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Emergency situations call for effective means of providing quality education. Higher education institutions are therefore required to use effective and efficient online approaches for teaching and learning which necessitate students, academic practitioners and institutions to engage and interact with each other successfully. The purpose of this chapter is to discuss the importance of interaction and engagement in the use of blended learning online tools during emergency situations. The theoretical lens that informs the chapter is social constructivism which argues that learning is a social endeavour. The literature findings show that the effective engagement of students contributes to the overall quality of students’ produced experiences as well as pass rates. Furthermore, the importance of student–lecturer engagement and student–content engagement cannot be taken for granted. The right balance of synchronous and asynchronous online learning tools contributes to fruitful interaction and engagement. Online engagement seems to have many benefits as compared to conventional based engagement such as the ability of students to contribute to their teaching and learning. Despite these advantages, challenges associated with online learning such as balancing life commitments, confidence, students’ approach to learning, high investment costs in resources, motivation, competences of lecturers and students, interest of lecturers and students and efficacy of lecturers and students cannot be ignored. The authors therefore recommend that effective and efficient online learning requires the correct blend of online learning tools accompanied by the correct engagement strategies.

Quality-Oriented Education (su zhi jiao yu) is a national education reform initiative that presents ongoing opportunities and challenges to schools, local bureaus of education, and the overall educational system in China today. This chapter seeks to gain insight into if and how Quality-Oriented Education, 10 years into its enactment, has taken root in practice. We posit that a reform agenda is best manifested through well-aligned and operable standards for school effectiveness. We introduce the policy-driven definition for school effectiveness and an evaluation framework depicting the intended focus of Quality-Oriented Education. Using an iterative and inductive process for content analysis, we compare the policy-driven framework with the coding results of a 2009 national inventory of actual school evaluation schemes in 91 Chinese school districts. Our review points out that the new mission of Quality-Oriented Education advocates educational equity, curriculum reform, and systemic support for school-based management. However, at the operational level, there are great variations in terms of content domain, focus, and function among school evaluation schemes with notable regional differences. Furthermore, schools are still caught between the existing system that measures school performance by achievement and the intended accountability scheme that calls for enhanced student ability. This chapter adds to the empirical foundation for the development of a new framework that not only captures the spirit of the national educational reform but also is informed of the developmental needs of schools in drastically different geo-economical and social conditions.

Purpose and methodology – Focusing on the policy contexts of gender education in Taiwan, this chapter uses data from interviews with elite policymakers and policy documents to examine how feminist activists sought to legitimatize gender equity in education in the wake of the comprehensive social and educational reforms of the 1990s and early years of this decade.

Findings – The embedding of gender in education did not follow a smooth path in terms of policy formulation. Feminist activists drove the process of reform by retaining control over the naming of the legislation, and its wording, thus preserving the language and imperatives of gender equity.

Social implications – In this chapter, I examine the formation of the Gender Equity Education Law, detailing the struggles, contentions, and negotiations that underlay the eventual approval of gender reform in education.

Originality/value of chapter – The chapter contributes significantly by identifying the necessity to recognize the nature of the state and its relations with society in order to research gender in education in Taiwan.

This paper proposes that if a political system is more like to facilitate a unified government, to establish a strong executive body and to respond to the needs of the majority, financial reforms are more likely to emerge from the policymaking process and produce positive results. On the contrary, political systems that discourage those governing features are less likely to produce reforms. This chapter compares financial reform processes in China, Taiwan and New Zealand. All of them performed low level of financial reforms in the early 1980s but resulted in different situations later. In the mid-2000s, New Zealand heralded the most efficient and stable financial system; while Taiwan lagged behind and China performed the worst. Evidence showed that China’s authoritarian system may be the most superior in forming a unified government with a strong executive, but the policy priority often responds more to the interests of a small group of power elites; therefore the result of financial reform can be limited. Taiwan’s presidential system can produce greater financial reform when the ruling party controls both executive and legislative bodies, but legislative obstructions may occur under a divided government. New Zealand's Westminster system produces the most effective and efficient financial reform due to its unified government and a strong executive branch with consistent and stable supports from the New Zealand Parliament.

Sociology of sport in China has evolved from being an “exotic” subject to a localized subject over the past 35 years. It is closely associated with social changes, sports policy and athletic achievement of China. As a discipline of humanitarian and social sciences of sport, it is taught in virtually all universities with sports majors. There are about 500 scholars specializing in sport sociology in the country. Textbooks written by Chinese and foreign scholars are published. Academic papers on sport sociology are often published in the 15 accredited core sports journals. The most productive authors are from universities and the developed provinces and municipalities. The established research areas of sport sociology are extensive. These include national identity, athlete mobility, Olympic legacy, sport for all, sports industry issues, feminist studies, community sport, sport for the aged and disabled, etc. However, there are few studies with critical analysis and only a few in the areas of sport and religion, sport and race, and deviance in sport in China. Various kinds of financial support at different levels are available in the country. Empirical research is common with literature review, questionnaire, case study, and interview being the most frequently used methods. However, sport sociology is not considered as a major topic but as a research direction and it is not accepted widely by mainstream sociology. The future of sport sociology is promising, but not without challenges.

Purpose – Informed by Chinese mothers from four villages, the purpose of this chapter is to address the old issue of feminization of family survival, but situated within the landscape of neoliberalism. This study investigates the interplay between Chinese patriarchal values and neoliberal ideas that have shaped the Happiness Project – Action to Aid Impoverished Mothers – an official population control program that has been combined with poverty reduction “Action.”

Methodology – This research began in 2001 in Sichuan Province, Southwest China. Over a period of three years I interviewed 48 women who were participants in the Happiness Project.

Findings – The goal of the Happiness Project is to bring “happiness” to poor mothers through the introduction of microcredit, literacy programs, and the improvement of reproductive health. Three maternal aspects of the Happiness Project, as the study indicates, coincide with three particular patriarchal values. These include an official construction of a good mother image, targeting women's bodies as objects of the state's population control, and reinforcing gender stereotypes through market activity. The findings of this research suggest that feminization of family survival coincided with achieving the goal of the Project. Mothers thus have carried a double burden on behalf of the Chinese state and their families: the goals of declining fertility and increasing family prosperity.

Social implications – Based on this outcome, the study not only calls for reevaluating this “women-only” economic development model, but also calls into question whether bringing Chinese women into public production/market activity is a path to women's emancipation under neoliberalism.

When college entrance examinations act as gatekeepers to modern-sector jobs, the entire education system then becomes oriented toward these examinations. This occurs at the expense of learning for the sake of learning and other aspects of education that address the holistic development and well-being of students. In recent years in China, there has been growing concern that examination competition has compromised the quality of classroom teaching and learning and is detrimental to the development of skills necessary for the global knowledge economy. These concerns have given rise to a far-reaching set of education reforms known as the New Curriculum reforms which have aimed to move students to the center of teaching and learning and to transform teaching and learning so as to foster such capacities as creativity, innovation, collaboration, self-expression, engagement, enjoyment of learning, inquiry skills, problem-solving abilities, and ability to apply knowledge in practice. In this chapter, we use videotaped high school New Curriculum demonstration lessons to examine teaching and learning practices that are regarded as exemplary in the current reform context. We investigate how teachers are negotiating the competing demands of preparing students for the examinations and addressing the aims of the New Curriculum reforms. The nature of student participation in the classroom emerges in the analysis as a key indicator of the success of this negotiation.

Despite a ravaging pandemic worldwide, Vietnam managed to contain the local outbreak, partly owing to its carefully implemented risk communications campaign. This chapter investigated the effectiveness of official Vietnam government communications, the sentiment of foreign media reporting on Vietnam, and any challenges. Content analysis was applied to samples from government communications (43 samples); international articles (46); and social media conversations (33). Official government communications were quite accurate, timely, and effective in displaying transparency, employing war symbolism, and shared responsibility, but should more clearly separate between state and expert, offer differing views, and highlight the benefits of compliance. International articles praised the government's viral PSA TikTok video, its transparency, and the netizens' nationalist narratives. While some evidence was found for infodemic, blaming, and heroization, the sample was too small to be conclusive. Future studies should expand the timeframe to a longer duration, quantitatively appraise a wider sampling of social media conversations, and possibly conduct primary interviews with experts, policy makers, and the public.

Building social capital between groups of people and developing social enterprises that integrate social goals into commercial business models are rapidly adopted as innovative poverty relief mechanisms across countries. Together, the translation of social relationships into increased accessibility to resources, and the entrepreneurial dynamics resulting in additional services and goods, are thought to meet the survival and developmental needs of poor families and communities. However, the socio-economic contexts, in which new public policies and initiatives have been taken, vary from country to country. In China, its strong Confucian culture, state-led development strategy, weak civil society, and hierarchical social relationships have contributed to a value structure of social capital, but decreased the efficiency of business practice in social enterprise. This chapter presents a case study of Rural Cooperative Program, a poverty relief initiative in China’s southwest Guizhou Province. With the introduction of China’s new policies in welfare and rural development, this chapter presents evaluation results of whether social enterprises and entrepreneurship can improve poor villagers’ socio-economic wellbeing and promote sustainable development of poor rural villages in China, and to what extent social capital has been mobilized to facilitate the Rural Cooperative Program.