published_or_final_version / abstract / toc / Education / Master / Master of Education

published_or_final_version / abstract / toc / Education / Master / Master of Education

published_or_final_version / abstract / toc / Education / Master / Master of Education

published_or_final_version / Curriculum Studies / Master / Master of Philosophy

published_or_final_version / Sociology / Master / Master of Philosophy

published_or_final_version / Psychiatry / Master / Master of Philosophy

published_or_final_version / Curriculum Studies / Doctoral / Doctor of Philosophy

The educational policy for adults in China has fluctuated over the 40-year period since the founding of the People's Republic of China. The purpose of this study will include the effects on adult education of ideological shifts in the underlying educational philosophy related to social and political development in China during the three identifiable key periods of change associated with the re-building and development of the nation from 1949 to 1986; namely, (1) 1949-1966, the beginning of the Communist Era; (2) 1966-1976, the Cultural revolution period; (3) 1976-1986, the period after the Cultural Revolution. / In many cases, the development of Chinese education for adults has been quite irregular due to political upheavals. Marxist principles of education have been felt in China to be difficult to integrate with the developmental needs of the country. Commitment to adult education as an important element of the development pattern has been high, but political struggle has seriously hampered educational expansion. The struggle within the high-level leadership seems to have been the most direct reason for ideological shifts over the 37 year period.

In China, higher vocational education (HVE) is a specific educational form in terms of its the educational goals, management structure, and close relationship with the economy. During the past quarter century, China has experienced not only a substantial increase in economic progress, but also the influence of globalization on its political, socio-economic, and educational development. This thesis examines how HVE has changed since the emergence of a socialist market economy (SME) in 1992. It interprets the relationship between globalization and HVE in terms of actual changes that have occurred at the Vocational College of Shanghai Jiaotong University (VCSJTU). / The thesis is significant for three reasons. First, it generates useful insights into the process of HVE policy implementation in China since its economic transformation in the early 1990s, and interprets the relationship between globalization, SME, and HVE. The case study also generates insights which can contribute to understanding HVE policy on learning in relation to the context of the economic situation within China and the impact of globalization. Second, the thesis puts special emphasis on analyzing the culture and value changes in VCSJTU since its foundation and explores the deep roots between different values and their implications for people's understanding and appreciation of globalization in the school context. Third, the academic contributions of this case study include theoretical frames of reference on culture, education, and economic globalization. In particular, the study outlines and analyzes (with reflections) the experience gained during the internal economic transformations within China---an analysis which contributes to the international sociology of education, to an understanding of the values within education in relation to the impact of globalization.

Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1978. / Bibliography: leaves 500-525. / Microfiche. / xiii, 543 leaves ill., maps