This is the most comprehensive, in-depth account of how Chinese foreign and security policy is made and implemented during the reform era. It includes the contributions of more than a dozen scholars who undertook field research in the People's Republic of China, South Korea, and Taiwan.

In place of a distributive justice perspective which focuses simply on equal access to universities, this book presents a broader understanding of the relationship between Chinese higher education and economic and social change. The necessity for research on the place of universities in contemporary Chinese society may be seen from current debates about and policy towards issues of educational inequality at Chinese universities. Many questions arise as a consequence: What are the limitations of neo-liberalism in higher education policy and what are the alternatives? How has the Chinese government met the challenges of educational inequality, and what lessons may be learned from its recent initiatives? How may higher education enhance social justice in Chinese society given economic, social, and cultural inequality? What may be learned from the experience of Macau, Hong Kong, and of Taiwan in terms of achieving social justice in Chinese universities? These questions are considered by a group of leading scholars from both inside and outside China.

Transformative market reforms in China since the late 1970s have improved living standards dramatically, but have also led to unprecedented economic inequality. During this period, China’s educational system was restructured to support economic development, with educational reforms occurring at a startling pace. Today, the educational system has diversified in structure, finance, and content; it has become more market-oriented; and it is serving an increasingly diverse student population. These changes carry significant consequences for China’s social mobility and inequality, and future economic prospects. In Education and Reform in China, leading scholars in the fields of education, sociology, demography, and economics investigate the evolution of educational access and attainment, educational quality, and the economic consequences of being educated. Education and Reform in China shows that economic advancement is increasingly tied to education in China, even as educational services are increasingly marketized. The volume investigates the varying impact of change for different social, ethnic, economic and geographic groups. Offering interdisciplinary views on the changing role of education in Chinese society, and on China’s educational achievements and policy challenges, this book will be an important resource for those interested in education, public policy, and development issues in China.

From the perspective of the interaction between China and the world, China's Major Country Diplomacy: Chinese Characteristics, Connotations, and Paths comprehensively combs the adjustment and transformation of China's diplomatic concept and diplomatic practice, which constitute the whole connotation of diplomacy with Chinese characteristics. Based on the new diplomatic ideas and practices proposed since the 18th National Congress of the Communist Party of China, this review volume comprehensively and deeply explores the connotation, expression forms, and promotion path of diplomacy with Chinese characteristics in the new era. Diplomacy with Chinese characteristics is a series of new ideas, concepts, models, and practices put forward by China as a big country with increasing influence in the world in the new era to meet the needs of its own and world development. Its connotation and extension are different from previous diplomatic ideas and practices, and more different from diplomatic ideas and practices of other major powers in the world today. It represents the future development direction of the world. The special world significance of new thinking and new path will be embodied with the practice of characteristic diplomacy, which will bring structural impact to the world.

Education reform has become a highly political issue in the Hong Kong Special Administrative Region (HKSAR) since the transfer of sovereignty to the People’s Republic of China (PRC). Lo and Hung focus on the political struggles among stakeholders, including the government of Hong Kong, the Catholic Church, parents, students, teachers, the central authorities of Beijing, and even the bureaucratic politics between Beijing, the Hong Kong government and the Examination Authority. They examine the key elements of education reform in the HKSAR, including language and curriculum reform, national security education, civic and patriotic education, the rise of the pro-Beijing education elites and interest groups, and the revamp of examination questions and examination authority. The entire education reform in the HKSAR has pushed the Hong Kong education system toward a process of mainlandization, making Hong Kong’s education system more similar to the mainland system with emphasis on political "correctness" in the understanding of Chinese national security, history and culture. Highlighting the political struggles among the various stakeholders, this book is essential for scholars of Hong Kong and China, especially those with an interest in the relationship between education and politics.

This Chaillot Paper analyses internal debates on China's foreign policy that have taken place over the past decade. It is framed around three core concepts and based on an analysis of articles, books and commentaries published by prominent Chinese scholars in the field of international relations. The three concepts, shi, identity and strategy, respectively refer to the general context wherein China's foreign policy is formulated and conducted, China's identity in international society, and China's national goals and values.

This book assesses the impact of globalization on the education systems of key East Asian countries, including China, Hong Kong, Japan, and the "tiger economies" of South Korea, Taiwan and Singapore, examining how the increasingly interdependent economic system has driven policy change and education reform. It discusses how policy makers have responded to changes required in educational outcomes in order to equip their societies for new global conditions and explores the impact of new approaches and ideologies related to globalization, such as marketization, privatization, governance changes, managerialism, economic rationalism and neo-liberalism, making comparisons across the region. Based upon in-depth research, fieldwork, literature analysis, policy document analysis and personal reflections of academics serving in the education sector, this volume recounts heated debates about the pros and cons of education restructuring in East Asia. The discussions on national responses and coping strategies in this volume offer highly relevant insights on how globalization has resulted in restructuring and draws lessons from comparative public policy analysis and comparative education studies.