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Demand for education in the urbanization process: prediction and analysis
Li Zu-chao, Xu Wen
Front. Educ. China. 2006, 1 (4): 533-548.
https://doi.org/10.1007/s11516-006-0028-x
According to records from 2002, there will be a continuous increase in the number of classes, full-time teachers and teaching staff in urban primary and junior secondary schools during the period 2005 2020. At the same time, the demand for classes and teachers of non-compulsory education will decrease yearly. It is estimated that the budgetary funds for urban primary, junior secondary, senior secondary education and even higher education will increase by 8%, 8.7%, 15.2% and 9%, respectively each year.
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The study on the core concepts of contemporary sociology of education and its theoretical construction
Qian Min-hui
Front. Educ. China. 2006, 1 (4): 549-566.
https://doi.org/10.1007/s11516-006-0029-9
Within the sphere of contemporary social sciences, the terms modernity, post-modernity and globalization have penetrated, as the core concepts, into various fields of social sciences in a logical way. In constituting the concept of modernity, sociology of education develops the educational theory, as sociological theory does, into a grand narrative and foundationalist theory; the contribution of post-modernity is pluralism and self-examination in an attempt to transcend modernity. Globalization, a kind of expanded modernity, makes education sociologists broaden their perspective from single and traditional nationality, society and nation to an international society and even to the global society, which has broken through the research paradigm of modernity with ethnocentrism, anthropocentrism and Euro-centrism. These changes have required urgent constitution of the conceptions and theoretical frameworks of sociology of education to be applied on a global level.
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