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1. Introduction: Social Change and Education Reform -- Part I Social Change and Improvement of the Education System -- 2. Efforts to Develop Preschool Education -- 3. Balanced Development of Compulsory Education -- 4. Guaranteeing Migrant Children's Right to an Education -- 5. The Establishment of a Modern Vocational Education System -- 6. Change and Innovation in the Private Education System -- 7. Improving the Quality Evaluation System of Higher Education -- Part II Reform of Higher Education and Institutional Innovation -- 8. Establishment of a Lifelong Education System -- 9. Reform of the College Entrance Examination -- 10. Teaching Personnel System Reform -- 11. Establishment and Perfection of a Modern University System -- 12. Postgraduate Education and Degree System Reform -- 13. Establishment of a Zone for Training Top Innovative Talents -- 14. Building a World-Class University -- 15. Epilogue: Cultivation of the Capacity of the National System to Facilitate the Modernization of Education

1 Connecting the Dots: Policy Development and the Out-of-field Teaching Reality in Education -- 2 Context-Conscious Understanding -- 3 Attention to the Numbers -- 4 The Realities Beyond the Numbers: The Policy-Pedagogy Relationship -- 5 Are Out-of-field Teachers and their Leaders Let Down by Policies? Policy Impact Matters! -- 6 Teacher and Student Wellbeing: The Policy Link -- 7 Policies to Build a Strong, Quality and Stable Teaching Workforce: In Spite of -- 8 Being in the Out-of-field Context: How It Influences the Validation of Policies -- 9 The Wider School Community, the Out-of-Field Phenomenon, and Education Improvement Policies -- 10 Rethinking Policies: The Balancing Act of Building a Stable Workforce and Improving Teachers' Capacity on an Educational Budget -- 11 Policy Development: A Process of Reflection, Engagement and Insurance?.

Scholars and teacher educators investigating citizenship education beyond the nation state now require innovative, layered, and generative theoretical frameworks and practices in order to promote conversations concerning equity for students of all backgrounds. This chapter traces out an array of intersections that mark the relationship between global citizenship and teacher education. It explores approaches to global citizenship education in an effort to broaden our perspectives. The chapter outlines four dominant frameworks exploring theoretical and practical components of global citizenship education in teacher education: humanistic approaches, critical theories approaches, phenomenological and autobiographical approaches, and poststructuralist and feminist approaches. It provides strategies of these four major theoretical frameworks in teacher education. Teacher education is the process of empowering students to work for creating a more just and sustainable world through democratic processes.

Intro -- Foreword -- Preface -- Contents -- Chapter 1: Introduction: Chinese Higher Education and Its Political Task -- References -- Chapter 2: Theoretical Perspectives: Political Socialization and Higher Education -- Political Socialization and Educational Institutions -- Higher Education and Its Tasks -- Political Socialization in China -- Interactions of Different Players in Chinese Higher Education -- Summary -- References -- Chapter 3: Historical Review on JU (1903-2013): A Wrestle Between Political Restriction and University Autonomy in Chinese Hig... -- Changing Political Regimes and Struggling for Independence (1903-1949) -- JU in the Late Qing Dynasty (1903-1911): A Struggle for Independence from Religious Control -- JU in the ROC Under Sun´s Leadership (1911-1927): Enjoyment of Freedom from Government Intervention -- JU in the ROC Under Chiang´s Leadership (1927-1949): Struggle Between Toleration of and Resistance to Political Control -- Centralized Political Socialization and Restricted University Autonomy (1949-1977) -- JU in Socialist China Under Mao´s Leadership (1949-1966): Fulfilling Red and Expert -- JU in the Cultural Revolution (1966-1977): Suffering from Political Chaos -- Reinforced Political Socialization and Regulated University Autonomy (1977-2015) -- JU in Socialist China Under Deng´s Leadership (1977-1989): Switching to Modernization and Liberalization -- JU in Socialist China in Post-Deng Era (1989-2013): Orientated Towards Political Stability Maintenance -- Summary -- References -- Chapter 4: Different Players´ Deduction on Political Task -- State´s Consistent Expectation on Red as Premise of Expert -- The University´s Response on Political Requirements from the State -- Faculty Members´ Understanding on Political Bottom Line -- Students´ Inertia on the Political Task Assigned -- Summary -- References.

Cover -- Contents -- Acknowledgments -- Preface: State of Crisis -- Section I Pandemic Landscapes -- 1 Pandemic Politics and Pedagogy in the Age of the Coronavirus -- 2 Militarized Pandemics and the Language of War -- Section II Populism and the Crisis of Education -- 3 The Ugly Terror of a Fascist Abyss and the Politics of Depoliticization -- 4 The Populist Pandemic and the Plague of Thoughtlessness -- Section III The Promise of History -- 5 Reading History Against Fascism in the Age of Trump -- 6 Law and Disorder in the Age of Organized Forgetting -- Section IV Thinking Beyond Plagues -- 7 The Plague of Inequality in the Age of Pandemics -- 8 Conclusion: Thinking Beyond a Covid-19 World -- Notes -- Index.

Intro -- Foreword -- Preface -- Acknowledgements -- Contents -- About the Author -- Abbreviations and Acronyms -- Chapter 1 Right to Development and Education: An Introductory Note -- Chapter 2 Theoretical Framework and Benefits of Basic Education -- 2.1 Introduction -- 2.2 Conceptual Analysis of Education: An African Perspective -- 2.2.1 Various Perspectives on Education -- 2.3 The Theories of Rights: An Overview -- 2.4 Basic Education and International Human Rights Law -- 2.4.1 The Advent of Recognising Education as a Right -- 2.4.2 Masked or Unmasked: The Central Role of Education Remains -- 2.4.3 Unmasking Basic Education as a Right -- 2.4.4 General Comment 13 -- 2.4.5 Inextricable Link Between Education and Development -- 2.4.6 Education Abhors Discrimination -- 2.4.7 Eliminating Discrimination Against Persons with Disabilities Within the Space of Basic Education -- 2.4.8 Right to Basic Education in African Regional Human Rights Law -- 2.4.9 Africa Respects Education -- 2.5 Education Is Culture in Africa -- 2.5.1 Education and the African Child -- 2.6 Conclusion -- Chapter 3 Obstacles Affecting Access to Basic Education -- 3.1 Introduction -- 3.2 Quality Basic Education-A Brief Overview -- 3.3 Challenges to Accessing Basic Education -- 3.3.1 Failure of the Executive Arm of Government -- 3.3.2 Legislative Challenges -- 3.3.3 Judicial Challenges -- 3.3.4 Access to Basic Education of Persons with Disabilities -- 3.4 Infrastructural and Institutional Challenges -- 3.5 Cultural and Religious Challenges -- 3.5.1 The Challenge of Language in Access to Basic Education in Nigeria -- 3.6 The Challenges of Cultural and Religious Perceptions of the Child and Impact on Access to Education -- 3.7 The Challenges of Corruption and Ethics -- 3.8 Conclusion.

Are we witnessing the decline of state involvement in education or is it being reshaped, and if so how? Surprisingly, this question has received little attention from researchers in education studies, sociology and political science. This book aims to fill this gap by exploring school evaluation policies in four European countries: England, France, Scotland and Switzerland. It shows that the same policy tool - promoted in many European and international arenas concerned with good practice in educational governance - can actually give rise in each system to a variety of policy configurations in

There are two different interpretations of the state in Spinoza. On the one hand, the state is interpreted as an individual in a literal sense (Matheron, 1969; Zac, 1963) and on the other hand it is interpreted as an individual in a metaphorical sense (McShea, 1975; Den Uyl, 1983; Rice, 1990). Depending on what kind of individual the state is taken to be – a literal or a metaphorical – the state's role in education varies radically. The focus of this paper is to outline some consequences of Spinoza's political philosophy and of his metaphysics of individuation for the role of the state in education.

Part 1. Introduction -- Chapter 1. The rise of outcome indicators in educational governance -- Chapter 2. Methodological approaches: Studying graduate outcome metrics and educational governance -- Part 2. Quantification practices: Human capital and the value of higher education -- Chapter 3. Quantifying higher education with graduate outcome metrics -- Chapter 4. Graduate outcome metrics and the economization of education -- Part 3. Governance practices: Indicators, hierarchical pressures, and temporal-affective effects -- Chapter 5. Calculative governance instruments -- Chapter 6. The governing properties of numbers -- Part 4. Data reception: Subjectivities and amplified resource inequalities -- Chapter 7. Subjectivizing effects of graduate outcome data -- Chapter 8. Educational development effects of graduate outcome metrics -- Part 5. Conclusion -- Chapter 9. Governance hybridity and its implications for education and research on educational governance.