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From restoration to transitions: delineating the reforms of education inspection in China

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Abstract

This article examines the reforms of basic education inspection in China since 1977, which is accomplished by drawing from a historical institutionalism approach. The empirical analysis is based on policy documents and laws and is supplemented with interview materials. Throughout this work, we have identified three distinct periods: the restoration stage from 1977 until the 1990s, the formalization stage from the 1990s until 2007, and the transition stage from 2007 onwards. The changes of education inspections indicate there is a perceptible path dependency, especially in the change from the first stage to the second one, where the expansion of education inspections was to consolidate the selected path by enhancing its jurisdictive power and promoting its disposition in the educational system. Reforming these inspections to some extent proves the historical stance of “positive feedback” as coined by Pierson (2004) for the growing stage of an organization, but in fact, the expansion of the system appears also to be significantly more problematic or complex than a linear development that is based on positive feedback. From the transition stage, interaction with global players is increasing, with implications for the development of the school inspection system. The finding shows that by 2015, the collaboration with global players influenced the development of Jiance system—a large-scale assessment of students’ academic achievement at grade four and eight—which the inspection sector managed to incorporate into itself. The article argues that this decision to extend the spectrum of education inspection to assessment practices reflects the aspiration of the inspection authorities to reinforce the capacities to survive and thrive in the changing local and global environments of educational quality assurance and evaluation.

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Notes

  1. We are not arguing for the convergence of global education reform; rather, we are trying to explain the orthodox trend. We do notice that there are alternative paths chosen by the localities, such as Sahlberg’s (2011) fourth way of Finland.

  2. Chinese educational documents are produced and released mainly in Chinese. All the quotations from the policy documents have been translated by the authors.

  3. For further information about the CEE and IE, see Han and Yang (2001) Liu (2010), Liu (2016), and Zheng (2005).

  4. Learning halls where emperor visited were educational establishments for activities of teaching and learning, especially for the aristocrats' descendants.

  5. The practice of emperor’s inspection varied in forms of organization and purposes of inspection over time. What we provide here is a typical example when emperor visited learning hall to exam and inspect, academic debates were organized to show the emperor learners' knowledge, skill and talents.

  6. Duo to the adjustment of NAEQ center, the former website of this center used during 2007–2015 was disabled, and all files archived in the website are now not available. Currently, the new website is changed and moved to the Collaborative Innovation Centre of Assessment toward Basic Education Quality of China.

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Acknowledgements

We would like to thank Professor Fan Yihong, who has helped us in the earlier planning of this manuscript and also gave her valuable comments on an earlier draft of this manuscript. We would also like to thank Professor Lisbeth Lundah and Professor Romuald Normand who provided their in-depth comments on the earlier draft. We also gratefully thank the two anonymous reviewers for their critical comments.

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  1. Department of Education, University of Turku, Turku, Finland

    Xingguo Zhou, Johanna Kallo, Risto Rinne & Olli Suominen

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Appendix

Appendix

The framework of supervision indexes

Weight

Main points of contents

Standards

School management (10%)

Prioritize moral education; achieve capability-oriented and overall development; value pedagogical rules; clarify the purpose of education.

Institutional improvement (15%)

Formulate plans for school development; establish an accountability system to serve students; establish all participative and comprehensive self-evaluation systems as well as the quality evaluative system of schooling and student learning; secure the campus and sanitary conditions.

Implementations of regulations (15%)

Strictly follow policy and national regulation; protect schooling order and students’ rights; no key classes in the compulsory stage; no out-of-class teaching during weekends and holidays; no rankings; no evaluation of teacher performance based on student scores; no arbitrary fees; no accidents.

Level of moral and physical education (20%)

Develop evolutionary pedagogical goals for moral education; arrange reasonable learning and resting timetable; students have one hour of outdoor activity per day; build close connections among schools, families, and society; develop after-school activities with high involvement of students and teachers.

Teaching (20%)

Strictly follow the national curriculum; offer enough and good courses; employ heuristic, inquiry, and discussion; develop school-based curriculum; care for all students with different levels; guide and evaluate students with proper methods; arrange reasonable homework and exams.

Achievement (20%)

Teaching and learning activities are guaranteed; outstanding school characteristics; practical moral education courses; obvious educational achievement, such increased student, family and social satisfaction with its quality; students are equipped with good behavior, high morality, and academic improvement; students’ physical and health conditions are good; students with high artistic and cultural levels; graduate rate and passing rate meet the minimum requirements.

  1. Source: (National Supervision Office, 2011)

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Zhou, X., Kallo, J., Rinne, R. et al. From restoration to transitions: delineating the reforms of education inspection in China. Educ Asse Eval Acc 30, 313–342 (2018). https://doi.org/10.1007/s11092-018-9282-8

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