Creating a High-Quality Education Policy System: Insights from China

Intro -- Preface -- Acknowledgements -- Contents -- About the Authors -- 1 The Policy Development of Teacher Ethics Development Since Reform and Opening-Up in China -- 1.1 Introduction -- 1.2 Research Design -- 1.3 The Characteristics and Stages -- 1.3.1 Basic Standards of Requirements for Teachers' Ethics (1983-1993) -- 1.3.2 There Are Laws to Follow in the Construction of Teachers' Ethics (1994-1999) -- 1.3.3 Emphasis on the Construction of Teachers' Ethics for Long-Term Effects (2000-2013) -- 1.3.4 Mistaking Moral Ethics, Pursuing Accountability and Pursuing Effectiveness (2014-2021) -- 1.4 Suggestions -- 1.4.1 Increase Incentive Tools and Foster a Favorable Atmosphere -- 1.4.2 Clear the Boundary of Teachers' Ethics and Make Clear the Negative List -- 1.4.3 Manage Teachers' Ethics According to Law and Promote the Construction of Teachers' Ethics -- References -- 2 Shaping the "School-Family-Society" Cooperative Education System in China -- 2.1 Introduction -- 2.2 Policy Changes of School and Family Social Cooperative Education Since the Reform and Opening Up -- 2.2.1 1978-1990: Service Linkages Among Schools, Families and Society -- 2.2.2 1991-2000: Germination of School and Family Social Cooperative Education Consciousness -- 2.2.3 2001-2012: Preliminary Construction of School and Family Social Cooperative Education System -- 2.2.4 2013 till Now: School and Family Social Cooperation Education System Has Been Further Improved -- 2.3 The Actual Situation of School and Family Social Cooperation Education -- 2.3.1 Remarkable Results Have Been Achieved in the "Three Combination" Education Mode -- 2.3.2 Improve the Coordination of Departments and Form the Joint Working Force of Upper and Lower Linkage -- 2.3.3 The Challenge of School and Family Social Cooperation Education.