A sourceidentifying and comparative study of the development of the outlook on citizenship education in China and the Western countries indicates that there emerges a tendency of similar orientations in terms of relations between citizens and the state and society, between citizens’ rights and obligations and between citizenship education and moral education. At the same time, there also exists the possibility of mutual integration of the viewpoints and the ideas of Chinese traditional moral education in such aspects as subject basis, educational mechanism and values orientation.

This study examines the relationship between education and intergenerational income mobility in urban China based on the data of Chinese Urban Household Education and Employment Survey (CHUHEES)—2004” by Institute of Economics of Education of Peking University. It analyzes the characteristics of the intergenerational income mobility of Chinese urban household through such indices as intergenerational income inheritance and mobility, and intergenerational income elasticity, exploring the role of education to promote intergenerational income mobility through pathanalysis and binary logistic regression. It also analyzes the changing tendency along with the progress of the market reform in China and tries to provide theoretical explanations for the empirical results. According to the findings, there is rather obvious intergenerational income transmission in urban China, and most children still resort in the same income group with their fathers. As a kind of important mechanism of intergenerational mobility, education is instrumental to promote children of disadvantage group to upgrade of their economic status, showing its strong functions to promote intergenerational upward mobility. With the improvement of the level of marketization together with appropriate social policy, the role of education to promote the intergenerational income mobility and social equity is getting stronger.

Since the 1980s, a series of reforms that aimed to reconstruct the relationships among the government, the university, and the student (consumer) have been initiated in the systems of higher education. In varying degrees, these systems of higher education were affected by market forces. Given this, the relationship between the state and higher education has also been changed significantly. The purpose of this paper is to view recent changes in higher education in the historic context of globalization. It attempts to trace the source of these changes and to depict, against a new background, the new role of the state vis-à-vis higher education. It also seeks to illuminate the rationale behind the changing role of the state. By using the experiences of selected countries as illustrations, this paper will discuss the salient features of the state’s role change in various contexts.

China’s Compulsory Education Law, determining the development of compulsory education, was first promulgated in 1986 and then amended in 2006. It has been a symbolic milestone in the history of Chinese education. During two decades, there have been totally 8 influential reforms in compulsory education funding policy. From the viewpoint of practical analysis and value analysis about policy changes, China’ s compulsory education funding policy is still in a state of dramatic changes and mixed changes, which shows some disadvantages.

The retention or abolition of national college entrance examination (CEE) has triggered a fierce controversy in academe. Although controversial causes and focus vary from time to time, the result remains the same—adopting uniform national examinations and making it innovative all the time. Since CEE has political, social and educational functions, it is necessary not only to make CEE keep up with the times and actively reform, but also to uphold the principle of attaining the balance between change and steady, which is the only approach to maintaining CEE.

Reflecting on nearly half a century’s research on “effective teaching”, this essay attempts to arouse a lot of suspicion, including ambiguous definition of connotation, a false antithesis and the imbalance between teachers and students. Accordingly, this study further reveals hidden thinking obstacles, such as over-reliance on technical rationality, wrong inference and the separation of the dialectical relationship between teaching and learning. As a future research direction, the ideal teaching should focus on virtue rather than efficiency, giving consideration to effectiveness and responsibility.