Autonomy and control: The struggle of minban schools in China

Ying Wang and Raymond K.H. Chan

International Journal of Educational Development, 2015, vol. 45, issue C, 89-97

Abstract: Minban (private) secondary schools are a new phenomenon in China, which, theoretically, have greater freedom from government control. In practice, however, their autonomy is still limited, as is shown by this in-depth study of eight minban schools, though they have actively pursued strategies to obtain, defend, and expand their autonomy. Four principal school strategies are identified: isolation, avoidance, advocacy, and capitalization. Choice of strategy depends primarily on school type and its distance from the state. The government has refused to relinquish control by strengthening bureaucratic regulations and institutionalization, which explains the ongoing tension in the schools’ quest for autonomy.

Keywords: Minban education; Autonomy; Governance; China (search for similar items in EconPapers)
Date: 2015
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Citations: View citations in EconPapers (3)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:45:y:2015:i:c:p:89-97

DOI: 10.1016/j.ijedudev.2015.09.010

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