. This study is informed by an analysis of how dominant social imaginaries and discourses in China—emphasizing accountability, performativity, competitiveness, and capital accrual—contribute to students’ burdens.
Methods
This case study investigated the after-school study burden of Chinese junior secondary school students following the implementation of burden reduction policies. It involved one-on-one semi-structured interviews with 15 students, 9 parents, and 3 teachers. Additionally, informal individual or group discussions were conducted to explore more in-depth topics. Furthermore, the researchers spent nearly three months immersing themselves in the research site, during which they observed students’ learning status and extracurricular activities. They also reviewed internal documents, including assignments, learning and school extracurricular records, and teachers’ reflexive journals.
Findings
This study found conflicts between the more humanistic goals of burden reduction policies and the demands of the dominant social imaginary and discourses in China oriented towards pragmatic educational goals. Participants—students, parents, and teachers—were influenced by the dominant social imaginary and discourses, feeling compelled to prioritize academic performance over holistic development and well-being. Consequently, students continued to face heavy after-school study burdens and emotional pressures from various sources such as school assignments, tutoring, and additional exercises assigned by parents or themselves.
Conclusion
The study suggests that all stakeholders should reflect on their responsibilities and collaborate to pursue humanistic objectives in education. This involves striving to meet students’ diverse learning needs, promoting holistic development, and enhancing well-being, rather than solely focusing on pragmatic goals as defined by dominant social imaginary and relevant discourses.
... As the relationship between education, life, and society becomes increasingly close, an educational ecology constructed through collaboration among schools, communities, and families has become the direction of education reform in many countries (Stacer and Perrucci 2013;Twum-Antwi et al. 2020). The Chinese government, as an important country actively participating in global education governance, has gradually regarded cooperative education among schools, communities, and families as an important trend and principle in the system and practice of modern education in recent years (Li et al. 2023). The intergenerational learning practices explored in this study were created in the context of cooperative education in schools, communities, and families. ...
Intergenerational relationships that highlight learning characteristics are created in interpersonal conflicts and lifelong education. Realizing the high-quality development of intergenerational learning has become a key problem. A primary school in eastern China united communities and families to create an efficient intergenerational learning project. This study aims to explore how this intergenerational learning is created. A principal, a teacher, two community educators, and five family members were recruited as the unstructured interview participants to collect data. This study finds that the school, community, and families play irreplaceable roles in creating intergenerational learning. Influenced by educational policies and education responsibilities, the school proactively designed the intergenerational learning project that takes grandparents to school in interaction with the community and families. Adhering to the principle of social services and age-friendly, the community provides sufficient educational resources for implementing intergenerational learning through collaborative support. Considering the generation gap and integration between grandparents and grandchildren, families as participating identities make intergenerational learning from possible imagination into real practice. This study highlights the theoretical framework of how intergenerational learning is created in school-community-family collaboration. The practical implications for optimizing intergenerational relationships and coping with population aging are further emphasized.
... From the perspectives of both efficient financial investments by states in education poverty alleviation and the effects of economic, time and emotional investments of poor families and individuals in education poverty alleviation, it is necessary to take the return on education into consideration. Moreover, it is important to respond to reasonable concerns regarding the return on education for poor people and to strengthen their cognitive capacities to rationalise as well as their expectations regarding returns on education (Li et al., 2023). In this way, the intention to participate and behaviour of anti-poverty education will be generated, and the strategic upgrading of poverty alleviation combined with the promotion of aspirations and cognitive capacities will be emphasised. ...
The popularisation of higher education supports UNESCO’s aim of developing inclusive and equitable quality education to achieve the fourth Sustainable Development Goal. However, the effect of popularising higher education on economic growth and poverty alleviation remains unexplored. Therefore, this study investigated the effects of higher education and adult education within populations (popularisation of higher education) on economic growth (gross domestic product; GDP) and the poverty line using panel data from 38 countries. OLS and quantile regression were performed using data for the period 1995–2021 extracted from the OECD and World Bank databases. The results showed that the population segments with higher education had a significantly positive impact on GDP growth. Moreover, an increased proportion of the population with higher education, of working age, was found to be a contributing factor to GDP growth. Popularising higher education also played a positive role during the initial stage of social and economic development. This study also highlighted that popularising higher education play a key role to influence a country’s educational development and scientific and technological innovation drives the deepening of a country’s economy. It suggested that both national and local governments worldwide should pay much attention to the popularisation degree of higher education to greatly improve the innovative ability of talents and scientific and technological innovation in higher education for both the economic growth and poverty alleviation.
... The interview responses reveal the teachers' manifest and latent language ideologies and their understanding of linking microclassroom practices, to meso-institutional practices, and macro-societal issues. The findings also partially align with those of previous studies (Aleksic & Garcia, 2022;Li et al., 2023) which have highlighted the conflicting and contradictory nature of teachers' language ideologies. ...
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This chapter examines moral education policy and classroom teaching in China. Schoolwork is a systematic project, although it can be divided into moral education and classroom teaching. These two elements are intertwined and cannot be separated from each other. Moral education and teaching are akin to two horses pulling a carriagTeachers’ Lack of Preparatione; only by running side by side can they achieve the fastest pace at the forefront. The definition of moral education in the narrow sense refers to school education. The content of moral education includes patriotism education, ideal education, collectivism education, and labor education, in addition to humanitarianism and social merit education, democracy and legal concept education and scientific world outlook and life outlook education. The construction of a harmonious socialist society requires qualified citizens, and the cultivation of such citizens is inseparable from education. Therefore, moral education and classroom instruction must be complementary and work in tandem to foster societal development.
This chapter explores moral education policy and citizenship education in China. In the long-term practice of education, moral education has overshadowed and in some cases even supplanted citizenship education. There are some problems such as unclear boundaries of understanding and confusion in practice. Therefore, it is necessary to clarify the relationship between moral education and citizenship education, which is conducive to clarifying understanding and promoting practice. Moral education and citizenship education not only have their own inherent characteristics, but also have fundamental differences in nature, social and historical conditions, purpose, and content, but they are still closely related in theory and practice.
This chapter explores cultivation policies for normal university student in China. It discusses the training methods of normal university for teacher education and analyzes the promotion effect of the public-funded normal student policy on the education development in Ningxia. This chapter explores and offers suggestions to solve the issues of pre-service skills training for publicly funded normal students, the policy development dilemmas of public funding for normal students, and the post-employment development challenges faced by normal students. It is suggested that China's educational departments should continue to refine the curriculum and enhance the teaching quality for students at normal universities. They should also strengthen career education to boost professional self-confidence and a sense of honor among these students. Additionally, expanding the career development opportunities is essential to encourage further study and professional growth for normal university students. Central government should take multiple measures to promote the steady and long-term implementation of the public-funded normal student policy and continue to provide impetus for the development of regional education.
