The Double Reduction Policy and Education Development in China

Autor/inn/en	Zhong, Keqing; Park, Jae
Titel	The Double Reduction Policy and Education Development in China
Quelle	In: International Journal of Comparative Education and Development, 25 (2023) 3-4, S.137-152 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhong, Keqing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2396-7404
DOI	10.1108/IJCED-09-2022-0063
Schlagwörter	Foreign Countries; Educational Policy; Educational Development; Stakeholders; Policy Analysis; Educational Quality; Social Systems; Economic Development; Educational Resources; China + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Bildungsentwicklung; Politikfeldanalyse; Quality of education; Bildungsqualität; Social system; Soziales System; Wirtschaftsentwicklung; Bildungsmittel
Abstract	Purpose: This policy review paper is an analysis of the Double Reduction Policy (DRP) of China that was promulgated in July 2021. It looks into its rationale as well as different stakeholders' early reactions to the policy. Design/methodology/approach: Critical policy analysis (CPA) method was used to identify (1) the artefacts, such as language, objects and acts, that were significant carriers of the DRP; (2) communities of meaning, interpretation, speech and practice that are relevant to the DRP and its implementation; (3) the local discourses relevant to the DRP; and (4) the tension points and their conceptual sources (affective, cognitive and/or moral) by different DRP stakeholders. As per the comparative education field, this paper compares the pre-DRP and post-DRP periods to tease out how the policy affects different stakeholders of education. Findings: The DRP in China could be attributed to diverse factors such as demography, socialist economic and developmental visions and manpower structure. The implementation of the DRP has generated uneven reactions among different stakeholders and geographical regions both in speed and scale. While education stakeholders have no choice but to adopt the policy, they face challenges derived from a sudden halt of private educational resources and subsequent increased duties of parents and schools. Originality/value: The significance of this early policy analysis lies in offering an insight into education development in China by analysing and deliberating the DRP from different perspectives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01