Wang Ying-jie; Qu Heng-chang; Li Jia-yong (1997)

Wang Ying-jie; Qu Heng-chang; Li Jia-yong (1997). Ya-zhou fa zhan zhong guo jia de yi wu jiao yu (Compulsory education in Asian developing countries). Bei-jing: Ren min jiao yu chu ban she

An overview of the book (97 English words):

This book makes a penetrating cross-national comparative study on compulsory education systems of five Asian developing countries including China, India, Pakistan, Thailand and Malaysia through a combination of research methods, surveys and documentary analysis,  macro-level and micro-level case studies as well as quantitative and qualitative ones. It aims to trace out historical development, current situations, success and inadequate aspects of compulsory education in the countries concerned. Based on articulated common regularities among the Third World developing countries, such comparative study aims to provide some optional and constructive strategies for achieving objectives of compulsory education in Mainland China.

Abstract (230 English words, cited in the book, pp. 1-2)

With the goal of Educational for all proposed in the Jomtien Conference, 1990, compulsory education becomes a top priority area in nearly every developing country. In the course of universalizing compulsory education, developing countries share many problems and experiences. This study ‘Compulsory Education in Asian Developing Countries’ the final report of a key educational research project of Eighth Five-year Plan (1990-1995) for Educational Sciences of China, chooses five countries as comparative cases, namely, India, Thailand, Malaysia, Pakistan and China. It mainly consists of two parts. The first part, with one chapter for each country, provides a comprehensive description and analysis of the five selected countries’ compulsory educational systems. Each chapter first gives a brief account of the country’s historical background for the development of compulsory education, then discusses several important aspects of compulsory education, such as legislation and regulations, guiding principles, administration systems, financing, teacher, supply, instruction and curriculum. In the description and analysis, both achievements and problems associated with compulsory education are stressed. The chapter on China is based on a UNICEF-supported case study of China’s nine-year compulsory education. The second part analyzes the issues presented in the first chapter from a comparative perspective, with a view of finding the common and difference features, problems and experiences of compulsory education in the five countries, and the ways that can help achieve the universalization and improve the quality of compulsory education.

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