Abstract
The School Development Planning [XUE-XIAO-FA-ZHAN-GUI-HUA] as a term has not been included in the China’s lexicon of school leadership and management until the late 1980s and early 1990s (Cao & Hui, 2009; Chu, 2008; Zhu, 2010). “School development planning” is valued because of the role of school leaders was intensified following the China’s educational reform launched in 1985. The government policies regarding educational reform during the late 1980s and early 1990s yielded two big changes for school leadership. In the Decision of the CCCPC on the Reform of the Educational System, the CCCPC decided that “reform the management system, while strengthening macro-management, resolutely implement simplified administration and decentralization, and increase the level of school autonomy.” (CCCPC, 1985). This position of the CCCPC resulted in the first change that a part of power was delegated from local education authority to school. As we know, the autonomy was always accompanied by accountability.
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Feng, D. (2020). Planning School Development. In: Understanding China’s School Leadership. Springer, Singapore. https://doi.org/10.1007/978-981-15-0749-6_5
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