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Integrated macro and micro analyses of student burden reduction policies in China: call for a collaborative “family–school–society” model

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Listed:
  • Jian Li

    (Beijing Normal University)

  • Eryong Xue

    (Beijing Normal University)

  • Chang Liu

    (Beijing Normal University)

  • Xingcheng Li

    (Beijing Normal University)

Abstract

The ultimate goal of China’s student burden reduction policy is to promote quality education, which is also the core task of UNESCO’s Sustainable Development Goal for education (SDG 4). China aims to achieve quality education development through continuous implementation of student burden reduction policies. However, no previous studies have simultaneously explored the macro-level dynamic changes and micro-level stakeholders’ (parents) views regarding the implementation of student burden reduction policies. Here, we examined 232 policy documents from 1951 to 2021 and analyzed 23,567 parents’ responses to a questionnaire survey across 29 provinces to obtain holistic insight into student burden reduction policies. We found that student burden reduction policies followed the form “Central leadership + Ministry of Education sovereignty + multi-department coordination”, while parents received relatively little attention. There is a significant correlation between students’ burden level and parents’ attitude towards student burden reduction policies. We suggest building a collaborative “family–school–society” sustainable education system in China.

Suggested Citation

  • Jian Li & Eryong Xue & Chang Liu & Xingcheng Li, 2023. "Integrated macro and micro analyses of student burden reduction policies in China: call for a collaborative “family–school–society” model," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-10, December.
    • Handle: RePEc:pal:palcom:v:10:y:2023:i:1:d:10.1057_s41599-023-01695-x
    DOI: 10.1057/s41599-023-01695-x
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    References listed on IDEAS

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    1. Eryong Xue & Jian Li & Xingcheng Li, 2021. "Sustainable Development of Education in Rural Areas for Rural Revitalization in China: A Comprehensive Policy Circle Analysis," Sustainability, MDPI, vol. 13(23), pages 1-17, November.
    2. Chen Cheng & Yongping Yu, 2022. "Early Childhood Educators’ Practices in Education for Sustainable Development in China: Evidence from Shandong Province," Sustainability, MDPI, vol. 14(4), pages 1-20, February.
    3. Ruixiang Gao & Tingxin He & Yu Liao & Xiaoqin Liu & Yinqing Fan & Yingting Su & Huang Zuo & Lei Mo, 2022. "An Investigation on the Academic Burden of Chinese Students Ranging from Primary Schools to Universities Based on a Word Association Test in Guangdong Province," IJERPH, MDPI, vol. 19(4), pages 1-16, February.
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    Cited by:

    1. Hao Cheng, 2024. "Taking grandparents to school: how school-community-family collaboration empowers intergenerational learning in China," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-12, December.
    2. Jian Li & Eryong Xue & Yukai Wei & Yunshu He, 2024. "How popularising higher education affects economic growth and poverty alleviation: empirical evidence from 38 countries," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-11, December.
    3. Ren, Yangling & Liu, Yixiao & Chen, Gang, 2024. "Associations of compositional time use with self-reported health, depression, and cognitive outcomes among Chinese adolescents," Children and Youth Services Review, Elsevier, vol. 158(C).

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