Nine Year Compulsory Education Policy in China

Sun, Maojia

doi:10.4018/ijcdlm.315580

Cited by 3 publications

(2 citation statements)

References 10 publications

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“…The average life expectancy of Chinese women (81.52 years) surpassed that of men (76.18 years) [41] , potentially accounting for the observed difference in respondent numbers. Historically, China had relatively low levels of education, as the inclusion of primary and junior high schools in compulsory education only commenced in 1986 [42] .…”

Section: Methodsmentioning

confidence: 99%

Analysis of the Resistance of Elderly Individuals Living Alone in Utilizing Self-Checkout Systems in Supermarkets

Guo

2024

ssr

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Research on the rejection of technology among elderly people who are living alone is still scarce, so qualitative research methods are used to supplement the lack of exploratory research. The research was conducted in Harbin, which ranks middle in terms of economic development in China, and a total of 8 respondents were interviewed. The results of the interview showed that older people lack emotional support, instrumental support, and competence, and have subjective biases. Furthermore, active resistance encompasses factors limited usage opportunities, underdeveloped technology, unfavorable reputation, inefficiency, ambiguous equipment placement, minimal interaction, inadequate product information, and absence of instructional manuals. Conversely, passive resistance, aside from subjective biases, signifies the elderly’s pessimistic outlook on life, including world-weariness, low motivation, lack of initiative, insecurity, fear of technology, cognitive decline, and apprehension about disrupting others’ efficiency by using machinery. Additionally, this study highlights two significant findings: firstly, older individuals proficient in self-checkout technology are willing to accompany their less tech-savvy counterparts through automated aisles to alleviate feelings of isolation; secondly, older adults are wary of approaching employees and strangers, suspecting them of intending to sell products or perpetrate scams rather than provide technical assistance.

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Section: Methodsmentioning

confidence: 99%

Analysis of the Resistance of Elderly Individuals Living Alone in Utilizing Self-Checkout Systems in Supermarkets

Guo

2024

ssr

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“…The NYCE was implemented in China during the "reform and opening-up policy" initiated in 1978. It aimed to address the high rural population and poverty levels in China by providing basic education to all children from disadvantaged families [6]. Prior to the implementation of this law, the educational options between urban and rural areas were very different.…”

Section: Nycementioning

confidence: 99%

Two Policies Aimed at Achieving Education Equality Nine-Year Compulsory Education Law in China and the Elementary and Secondary Education Act in the United States

2023

CHR

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The compulsory education law in China, known as the Nine-Year Compulsory Education Law (NYCE), and the Elementary and Secondary Education Act (ESEA) in the United States, are two important laws with the purpose of guaranteeing educational access and enhancing the academic achievements of children. Although China and the United States have distinct educational systems and approaches, examining these legislations offers valuable perspectives on their respective efforts to ensure education for every student. By ensuring access to education, addressing achievement gaps, promoting accountability, and encouraging equitable resource allocation, the governments endeavored to provide all students with an equal opportunity to succeed academically. This paper presents a comparative analysis of the NYCE in China and the ESEA in the United States, highlighting their similarities and differences in terms of their historical backgrounds, efforts on educational equality, and their respective successes and drawbacks. By examining these aspects, people can gain insights into the impact of these laws on education and consider potential solutions to the challenges they face.

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Research on the Construction of Evaluation Criteria for Balanced Development of Compulsory Education Policy in China

Wang,

Laochankham,

Yang

2024

Wseas Transactions on Business and Economics

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Educational policy evaluation is a factual and valuable judgment of the educational policy process and its effects, and educational policy evaluation criteria determine the direction and effects of educational policy evaluation. At present, there is a lack of research results on the evaluation of education policies based on OECD/DAC evaluation criteria in China, and the construction of theories on the evaluation of education policies is still weak. Most scholars are limited to analyzing basic education data released by the OECD or focusing on basic theoretical research on education policy evaluation. This study adopts qualitative research and collects data through in-depth interviews and focus group discussions, consults experts in relevant educational institutions and other fields many times, takes into account China’s regional differences and the reality of educational development, and adopts the OECD/DAC evaluation criteria that are widely recognized in the international arena, in combination with the “Measures for Supervisory and Evaluation of Quality and Balanced Development of Compulsory Education in County Areas” of the Ministry of Education of China, and constructs a scientifically reasonable evaluation criteria system of the policy of balanced development of compulsory education in counties in China. The results show that five groups of people, including government officials, school teachers, students’ parents, experts, and social stakeholders, have a high degree of acceptance of the evaluation criteria and believe that the four criteria of effectiveness and relevance, coherence, and impact in the OECD/DAC evaluation criteria are the core criteria for evaluating China’s policy of balanced development of compulsory education (referred to as BDCE). The results of this study show that the evaluation criteria system is suitable for evaluating the BDCE policy in China, and provides a useful reference for the evaluation of the BDCE policy in China.

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Nine Year Compulsory Education Policy in China

Cited by 3 publications

References 10 publications

Analysis of the Resistance of Elderly Individuals Living Alone in Utilizing Self-Checkout Systems in Supermarkets

Analysis of the Resistance of Elderly Individuals Living Alone in Utilizing Self-Checkout Systems in Supermarkets

Two Policies Aimed at Achieving Education Equality Nine-Year Compulsory Education Law in China and the Elementary and Secondary Education Act in the United States

Research on the Construction of Evaluation Criteria for Balanced Development of Compulsory Education Policy in China

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