Purpose

29:T4bd, Purpose

This study conducted a review of policy reforms of school–enterprise cooperation in China's vocational education and its characteristics at different stages.

Design/Approach/Methods

This study systematically reviewed vocational educational policies on school–enterprise cooperation adopted by the Chinese government since 1978 using textual analysis.

Findings

The development of school–enterprise cooperation in China's vocational education can be divided into four stages: spontaneous development (Stage 1), central position establishment (Stage 2), systematic design (Stage 3), and institutional construction (Stage 4). After years of practice and exploration, China's school–enterprise cooperation has made impressive achievements, but also has several problems that require further improvement.

Originality/Value

This study examined over 40 years of history of the development of vocational school–enterprise cooperation in China, providing a useful reference for learning and understanding Chinese vocational education.

2a:T52a, Purpose

Based on a systematic review of policy documents in China related to teacher training over the past four decades, this paper identifies and analyzes the main policy shifts and strategies in terms of teacher training in China.

Design/Approach/Methods

Using quantitative trend analysis, high-frequency word analysis, and content analysis, this study presents the policy changes in and reform of China's national teacher training system and elucidates the reasons for such changes.

Findings

Chinese teacher training and practice reforms resonate with the paradigm shifts of international teacher training and development, particularly those based on real-world scenarios. However, innovations have also been made in response to the problems of Chinese in-service teacher training and development, such as the lack of time for teachers and the separation between learning and practice. Such innovations reflect the government's efforts to narrow the gaps between theory, policy, and practice by improving China's macro policy design.

Originality/Value

This study contributes to the longitudinal study of policy shifts in teacher training in China.

2b:T4ca,Highlights

This study explores features of professional learning community (PLC) models in the educational contexts in Bahrain and Oman.

Findings based on the case studies of PLCs in two private schools in Bahrain and Oman, and theoretical input from international PLC literature has implications for policy and practice.

Study recommends promoting PLC approaches in the Bahraini and Omani educational systems in pre- and in-service teacher training programs, adapting best international PLC practices to the specific educational contexts of Bahrain and Oman, preparing school principals to lead PLC in their schools, providing human and financial support to these communities, and making school cultures more collaborative.

This study highlights the importance of the PLC approach, expands the existing conceptual/analytical framework, demonstrates how this approach is being used in two schools, and encourages other practitioners and researchers to embrace PLC.

2c:T40a,Highlights

One of the main shortcomings of the Iranian educational system is its focus on training students to succeed in different testing/assessment practices. In this regard, primary emphasis is still placed on memorization