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The education system in China has brought many benefits to Chinese education through decades of continuous reform and development. This is because many of China's education policies have shaped the Chinese education system as it is today. It reflects a global trend in education. Education in China is different from that of other countries. This article will select the Chinese specific education policy - nine-year compulsory education - as the subject of the evaluation analysis, describing the development, policy formulation such as background, objectives and implementation, and the main target groups. The needs, objectives and content of the nine years of compulsory education will be analysed. Using the SWOT analysis of the policy, it will also be necessary to develop some elements of the policy that can be improved as recommendations (expected impact of improvement measures).

Purpose: This study reviews the policy content of the “The Proposal on Caring for International Students in the Face of The Spreading Pandemic” during COVID-19 in China, and offers some guidance on the future development of international students. Design/Approach/Method: This article examines the educational and economic impact of covid19 on education systems, as well as the generation, evaluation, decision-making, policy implementation considerations and expected impact and assessment of policy options for international students in the current context, and proposes a subsequent policy cycle. Findings: “The Proposal on Caring for International Students in The Face of The Spreading Pandemic Overseas” published by China during COVID-19. Policy recommendations on international students are presented through an analysis of the economic and educational impact of policy implementation on the education system. Considerations for policy implementation include online classes, relevant measures related to the issue of sino-foreign cooperation in running schools and planning for the employment of overseas students returning to the country. Recommendations are made in the expected impact and evaluation. Firstly, to increase in the number of people studying abroad. Secondly, increase the number of domestic examinations, and thirdly, reduced recognition of foreign degrees. Originality/Value: In addition to proposing three expected expectations and recommendations for evaluation, this study also proposes the subsequent policy cycle in the light of future policy developments.

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21st-century learning is seen as a huge transformation in education. It is a transformation that meets the needs of today’s education in terms of sustainable development and has a huge impact on education. This article discusses a blend of interesting and impressive high–quality teaching and learning innovations based on three different subjects, such as Chinese, Mathematics, and Science. This innovative approach to sustainability will help students to understand the process or concept and increase their spirit and motivation to learn and promote their appreciation of educational innovation in China and Malaysia.