The burden of HIV/AIDS in China has been disproportionately concentrated in Yunnan Province, where in Dehong prefecture, the HIV prevalence rate among pregnant women reached 1.3% in 2003, a rate that is indicative of a generalized epidemic. Since then, there have been extensive efforts to expand prevention to reduce mother-to-child transmission (MTCT) in this high-prevalence region. These intensified MTCT reduction efforts and their impact on MTCT are yet to be examined. We described the changes in access to HIV screening and antiretroviral therapy (ART) among pregnant women from 2005 to 2010 in this region and the corresponding reduction in MTCT over this period. Between 2005 and 2010, the annual number of pregnant women screened for HIV in Dehong Prefecture more than doubled. The proportion of pregnant women screened for HIV rose from an estimated 15-20% to 99.8%, and the proportion of HIV-infected pregnant women receiving ART increased from 63% to 99%. We estimate that the proportion of children born with HIV to HIV-infected mothers decreased from 15.4% to 7.2% over this period. Sustained low-level MTCT following comprehensive interventions in this region is encouraging. Over the last decade, comprehensive PMTCT efforts, coupled with national and local government policy support in this area appear to be effective.

As an important emerging economy, Mexico is significant to China for promoting world multipolarisation as well as an important partner in jointly building a community of shared future for mankind. Educational exchanges and co-operation are an indispensable part of friendly transactions between China and Mexico. Both countries have made many advancements in the fields of personnel turnover, the establishment of overseas co-operation centres, language promotion, and vocational and technical training. Both China and Mexico regard the other as an important education partner. In future co-operation, the two countries should continue to promote vocational education, improve the degree system, and pay attention to hidden safety issues.

Professional learning communities are recognized as one of the most effective approaches for promoting the professional development of teachers. In the current complex and rapidly changing era, to facilitate the implementation of interdisciplinary curricula, Chinese schools have made tremendous efforts to enhance teacher professional development, particularly by establishing professional learning communities. Aiming to understand the operation of professional learning communities in interdisciplinary subjects in Chinese K-12 schools and to examine factors impacting the sustainable development of these professional learning communities, we conducted a case study on professional learning communities in the interdisciplinary subject of Education for International Understanding in Chengdu Horsens Primary School. As part of this study, we interviewed the principal, course director, seed teachers and teachers participating in the selected case. The research results demonstrated that the major factors impacting the sustainable development of professional learning communities in interdisciplinary subjects in Chinese K-12 schools include school structures and policies, school leadership, teachers’ professionalism and learning capacity and their sense of community. In addition, compared to traditional subject-based professional learning communities in China, professional learning communities in interdisciplinary subjects highlight a sense of community, which presents three distinctive features: a conflict-inclusive atmosphere, the coexistence of individual and shared visions and an emotional bonding identity. These three features also have a considerable impact on the sustainable development of professional learning communities in interdisciplinary subjects in Chinese K-12 schools.

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This article reports on a study in which the legitimisation of shared governance in the Chinese higher education sector was investigated. Norman Fairclough's three‐level discourse analysis was used for analysing documents and interviews. The research materials consist of thirteen Chinese university statutes and qualitative semi‐structured interviews with 22 university administrators, faculty members, students and social representatives. The research focused on how university statute texts articulate shared governance, and how shared governance is practically implemented. Study findings demonstrate that Chinese university statute discourses officially legitimise shared governance in various manifestations, by replacing the term management with the term governance in statute texts, explicitly using democracy‐related phrases, especially establishing a joint meeting mechanism at both institutional and departmental levels, and by using the wording multiple‐stakeholder participation in university affairs. In practice, shared governance is a recognised ideal of governance structures to embrace among all different stakeholders. Chinese universities have, more than ever before, taken up shared governance practices. Yet, the degree of participation, or sharing, in policy implementation in general, remains to be further improved compared with the ideal state stipulated in discourses. Findings identify tokenism as a feature of policy implementation. Insufficient administrative professionalism is identified as a catalyst for such tokenism—a reason for why shared governance efforts remain incomplete thus far.