New Curriculum Implementation Conditions in High School

By 2010 all provinces in the nation will begin full implementation of new curriculum reforms in high school.

Teaching and learning and curriculum reform (see bottom of page for list of first four experimental provinces: Guangdong, Ningxia, Hainan, Shandong.

教育部关于进一步加强普通高中新课程实验工作的指导意见
lists initial provinces to begin implementation

中共中央关于社会主义精神文明建设指导方针的决议--Socialist spiritual civilization

关于教育问题的谈话 --Jiang Zemin "Conversations on Education"

“Recently I read two articles. One was about a student in Jinhua city in Zhejiang province who is in his second year of high school. Because he was unable to withstand the pressure of his class ranking by examination results and the pressure exerted by his parents, he beat his mother to death with a hammer. The other article tells of two high school students in Wenzhou, Zhejiang who stabbed a classmate to death in order to get money to pay for their schooling. Today in the Guangming Daily there was a report about a parent in Anyang, Henan who was so angry that his son was not named as a “healthy, studious and helpful” student and was not given the rank of brigade leader in the Young Pioneers that he sent someone to beat up the teacher. Such material is so surprising, and has caused me to think most deeply. The correct guidance of young people and finding a way to help young people to grow healthily in an all round way morally, intellectually, physically and with a healthy appreciation of the arts is a major issue that has a direct relationship to our national educational development… Education is a systematic project. We must work unceasingly to raise the level of educational quality and the level of education. But we must not only continue to emphasize students literacy levels and cultural knowledge acquisition but must also really strengthen students ideological and political education, moral education, discipline, education in the law. Teachers as the engineers of the humanity’s soul must no only teach books but must also teach people.”(Jiang, 2000)

Randall Collins explaining functionalism

"Functionalist Ritualism
The generation of anthropologists and sociologists who studied rituals in the middle decades of the twentieth century may largely be called functionalist ritualists, to indicate a divergence in the Durkheimian school. The subcognitivist model was submerged in the functionalist program, but it is also detachable from it.
The aim of the functionalist movement was to show that all of the institutional practices of a society fit together and contribute to the maintainance of its structures as a whole. This approach has subsequently been dismissed as static. Indeed it has become so fashionable to dismiss functionalism that it is worth reconstructing the intellectual motives that once generated enthusiasm for this method of analysis (the best source for this is Goody 1995). As amateur anthropologists and text-oriented classicists gave way to a profession of field researchers, a group of Malinowski's followers began to emphasize that field work should study one whole society at a time, and analyze all of its practices as working institutions in relation to each other. This was carried out especially by Evans-Pritchard and Meyer Fortes, who examined each of several of African tribes with an eye to how its economy, political structure, kinship system, religion, and other institutions all functioned as part of a mutually supporting system. No institution could be understood in isolation: all were adapted to each other, and piecemeal changes in one component were not possible without either unraveling the whole or setting in motion countervailing changes that would bring the system back into equilibrium. This functionalist program opened up a promising set of tasks for field researchers, and also served as a polemical contrast to the methods of the older generation of amateur or library-based anthropologists. What the functionalists rejected were historicist interpretations that took a particular item out of context in its society as currently functioning, and interpreted it instead as a "survival" giving evidence of some earlier period of history. Functionalists turned their backs on history in order to reject speculative historical explanations (since isolated cultural items must have a contemporary function) and to get on with the business of showing structure in operation. The functionalists were consciously systematic, aiming at a general theory of how societies operate; a systematic theory of interconnected structures took priority over a theory of how structures changed, since the latter could be constructed scientifically only on the basis of the former.4
The functionalist program was easiest to apply in isolated tribal societies, or at least what appeared to be isolated and self-contained societies. Its guiding image was a set of structures functioning together as a unit, and thus distinct from other such functioning units outside its boundaries. Later critics would attack this point as well, arguing that the functionalists were too taken with the metaphor of society as a self-reproducing organism, or alternately that they modeled tribal societies on the ideology of the Western nation-state as a self-standing identity. Later it would be argued that tribes, too, have histories, and that they not only change over time but are to a considerable degree constituted by their "foreign relations" of trade, cultural prestige, military geopolitics, and kinship alliances (Chase-Dunn and Hall 1997). Such difficulties came especially to the fore after the functionalist program was generalized into a program for all sociological science, and applied to complex modern societies. The lead here was taken by Talcott Parsons and Robert Merton.5 Functionalist theory became a systematic listing of the basic functions that any society needs to carry out; a model of change as the differentiation of structures specializing in those functions; and a study of the strains that occur when functions are not properly met, and of the responses that the system makes to restore equilibrium. Parsons added an emphasis upon a shared value system that orients each specific social system, together with sets of norms that provide blueprints implementing these values in actors' behavior. The functionalist program as grand theory became bogged down in debates from the 1940s through the 1960s over what is functional or dysfunctional, what determines which functional alternatives are implemented, as well as whether the functionalist outlook is conservative in that it casts stratification and inequality in a favorable light, while ignoring conflicting interests inside a society. Eventually the whole research program lost adherents. Some rejected it because of presumed ideological bias; others because it seemed impossible to make progress toward empirically demonstrable explanations of what actually happens under what conditions."

chatting with my inhome China consultant

1. gender issues in curriculum design--femininity in curriculum content?
2. obedience and loyalty to the nation vs. creativity and innovation and independent thinking.
3. anti-japanese education, anti-foreign, fighting against american imperialism--nationalist education
4. degree of emphasis on ancient chinese literature, classical texts
5. percentage fo pictures, color, quailty of textbooks, pedagogical changes, from methodology point of view form the way they present things--perhaps in old book very rigid set up--new vocabulary
6. classical communist literature--chairman mao's poems, pro-communist literature, the landlords taking away the land, lu xun's work
7. room for teacher autonomy and teacher choice. (optional chapters)
8. english curriculum... changes in yuwen and english...any link between change between these two?--look at junior high english books--still concentrate on grammar or introduce cultures--the fact that english is so emphasized is a sign that the country is western facing. this was in the 1980s when they switched here.
9. what do students read in their spare time? what is given vs. what they choose.
10. comparison of american language arts and yuwen text books... cross-country analysis.
11. content related to religion.

12. junior high school history text books--in terms of reform--first the english book changes, then the yuwen and then the history books.?? you cannot change event but you can change comments on what is going on. history curriculum in junior high is also very good place to study nationalism. proportions of pages devoted to modern era, ancient era...etc.
13. china changing from internal looking country to external looking. economy already more outside than domestic...how about education?

curriculum in social sciences are supposed to reflect what people think and where they want to go? views of history are the most difficult to change.

Radicalism and Education Reform in China by Suzanne Pepper

This is a really good book. this is such an example of excellent scholarly rigor. it is fascinating too. The first chapter should be included in my "Comparative Education" course. In fact I wonder if I should even include it in my sociological foundations class. perhaps i can talk about it in class but not include it as required reading. how about that?

why do i like the first chapter so much? well firstly it takes head on the questions of neo-marxist ideas of education and also of development. that is another reason i like it because it is at the nexus of education and development. hey! that is a potential yearning in my heart of hearts to pursue.... the relationship between education adn development. the honest soul seeking search for a kind of education that i can devote myself to promoting that actually promotes advancement and societal progress.

in this book Pepper lists everything out it appears to me... all the tortuous paradoxes and contradictions of educational development

relevance vs. prestige--e.g. national curricula often are suited to city children and have little relevance to the lives of rural children. they have been focused on preparation for university study rather than direct employment. off and on it is proposed that rural children should have greater access to farming knowledge or to vocational training but then the criticism is that there is inequality built into the system, the system is especially designed for social reproduction... etc.

there is the dilemma between the traditional and the modern/western. in her presentaiton it is made much clearer the western nature of modernity or vice versa. the struggles back and forth between the cultural conservatives and those who would reject everything chinese and embrace everything modern. the struggle for the delicate balance. fascinating that these struggles still continue.

role of education in political destabilization...education can raise aspiration but not deliver employment opportunities resulting in social unrest...should i be looking at the work of political scientists about political socialization... yes of course i should i should be reading up a storm, a STORM i tell you... just read read read every free moment that you get... read novels, read political scientists and be interested in everything... "find the value in everything."

the first few chapters after the first chapter lay the ground work for the main discussion of the cultural revolution perhaps by discussing the struggles and tensions between the modern/western system and the traditional system. she takes us through the disdain for all thing foreign, through the sudden craze of all things foreign, and then the boxer rebellion, and then the warlords (shanxi was the one province mentioned for successful implementation of mass education) ...

it is interesting also how the old cliche "history always repeats itself" does seem to be true. p. 59

"in fact key trends were already evident during the first decade of the century that would have a lasting impact on the development of china's modern school system. those trends were:

the continuing undercurrent of conservative opposition;
the assumption that Western learning would bring China wealth and power;
the assumption that study abroad adn foreign degrees could be substituted for classical learning adn teh examination system;
a consequent voluntary dependence on foreign education systems as models for develpment; the paradox of the reform mentality, or constant change as oen of the few constants in a society struggling to reconstruct itself ut uanable to agree on what course to take."

the next stage is the may 4th movement and again the love affair with western ideals. Lu Xun's work is notable for its educational themes--the struggle between the traditional/feudal/confucian and the western/modern.

Pepper cites teh work of Guo Bingwen "The Chinese system of public education" in 1914 which lists the current issues of the day

missionary education--turning out "aliens" in their own land
ethics--how to develop character without confucian curriculum
discipline--curbing spirit of independence and unruliness
funding--financing of new schools
mass education--how to overcome bias in higher education
relating educaiton to life--"from the moment a child enters school, he begins to alienate himself from the life of the family and that of the community, and by the time he graduates he is fit neither to be a farmer nor a merchant."
education and government service--eliminate the idea that education was a stepping stone for govt. service
teacher training--
centralization--how to find the right mix of centralization(to achieve control, promote national consciousness over local identities, promote the national language over local dialects, prescribe national curricula, approve textbooks) and decentralization (to promote local initiative, mobilize local resources, adapt the approved curricula to local needs)

the critique of western education in china had fused into a common denominator of key issues--urban elite divorced from practical needs of chinese society; mechanical application of western ideas and educational models; separation between mental and manual labor; relevance to china's most pressing needs.

may 4th movement--a new culture, spread of the vernacular, advocated western science, democracy, philosophy, literature, skepticism of tradition.

p. 129 during the Yan'an period after the long march an education system was set up --there were three basic forms of education--general (elementary), military, social (adult literacy classes and social activities). all were infused with political and patriotic content designed to raise popular consciousness along with cultural level"...

p. 142-154 covers education reforms and "rationale" during the Yan'an period. It seems this section is worthy of close study and can be used in my writing.

1. marxists advocated combining production with knowledge... these ideas were to be "translated into proper Chinese". the result should be a kind of education joined together with the people, not separated from them...the conventional system was not seen as suited to the needs of poverty, economic survival, war, revolution. the education in the border regions was to have objectives directly related to life and work adn could take on many different forms...all should base their curricula on the armed struggle, border region construction, and production.

April 1944--directive for elementary schools--minban gongzhu--run by the people and fincanced by teh villages themselves...flexibility seemed to be the main guidance, all should be left to the local people to decide . no flexibility in textbooks--not permitted to use confucian textbooks, new textbooks were being created in the old style but with new content. county level leaders were to be held responsible for guidance and supervision.

interesting dilemmas were faced between compulsion and leaving the masses to their own devices p. 146. some villages liked having control of their schools and others demanded that they have government run or central schools in their village. there were the complications of explaining the significance of minban schools as compared with private schools and government run schools. minban schools were open to all but everyone had responsibility also for running them.

"herein lay the crux of the problem: the policy itself was decreed from above, yet local cadres were being directed to make minban schools a mass-line operation." ... "so voluntarism relies on self-awareness; but self-awareness is aroused and induced by the leaders. from this it can be seen that leadership is absolutely not compulsion, and voluntarism absolutely cannot mean noninterference. management by the people with public assistance is voluntarism plus leadership. the two cannot be separated."

the report also pointed out the problems with the teachers.

p. 149-151 discuss secondary and higher education. the discussion of yanda and the ideals that had inspired the CCP's first official reform of higher education are quite fascinating and very instructive in light of the new attempts at education reform.

"new teachign methods were to be developed based on three special characteristics--"the union of study and teaching with practical application. second, independent study should be prmary and instruction supplementary, and third was a democratic spirit"...

now isn't that interesting! these are ideals that are recycled again the current reform movement, all three of them! i need to weave this into my work somehow.

at the time of the revolution the education reforms of the yanan period dissolved and the CCP inherited the conventional education system of the republican era.

p. 160 the era of "learning from the soviet union"
leftist ideas inspired by John Dewey "education for life" were attacked

suggestions from a Soviet adviser
be wary and vigilant against american ideas about pedagogy, iq testing, separating children apart to teach
p. 161 "the governmetn should issue orders defining clearly the curriculum, teaching and study methods, and disciplinary procedures. there should b e strict rules and regulations for all aspects of school life. nothing should be treated lightly or left to chance. each student should be tested each semeseter adn methods stipulated for evaluationg and recording the individual's study and conduct. lax discipline should nto be tolerated among either teachers or students. as a symbolic feature fo the propers chool environment, when teh teacher entered teh classroom each day all students should rise in unision and remain standing until the teacher had taken his or her place at the lectern. the curriculum should be arranged in orderly sequence for each subject, so that each year's course work was built systematically upon the foundation laid the previous year. this meant a fixed and planned curriculum with teaching outlines for all subjects at all levels."

features of the new soviet inspired system:
change built into the system
materialist point of view to explain everything
banishing the idea that study adn the curriculum should be divorced from politics--the content of all courses whether geography, history, literature had to be revised in accordance with the principle that learnign and politics could not be separated.

"banished as well were the old teaching methods which revolved around four points only: teacher, textbook, blackboard and chalk. the new methods in soviet school required all kinds of teaching aids: maps, charts, specimens, equipment, laboratories, and campus gardens. these were regarded as essential for illustration, observation, and hands-on student experimentation."




p. 169-170 September 1951 a four month thought reform program for university personnel in beijing and tianjin. there is a description of how a national campaign of this sort is organized here on this page.


p. 169 seven topics necessary for intellectual's thought reform: standpoint, attitudes, whom they should serve, problems of thought, problems of knowledge, democracy, and the practice of personal criticism and self-criticism.
p. 170--zhou enlai gave the keynote address. deputy minister of education qian junrui also spoke. he chastized the college teachers for not making progress in their thought. he said that the system, content, and methods of china's tertiary education had to be changed. he identified three types of incorrect viewpoints and work styles among college teachers that would have to be overcome.

1. anglo-american bias
2. the overwhelming motivation of intellectuals with their own security, wealth and prestige
3. dogmatic in their work and divorced from reality "reading out from textbooks adn the duck-stuffing method are still common ways of teachign in our institutions of higher learning. among them the most popular and harmful is teh mechanical copying of foreign dogmas. old things studied 10, 20, 3o years ago in england or america, foreign textbooks, even lecturing in english, making the students take notes and prepare exercises in english--really what is the point of it?"--the substance of education would also be revised, including curricula, textbooks and teaching methods."

ambivalence in education reforms!! the same ambivalence that had characterized education reform in china since the 1920s.

p. 174 more on the jiaoxue yanjiu zu that were learned from the soviets. similar to teh earlier chinese version of the education research committee which were set up in the 1930s to improve elementary education. (look up both of these in more detail and use this reference in all of my articles!)

Chapter 9 is about elementary and secondary education during the soviet era and so seems to be an important chapter to study closely.

the goal during this era was to train large numbers of "new-style worker-peasant intellectuals" using all manner of methods, and flexible approaches. integration of "irregular" forms.

ambivalence persists--on the one hand incorporating education for workers adn peasants and on the other hand stalin-era regularity.

p. 193--"all who advocate ways of thinking and action which would abolish teh school system adn the examination system, and one-sidedly emphasize the importance of living experience while neglecting systematic knowledge and theoretical studies, are mistaken and will end in failure"

p. 196--development of schooling in the countryside had been the focus. now policy makers were arguing that the development of schooling in the cities could no longer be neglected as this was where the industrialization was happening. again the dilemma of scaling down quantity in order to focus on quantity. the closing down of minban schools only to reopen them again a few years later. these changes seem to have resulted in a vacillation of attendance at elementary schools.

fluctuating financing also had an impact on enrollments e.g. land rents sustatained privately funded secondary schools but with agrarian land reform this source of funding was lost. system for secondary ed still remained--putong and then vocational.

1953 key point school development.

this chapter is all about education with its purpose to focus on industrialization--economic development.

even in 1950s continued emphasis on raising "quality"... does anything ever change or is it always just the same record played over and over again?

p. 208 tongkao--unified examinations reintroduced in order to be able to judge teacher work adn their success in adhering to the prescribed teaching plans and syllabi.

p. 229 soviet method of teaching for "all-around development"!!
they preferred teaching according to individual aptitude yincai shi jiao

p. 229 "some argued that the teaching outlines and plans should be scrapped since they prevented the free expression of ideas in teh classroom. others thought they could be retained but used for references only. the sense of the meeting as announced was that the teaching plans were essential for systematic learning but ways should be found to prevent the dogmatic adherence to only one school of thought as presented in teh plans."

elementary and secondary schooling in late 1950s-- severe lack of educational opportunity. sought to address educational issues by providing quality education for a few and something less for everyone else. a preoccupation with all-around education vs. aptitude education.
the assumption was that individual students learn at different speeds and so should be taught accordingly. much experimentation with "aptitude teaching"

p. 235 "student's thought has been activated as never before...the air is filled with the smell of independent thought and study" and with several other "unhealthy phenomena" as well. controversy over the management of after shcool free time.

1956 criticism of "all round development" and mechanical copying.

p. 269 1958--start of the great leap forward and of the cultural revolution
"the cultural revolution is a movement for the cultural emancipation of all the laboring people"

p. 271 once again this mention of Dewey-like philosophy "Strengthening the ties of school with life"

introduction of productive labor into the schools. six measure were advanced to break with bourgeois academic authority--
p. 273
1. free airing of views, big character posters to raise political consciousness, improved teaching quality, promote unity
2. teachers and students should participate together in planning of school education pland and course outlines
3. professional teachign staff should be augmented with people with practical experience
4. students to participate in evaluation of classmates performance
5. leadership personnel to fraternize with students in life and labor
6. teachers were to establishign mutual relationships with students based on democtratic equality
7. school finances and building plans to be made public to allow teachers, students and staff to participate in management


cultural revolutionaries--advanced education and culture workders of proclaimed worker-peasant origins

p. 335--in 1960s the aim was to revise the fixed and unvarying formulas for teaching used in the 1950s. these formulas were as follows
for exmaple a history lesson


first day of the lesson:
first 5-10 minutes review the previous lesson, another few minutes to link the previous lesson to the current lesson, most of the class period would then be devoted to reading the lesson aloud, consolidation, questions for the students


second and third days of lesson: further anlayze the lesson, discuss, summarize, student's comprehension tested, homework assignement given.


experimental classes set up... but in the end teacher more or less agreed that the 1950s methods were after all the best way of preparing a lesson.


p. 378 educational reform was also at the heart of the cultural revolution as education is so fundamental to the superstructure.

p. 380 pepper gives an interpretation of Mao's strategy to pit the intellectuals and the cadres against each other and blame each other for their role in the bourgeois nature of the education system...she notes that no one ever challenged mao's verdict of the bourgeois nature of the system. "not only has his verdict been established as the new orthodoxy, but he had manipulated the movement so that successors of the two main protagonists he targeted--that is teh children of the cadres adn the intellectuals--had ended with each side blaming the other sides parents for the faults they all now accepted."

p. 381 pepper is saying some really puzzling and intriguing things here...

1. china's modern system of education was established at the beginning of the century
2. maos presided over the most radical set of reforms to be imposed upon china's modern school system since the founding of the system
3. it was this set of reforms that caught the eye and imagination of the international development community
4. she argues that this period was teh worst of times (from the standpoint of a professional education) adn the best of times (for the radical reform ideals)

with the old education system finally dismantled people searched desperately for new principles to guide their development. they drew on teh words of mao zedong.

key quote "education shoudl be revolutionized, school term should be shortened, students should in their studies learn other things like industrial work, farming and military affairs"
second most quoted quote authorized working class to take leadership in all things.
intellectuals must be reeducated by the workers, peasants and soldiers, and all cadres must engage in manual labor.

students should be selected from among workers and peasants with practical experience, and they should return to production after a few years of study.

accordingly, one or two years work replace graduation from senior middle school as teh new prerequisite for college. the unified national college entrance examinations were abolished, colleges selected student recommended by the work units, natioanl unified curricula were abolished leaving each institution to rebuild its own ased on teh radical principles of shorter courses, less classroom learning, and more practie plus labor adn politics. ...aim was to make intelleductuals of the laborers adn laborers of the intellectuals."


p. 385 aims for the reform of elementary education were "self-consciously anti-elitist, egalitarian, and designed to reduce the three great distinctions--between town and country, industry and agriculture, mental and manual labor"

very focused on local community development--teacher to be drawn from local community, party organization and revolutionary commitees at commune and briaged elvels woudl be responsible for school amangement together with school eladers. for students the aim was toacheieve universal schooling, and overcome the notion that education was useless if it did not lead outward and upward...schools should be located close to home as possible, every production brigade should run its own complete elementary school with branches in isolated villages.

p. 393 drawing on her interviewees background pepper points out that they represent an unprecedented urban to rural movement of historic dimensions. "nor was teh outside worlds attention misplaced since the movement was unique in reversing the rural to urban drift from impoverished countryside to overcrowded cities typical of modernization generally."

p. 411 interviewees complain mostly about the loss of "zhidu" during this time. one interviewee lists teh following zhidu that were destroyed: the enrollment system, the promotion system, examinations, rewards and punishments, teachers' course preparation, organization, financies, work and rest, keeping of records adn files, the curriculum...everything neatly laid out in place, predictable, controllable adn regular.

Mao's 1964 spring festival comments--"He had likened testing methods in China's schools to teh style of teh old imperial examinations, saying students shoudl be graded instead for creativity adn allowed to copy one another's test papers. "

p. 415 all interviewees seemed to acknowledge the expansion of educational opportunity during the cultural revolution "Yes there is a contradiction: on one hand htere was a wreckign of teacher's knowledge and cultural levels. but on the other schools developed"

her most embittered interviewee said "the cultural revolution was a disaster especially in the cities... but in the countryside it was different. there, they actually set up more schools"

p. 491 education has been a "front-line issue" since the founding of new china.

"the old familiar ambivalence between regularity and radical education reform...and the ambivalence, as in earlier decades, was so pervasive as to be evident in soem degree at all academic levels, in all settings, both urban and rural, among different generations, classes and factional affiliations, and even sometimes within individuals themselves."

p. 495 "Deng Xiaoping's quest for modernization and advanced world standards"

Class, codes and control

The reviewer said "I would therefore recommend that the author look to Basil Bernstein’s theoretical work, Class, Codes, and Control, Vol. 3 (1970?), which is less culturally specific and makes a more sophisticated argument in favor of a strong relationship between pedagogical framing and social class position."

actually this is not my main argument at all. my main argument is just that social interactions have been theorized to have an impact on the wider social structure and so by using anyon and bernstein i argue that any evidence of a difference that exists in classrooms overtime in china could have important implications for the future social order.


Notes on the "Introduction"
I do not like Bernstein's writing very much and yet I can see that he is absolutely essential to my work and so i do need to read him more carefully. it seems that i am interested in just exactly the things that he was working on. why do i say that? there are key words that he brings up--ritual interactions, institutionalization, organizational analyses, educational ideology.

He talks about how his paper "open schools--open society?" was a polemic against application of organizational anlaysis to the school, integration of structural and inter-actional features of transmission. He says that he owes a lot to Durkheim's Division of Labor in Society. i don't know anything about this.

"although i made it evident at the beginning of the paper... that i was discussing what existed at the level of educational ideology, rather than what existed in the day-by-day practice of teh schools teh paper was taken in some quarters as a description of the facts"


he is interested in the "specifics of transmission ". I believe that the structure of socialization is not a set of roles, but classficationa nd framing relationships. It is these i think that shape teh mental structues by establishing coding procedures whicha are prediated upon distinctive rules. However...behind any given classification and framing are the power relationships and the fundamental principles of social control.

p. 22 a general thesis for the socialization into codes

1) how class regulates the structure of communication within the family and so the initial sociolinguistic coding orientation of children.
2) how class regulates the institutionalizing of elaborated codes in education, the forms of their transmission adn therefore the forms of their realization.

level I macro-institutional level
level II transmission level
level III textual level

this is interesting--p. 23 "we should be able to move from the distinguishing features of a specific text, to the distinguishing features of the agency, to the distinguishing macro-institutional features.

p24. will be crucial to the construction of my theoretical framework:
class
polity ----> level I macro-institutional level
division of labor

dominant cultural principles (codes)
family education -----> level II transmission controls
social relationships [classification frames: regulative, instructional, inter-personal, imaginative]
situations
ground rules (meanings and realizations)
speech variant

meanings
context independent ----->level III textual
context dependent


in the introduction Bernstein references
Parsons (1964) The link between character and society" in Social Structure and Personality.

This seems like it would also be very relevant to my purpose.

willard waller also "the sociology of teaching" by willard waller.

Part I--changes in the moral basis of schools
chapter 1 sources of consensus and disaffection in education

this chapter covers an analysis of the expressive and instrumental orders of the school

p. 38 "I propose to call that complex of behavior and activities in the school which is to do with conduct, character adn manner the expressive order of the school, and that complex of behavior, and the activities which generate it, which is to do with the acquisition of specific skills the instrumental order."

the instrumental order is affected by technological change in society, affects teaching methods which leads to instabilities in the school
the expressive order is legitimized by notions of acceptable behavior outside of the school

"the more the instrumental order dominates schools in England, the more examination-minded they become adn teh more divisive becomes their social organization. the greater the emphasis on this type of instrumental order, the more difficult it is for the expressive order to bind and link all the pupils in a cohesive way. It is quite likely that some pupils who are only weakly involved int eh sinstrumental order will be less receptive to the moral order transmitted through the expressive order. In this situation the children may turn to an expressive order which is pupil-based and anti-school."

in a changing society the moral order outside the school becomes increasingly ambiguous this may lead to a weakening of the expressive order within the school..."the weakening of the schools expressive order is likely to weaken the schools attempt to transmit behaviors working for cohesion between staff, between pupils, and between pupils and staff" p. 39

the rest of the chapter focuses largely on family dynamics that generate different attitudes in students towards school and how this affects the expressive and instrumental orders of the school: alientation, detachment, commitment, deferment, estrangement. he also argues that the teachers can be subject to the same array of attitudes and thus there can be permutations of teacher and student attitudes.

there is an interesting table on page 53 that summarizes a theoretical framework of the instrumental and expressibe orders.

chapter 2--ritual in education

consensual rituals--function to bind all of the school in one moral community as a distinct collectivity...assemblies, ceremonies, dress, signs, totems, scrolls, plaques, revivifying of special historical contexts and other symbolic features. Important component is the ritual of punishment and reward.

differentiating rituals--are concerned to mark off groups within the school from each other, usually in terms of age, sex, age relation or social function.

p. 60 this idea of consensual rituals and the value systems of school and society is especially interesting in the case of China. in China a great deal of attention is given to cultivating common value systems.
p. 62 comments on ritual in stratified and differentiated schools

"ritual involves a highly redundant form of communication in the sense that, given thesocial context, the messages are highly predictable. teh messages themselves contain meanings which are highly condensed. thus the major meanings in ritual are extra verbal or indirect; for the are nto made verbally explicit. ritual is a form of restricted code. the expressive order, then, in a stratified school is transmitted through a communication system which is verbally both highly condensed and highly redundant. the expressive order of a differentiated school is likely to be transmitted not through ritual and it restricted code, but through a communication system where the meanings are verbally elaborated, less predictable and therefore more individualized. if the basis for social control through ritual is extra-verbal or indirect, impersonal and non-rational, then the basis for social control where ritual is a major source of control in stratified schools is the internalizing of the social structure adn teh arousal and organization of sentiment evoked through ritual, signs, lineaments, heraldic imagery and totems."

so what is it that i can take away from this chapter and apply to my own analysis of interaction ritual. it seems that bernstein is interested in the effects of the structure of the school on the strenght of ritual and the power of its effect on the expressive order and the moral order and social solidarity. he feels that in the stratified school ritual is more powerful but that it is weakened as the school become more open, more interested in diversity.

i am not sure what is teh relationship between consensual/differentiated ritual and stratified--it seems he is arguing that with industrialization the response to ritual changes? he argues that ritual is more pronounced in stratified schools where students are categorized according to perceived fixed attributes eg. iq. he further argues that if the focus is more on cognitive development as a process then ritual is likely to be weakened. he calls such a structure a differentiated structure. in this case the focus is on education for diversity.

chapter 3--open schools--open society

bernstein draws on durkhemian notions of social solidarity to argue that the schools are moving from mechanical solidarity to greater organic solidarity

mechanical solidarity--use of punishment, punishment has symbolic value
organic solidarity--reconcile conflicting claims

getting back on track

so I have checked out a large number of books. I need to do more background reading about the context of Chinese education for the two articles. I found a couple of books of translated educational policy documents from the 1940s to the 1980s. I am not sure if i would like to include these in my analysis as well??

what are my next steps. I know i need to read books but it seems i should read them with my questions in mind. questions for the policy document analysis. what is the idea or hypothesis i want to begin to hypothesize here?

also for my social interactions paper. a first step for that would be to reread my paper so that it was fresh in my mind.

article purposes and educational purposes

In the previous post I considered the various categories of documents i might look at. Here i continue to work along those lines and see which overarching important documents I can find that fit into each category. again i need a convincing, tight and rigorous argument for the selection of these documents--
--related to overall national plans for education and development
1. by virtue of the fact that the document lays out a macro plan for education development
2. by virtue of guiding thought and philosophy
3. documents were chosen based on seminality. the documents chosen had to have national implications and there needs to be evidence that these documents are broadly studied and generate subsequent documents? measures of this include: an annoucement from the ministry of education that requires that individuals and organizations at all levels of the education sector study the document. The dcoument or speech was reprinted in the people's daily. the document is included as fundamental reading in teacher training materials.

type one: national plans for overall educational development

2007教育部关于学习、宣传和全面贯彻《国家教育事业发展“十一五”规划纲要》的通知 Text of speech
2007 国务院批转教育部国家教育事业发展“十一五”规划纲要的通知 (11th five year plan for national educational development)
20042003-2007年教育振兴行动计划 (overall plan for national educational development)
2002全国教育事业第十个五年计划 (10th five year plan for national educational development)
1999中共中央国务院关于深化教育改革，全面推进素质教育的决定 (important document regarding national educational development that educators at all levels are required to study)1999面向21世纪教育振兴行动计划 (important document regarding national educational development that educators at all levels are required to study)
1996全国教育事业“九五”计划和2010年发展规划 (ninth five year plan for educational development)
1994国务院关于《中国教育改革和发展纲要》的实施意见 (important document regarding national educational development)1993中国教育改革和发展纲要 (important document regarding national educational development)
1985 中共中央关于教育体制改革的决定 (first guiding document about educational reform since the beginning of opening and reform)

type two: speeches by the president about education that have been disseminated for wider study or that were given at a national conference on educational development.
2006中共教育部党组关于学习贯彻胡锦涛总书记讲话精神切实加强社会主义荣辱观教育的通知 (the ministry of education requires everyone to study the speech of Hu Jintao regarding strengthening socialist education)
2001江泽民在庆祝清华大学建校九十周年大会上的讲话 (could include as this also is an example of jzm ideas about education--it is likely slanted towards higher education)
2000关于教育问题的谈话 (jiang ze min offers comments on education that then affect further policy development at the national level? is this a source of slogans? people are then instructed to study this speech)
1998江泽民在庆祝北京大学建校一百周年大会上的讲话 (could include as this also is an example of jzm ideas about education--it is likely slanted towards higher education)
1989 Deng Xiaoping's talk "China will tolerate no disturbances"
1985 Deng Xiaoping's talk at the National Conference on Education "Devote Special Effort to Education"
1977 Deng Xiaoping's "Some comments on work in Science and Education"
(in Chinese)关于科学和教育工作的几点意见 (contains seminal ideas regarding the direction of national educational development at the start of opening and reform)
1978 Deng Xiaoping's talk at the National Conference on Education
(in Chinese) 在全国教育工作会议上的讲话 (contains seminal ideas regarding the direction of national educational development at the start of opening and reform)

type three: basic education seminal documents

2006教育部关于贯彻《义务教育法》进一步规范义务教育办学行为的若干意见
2006教育部副部长陈小娅在全国推进义务教育均衡发展经验交流现场会上的讲话

2001教育部关于印发《基础教育课程改革纲要(试行)》的通知
2001基础教育课程改革纲要（试行）
2001教育部关于印发《义务教育课程设置实验方案》的通知
1999中小学心理健康教育指导纲要

type four: higher education seminal documents
211 工程

type five: vocational education seminal documents
type six: rural education seminal documetns
type seven: minority educatoin seminal documents
type eight: documents regarding moral/political/ideological educational development

... on second thoughts i think that this complicates it again. i would like to concentrate on documents that have a national comprehenisve focus. but maybe keep the basic ed framework? maybe find a main higher ed doc? maybe find voced doc and a minority ed doc and a rural ed doc.???

i am at a loss once again and perhaps this is the stage to start trying to focus on my theory development. i need a solid question... a question that will stay with me and be stable throughout.

do i want to stay with the purposes of education? that seems far too philosophical. it feels like i would need to read dewey again. i could think back to landegg courses? to my curriculum theory course?
it seems quite related to a discussion that is far beyond me and that is the socialism vs. capitalism dilemma in chinese ideological thought. the socialism capitalism tension was addressed by deng xiaoping in early redefinitions of mao zedong thought, and of communist/socialist ideology, his travels around the south to investigate the effects of the reforms, his black cat/white cat analogy. he also had to face this dilemma in coming up with a way to deal with the student uprsings in the late 1980s. jiang zemin had to also negotiate the party line and increasing marketization and the three represents apparently conveys ideas along these lines as well.
so what does this have to do with educational purpose? is the educational purpose under the premise of capitalism different from the educational purpose under the premise of socialism? what would be different about it? this sounds like a very sociological question.

do the critical theorists have anything to say about any of this? can bowles and gintis be use at all, social reproduction theory?
i need to include the andreas article in my literature review/theoretical framework section.

Further work on sample selection

The following are the documents that are listed on the Ministry of Education website under Educational literature and materials. These materials seem to be considered among the important documents in the overviews of educational development by decade presented below.

I did not include the speeches given by Jiang Zemin at Beijing university and qinghua university but all of the others seem to be includable. Still i am missing a rationale for selection. I seek to do a census of all major policy documents regarding national educational development and reform after the beginning of the era of opening and refrom.
i also include in my sample important speeches about education from the leaders who span the three decades since opening and reform--dxp, jzm and hjt. these speeches are included due to the fact that they reflect the important source of ideas for educational policy. in the case of the jiang zemin conversation and hu jintao speeches on educational issues there has been an announcement requiring that it be studied widely. the deng xiaoping speeches were included as they were delivered at important national conferences at the very beginning of opening and reform and they represent very important seminal ideas and directions that lead to subsequent developments and reforms in educational policy. deng xiaoping lilun is frequently invoked at the start of educational policy documents as part of the communist canon.

There seems to be a problem that documents from the 1980s and 1990s are lacking if i wanted to do comparisons over time. What other variable relationship can i establish as a question if I do not use time as a comparison method?

The following are the documents I would like to include and my rationale for their inclusion:

20042003-2007年教育振兴行动计划 (overall plan for national educational development)
2002全国教育事业第十个五年计划 (10th five year plan for national educational development)
2001公民道德建设实施纲要 (national plan for moral (read ideological) education)
do not include? 江泽民在庆祝清华大学建校九十周年大会上的讲话 (could include as this also is an example of jzm ideas about education--it is likely slanted towards higher education)
2000关于教育问题的谈话 (jiang ze min offers comments on education that then affect further policy development at the national level? is this a source of slogans? people are then instructed to study this speech)
1999中共中央国务院关于深化教育改革，全面推进素质教育的决定 (important document regarding national educational development that educators at all levels are required to study)
1999面向21世纪教育振兴行动计划 (important document regarding national educational development that educators at all levels are required to study)
do not include? 江泽民在庆祝北京大学建校一百周年大会上的讲话 (could include as this also is an example of jzm ideas about education--it is likely slanted towards higher education)
1996全国教育事业“九五”计划和2010年发展规划 (ninth five year plan for educational development)
1994中共中央关于进一步加强和改进学校德育工作的若干意见 (document on moral education from the second decade of opening and reform)
1994国务院关于《中国教育改革和发展纲要》的实施意见 (important document regarding national educational development)
1993中国教育改革和发展纲要 (important document regarding national educational development)
1985 中共中央关于教育体制改革的决定 (first guiding document about educational reform since the beginning of opening and reform)

In addition I would like to consider including

1977 Deng Xiaoping's "Some comments on work in Science and Education"
(in Chinese)关于科学和教育工作的几点意见 (contains seminal ideas regarding the direction of national educational development at the start of opening and reform)
1978 Deng Xiaoping's talk at the National Conference on Education
(in Chinese) 在全国教育工作会议上的讲话 (contains seminal ideas regarding the direction of national educational development at the start of opening and reform)
1986中共中央关于社会主义精神文明建设指导方针的决议 (this is not direclty related to education but it describes the ideological climate at the end of the first decade of opening and reform and also has relevance to education)
2007教育部关于学习、宣传和全面贯彻《国家教育事业发展“十一五”规划纲要》的通知
2007 国务院批转教育部国家教育事业发展“十一五”规划纲要的通知 (11th five year plan for national educational development)
2006中共教育部党组关于学习贯彻胡锦涛总书记讲话精神切实加强社会主义荣辱观教育的通知 (the ministry of education requires everyone to study the speech of Hu Jintao regarding strengthening socialist education)
do i also want to include the people's daily peice that everyone was encouraged to study at some point?...
2000《全社会都要关心支持教育事业》。
1995 《“211工程”总体建设规划》。
how about this one, the 211 project. this is really only about higher education...should i include about higher ed too? how about the major documents about basic ed? how about vocational ed? how about sweeping out illiteracy? how about pre school? how about adult ed? it all seems to spiral out of control. originally i was thinking of only looking at basic ed and that seems somehow intrinsic to the way i am thinking. if i included all of these i could code the document according to the document type and then say things about differences between document types? i would have a larger sample but that would be sooo much more work. currently i have 18 documents under consideration.
type one: national plans for educational development
type two: speeches by the president about education
type three: basic education seminal documents
type four: higher education seminal documents
type five: vocational education seminal documents
type six: rural education seminal documetns
type seven: minority educatoin seminal documents
type eight: documents regarding moral/political/ideological educational development.

Important events and documents in Chinese educational development 1977-1997

The problem now at hand is coming up with a system for selecting documents to be analyzed. here are a few criteria to consider
1. time--1977-2007
2. major documents that covered national plans for educational development in general and other speeches and documents that have received special attention and study by the general public and all levels of education management and administration have been instructed to study them.

First decade of opening and reform
1979　　
3月23日-4月13日，教育部、中国社会科学院在北京联合召开全国教育科学规划会议。会议讨论了1978年-1985年的《全国教育科学发展规划纲要（草案）》。i am considering including this as a measure of the climate at the very start of opening and reform.

1985
5月15日-19日，中共中央、国务院在北京召开改革开放以来第一次全国教育工作会议。会议的主要议题是：讨论《中共中央关于教育体制改革的决定》，并结合各地各部门实际情况，研究贯穿执行的步骤和措施。5月19日，邓小平出席闭幕式，并做了重要讲话。他强调，各级领导要像抓好经济工作那样抓好教育工作。5月27日，中央政治局讨论通过了《中共中央关于教育体制改革的决定》，并于5月29日在《人民日报》公开发表。 The CCP adn State Council held the first national educational work meeting since the beginning of opening and reform. The main topic for discussion was "Decision of the CCP regarding the refrom of the educational structure" and to understand the actual conditions that were being faced in areas around the nation and the challenges that would need to be overcome for implementation. DXP gave an important speech for the occasion. He said that all leaders at all levels should work on educational work with the same energy as they worked on the work of economic development. the new document was published in the people's daily on May 29th.

1986
4月12日，六届人大四次会议通过《中华人民共和国义务教育法》。7月1日起施行。其中规定，国家实行九年制义务教育。义务教育事业，在国务院领导下，实行地方负责，分级管理。 The Compulsory Education Law for the People's Republic of China is enacted. It includes--the nation must have a nine year compulsory education, compulsory education will be lead by the state council but will be implemented at the local level--decentralization of management.

9月25日，党的十三届六中全会通过《中共中央关于社会主义精神文明建设指导方针的决议》。《决议》指出，精神文明建设包括思想道德建设和教育科学文化建设两个方面，培养“四有”新人，提高整个中华民族的思道德素质和科学文化素质是根本任务。 [The first time I see suzhi mentioned] "Decisions of the CCP regarding the guding direction for the construction of the socialist spiritual civilization" In this document they point out that the constructionof the spiritual civilization included the two aspects of ideology, morals, and education science and culture construction, the need to cultivate the four have new people, rasie the level fo thinking, ideological quality and science and culture quality of all of the chinese people as a fundamental task.

Opening and reform Decade II
1993
2月13日，中共中央、国务院印发《中国教育改革和发展纲要》。制定了我国教育90年代发展的目标中、战略和指导方针。这是我国改革开放时期最有指导意义的教育改革与发展决策性文件。1994年7月3日，国务院发出《关于<中国教育改革和发展纲要>的实施意见》，要求各级党和政府，各级教育行政部门和各级各类学校认真贯彻实施《纲要》。 The CCP and the State Council published "Framework for Chinese Education reform and development" This established China's education goals for the 1990s, the strategies and guiding direction. This is the most important policy document for the guiding vision for education reform and development since opening and reform. In July the State Council also published suggestions for the implementation of the above document.

1994
8月23日，中共中央印发《爱国主义教育实施纲要》。指出，爱国主义教育是全民教育，重点是广大青少年。学校是对青少年进行教育的重要场所，要把爱国主义教育贯穿到幼儿园直至大学的教学、育人全过程中去，特别要发挥好课堂教学主8渠道的作用。 Publication of "Framework for the implementation of patriotic education" this document points out that patriotic education is education for all citizens but with a focus on youth. schools are an important location for the education of youth, we must ensure that patriotic education is intrinsic to schooling from kindergarten through university level. we especially must exploit fully the eight channels of classroom teaching.

1995
　3月18日，全国人大八届三次会议通过《中华人民共和国教育法》，自1995年9月有起施行。《教育法》以宪法为依据，规定了我国教育的基本性质、地位、任务、基本法律原则和基本教育制度。 Education law of the PRC

11月，国家计委、国家教委、财政部联合发布《“211工程”总体建设规划》。标志该工程正式列入国民经济和社会发展中长期规划和第九个五年计划，并由规划设计阶段转入全面实施阶段。 several departments including state educational commission published "211 project, comprehensive construction plan" regarding long term plan and the ninth five year plan for citizens economic and social development

Opening and reform decade III
1999
1月13日，国务院批转教育部《面向21世纪教育振兴行动计划》。它是在贯彻落实《教育法》及《中国教育改革和发展纲要》的基础上提出的跨世纪教育改革和发展的施工蓝图，明确提出了到2000年和2010年我国教育发展的目标。 the publication of "action plan for the revitalization of education for the 21st century" This document builds upon the education law and the "framework for China's educational reform and development" to present a blueprint for the educational goals to be achieved by 2000 and 2010.　　
6月15日-18日，中共中央、国务院在北京召开改革开放以来第三次全国教育工作会议，颁布《关于深化教育改革全面推进素质教育的决定》。会议的主题是：动员全党同志和全国人民，以提高民族素质和创新能力为重点，深化教育体制和结构改革，全面推进素质教育，振兴教育事业，实施科教兴国战略，为实现党的十五大确定的社会主义现代化建设宏伟目标而奋斗。江泽民和朱?基、李岚清等党和国家领导人出席会议并讲话。这次全教会和《决定》赋予素质教育以时代的特征和新的内涵，并紧紧围绕全面推进素质教育，培养适应21世纪现代化建设社会主义新人提出一系列教育改革和发展的重大决策，取得了一系列突破性进展。会后教育部根据会议精神，进一小扩大了当年全国高校的招生规模。the third meeting since opening and reform published "decision regarding the deepeing of education reform and the comprehensive advancement of quality oriented education" [this seems to be the first mention of the importance of developing creativity as the centrally important component of citizen suzhi.] Deepen the reforms of the educational structure, comprehensively advance suzhi jiaoyu, revitalize the cause of education, implement science and education revitalize the nation, struggle to implement the great goals of the socialist modernization construction of the party's fifteenth meeting. jzm spoke as well as minister of education....put forward a series of educational reforms adn large policies in order to initiate some breakthrough reforms. after the meeting the ministry of education presented plan for the enrollment of university students.

2000
2月12日《人民日报》发表评论员文章《全社会都要关心支持教育事业》。同日，教育部党组召开专题会议，学习讨论《人民日报》评论员文章有关精神。并作出决定：要求各级各类学校和教育行政部门在开学前后，立即组织广大师生认真学习《人民日报》评论员文章，开展一次端正教育方向、明确教育思想的大讨论；普遍开展一次师德教育和师风大检查，进一步加强教师队伍建设。2月14日教育部发出《关于认真学习人民日报评论员文章〈全社会都要关心支持教育事业〉的通知》。　　

3月1日《人民日报》、《求是》杂志和《光明日报》全文发表了江泽民总书记2月1日《关于教育问题的谈话》。同日，教育部发出《关于学习贯彻江泽民总书记〈关于教育问题的谈话〉的通知》，jiang zemin conversation regarding educational issues[perhaps i could see if i can find a list of these instructions to study a document or a speech. that would be a good way to select important and influential documents.]要求教育系统一定要认真学习、深刻领会、坚决贯彻落实《谈话》精神，努力开创我国教育改革和发展的新局面。

Overview of educational development 2000

On the ministry of education website there are great summaries of decades of educational developmetn for the 1950s, 1960s, 1970s, 1980s and 1990s. however this is not available for the first decade of the new century and what is available is a long and overwhelming laundry list of activities that have taken place in 2000 and 2001. i will need to search for similar lists for 2002, 2003, 2004, 2005, and 2006.

i have been thinking that it would be interesting to begin my analysis in 1977 when dxp becomes director of technology and education and breathes a new direction into educational politics. i could then have three periods of analysis 1977-1986, 1987-1996, 1997-2006. it all works out perfectly for a kind of thirty year anniversary summary. the first period will see the rehabilitation of education and science as central to national development, it is a period of healing and recovery and the setting of direction; the second period is a kind of consolidation period with full focus on modernization, hardware, development and catching up; and the third period sees new energy renewed where china has a vision of going beyond other nations.

for the first period my challenge might be to actual find copies of the selected documents, the second period might be easier, the thrid period, the challenge will be to weed through the many documents available and find those that i feel are most important. perhaps i can aim for ten for each period? that is going to be an enormous amount of material to cover and again i will need to be committed to a question, to the measures i have operationalized to answer my question and to my coding protocol. stages in a changing vision of ideal citizen and society? that seems rather philosophical.

　　1月3日教育部发出《关于在小学减轻学生过重负担的紧急通知》，并组织国家督学对部分省、自治区、直辖市贯彻落实《紧急通知》的情况进行专项督导检查。
1月5日教育部印发《关于贯彻落实〈中共中央、国务院关于加强技术创新，发展高科技，实现产业化的决定〉的若干意见》。　　 1月7日教育部在北京召开减轻中小学生过重负担工作电视会议。教育部部长陈至立在会上要求各级教育行政部门和学校要切实转变教育观念，树立全面实施素质教育的思想；有关部门要在政府的统一领导下，密切配合，齐抓共管，从实际出发，分阶段、
　 1月10日～11日教育部直属高校工作咨询委员会第十次全体会议在北京举行。会议围绕落实第三次全教会精神和《中共中央国务院关于深化教育改革全面推进素质教育的决定》以及《面向21世纪教育振兴行动计划》，就直属高校的改革与发展问题进行了探讨。教育部部长陈至立就教育改革、发展、稳定的任务以及直属高校的工作发表讲话。教育部副部长吕福源、韦钰、周远清等出席会议。　　
1月11日～13日全国高校技术创新大会在北京举行。教育部部长陈至立出席会议并讲话。教育部副部长韦钰在会上作了题为《加速科技成果转化和高新技术产业化，全面开创高校技术创新工作新局面》的主题报告。2月15日，教育部印发了会议纪要。　higher ed.
　 1月12日教育部发出《关于做好中小学骨干教师国家级培训工作的通知》。　　 teacher training for backbone teachers

　　 1月13日～14日教育部科技委全委会在北京举行。教育部 副部长韦钰出席会议并在讲话中指出，要充分发挥科技委和高校的思想库、人才库的优势，深入研究科教发展和国家社会经济发展中的重大问题，为科教及国家的决策提出建议和意见。　relationship between technological development and economic development
　 1月14日国务院办公厅发出《关于国务院授权省、自治区、直辖市人民政府审批设立高等职业学校有关问题的通知》。　vocational higher ed
　 1月15日教育部部长陈至立在北京会见应邀来访的日本文部大臣中曾根弘文一行，双方就教育改革和素质教育等问题交换了意见。meeting regarding suzhi jiaoyu with japanese delegation　　 1月15日～27日国家总督学柳斌率教育督导制度考察团访问德国、法国、意大利。　chinese delegations travel to germany, france and italy
　 1月16日全国普通高校招生生源计划编制工作会议在太原 举行。会议就2000年招生来源计划的编制工作原则、要求、内容及进度安排提出具体实施意见。2000年各省高考录取率将超过30%。　university enrollment and entrance examination
　 1月17日教育部印发《关于加强高职高专教育人才培养工作的意见》。教育部发出《关于组织实施〈新世纪高职高专教育人才培养模式和教学内容体系改革建设项目计划〉的通知》。　higher education vocational education　
1月18日教育部发出《关于做好2000年全国普通高等学校毕业生就业工作的通知》。公安部、教育部发出《关于进一步加强高校治安保卫工作的通知》。　higher education
　 1月19日国家大学科技园试点工作会议在沈阳举行。会议分析了大学科技园发展面临的形势与任务，研究了促进大学科技园发展的政策和措施，部署了2000年国家大学科技园试点工作。experimental universities with scientific research institutes
　　 1月19日～20日2000年全国教育纪检监察工作会议在天津举行。会议总结了1999年教育系统党风廉政建设和反腐败工作，对2000年全国教育系统纪检监察工作做出部署。教育部副部长、纪检组组长张天保出席会议并讲话。　　
1月19日～21日全国首次普通高校春季招生考试在北京和安徽举行。北京有1100多名考生参加考试，安徽有35000多名考生参加考试。university entrance exam
1月24日教育部现代远程教育工程项目--明天女教师培训计划首期培训班结业典礼在北京举行。教育部部长陈至立出席结业典礼并讲话，副部长韦钰为参加首期培训的60名广西壮族自治区贫困县乡镇中小学女教师颁发了学业证书。?教育部印发《关于内地有关城市开办新疆高中班的实施意见》。 suggestions regarding high schools established in cities especially for students from xinjiang.
1月25日教育部办公厅发出《关于在普通高等学校招生全国统一考试外语科中逐步增加听力考查的通知》。 foreign language exam design for university entrance exams
1月26日教育部发出《关于实施新世纪高等教育教学改革工程的通知》。?教育部印发《关于进一步加强和改进中等师范学校德育工作的几点意见》。　implementation of new curriculum for universities. also strengthening of moral education for teachers in teachers universities.　


　 1月31日教育部部长陈至立、外交部部长唐家璇、公安部部长贾春旺签署中华人民共和国教育部、外交部、公安部令第9号，发布《高等学校接受外国留学生管理规定》。regulations regarding enrollment of foreign students自发布之日起施行。教育部副部长张天保到北京四中特级教师顾德希家中，代表教育部致以节日问候，并向辛勤耕耘在教育战线的广大教师拜年。教育部印发《全日制普通高级中学课程计划（试验修订稿）》。high school curriculum
　　 1月31日～2月2日由联合国教科文组织、联合国儿童基金会、联合国开发计划署、世界银行等国际机构共同举办的九个发展中人口大国全民教育部长级会议在巴西累西腓举行。中国教育部副部长吕福源率领中国教育代表团出席大会，并在会上作了题为《发展全民教育提高全民素质》的发言。　vice minister of education presented at a conference held in Brazil of Unesco, undp, world bank. the conference was to discuss nine developng and highly populous countries　
　　 2月12日《人民日报》发表评论员文章《全社会都要关心支持教育事业》。同日，教育部党组召开专题会议，学习讨论《人民日报》评论员文章有关精神。并作出决定：要求各级各类学校和教育行政部门在开学前后，立即组织广大师生认真学习《人民日报》评论员文章，开展一次端正教育方向、明确教育思想的大讨论；普遍开展一次师德教育和师风大检查，进一步加强教师队伍建设。国务院办公厅发出通知，转发《教育部、国家计委、财政部关于调整国务院部门（单位）所属学校管理体制和布局结构的实施意见》。　
　 2月13日教育部办公厅印发《2000年教育审计工作要点》。教育部办公厅发出《关于开展全国农村学校艺术教育实验工作的通知》。
2月14日教育部发出《关于认真学习人民日报评论员文章〈全社会都要关心支持教育事业〉的通知》。　　

　　2月16日教育部和人民日报、光明日报联合在北京举行加强和改进教育工作切实抓好青少年学生思想教育座谈会。教育部部长陈至立主持座谈会，并在讲话中强调近期要抓好六方面工作，一是狠抓树立正确的教育思想、教育观念，认真全面贯彻党的教育方针；二是狠抓德育工作；三是深化改革，全面推进素质教育；四是狠抓教师队伍建设，特别是狠抓师德建设；五是狠抓全面减轻学生过重课业负担工作；六是狠抓治理教育战线不正之风。教育部副部长吕福源等也在座谈会上讲话。six points that need to be given important attention to with respect to educational development
2月17日教育部印发《2000年全国各类成人高等学校招生规定》。adult education
　　 2月22日～23日全国教育外事工作会议在北京举行。教育部部长陈至立主持开幕式并讲话。教育部副部长韦钰作了题为《认清形势，明确任务，积极进取，努力开创教育外事工作的新局面》的主题报告。会议围绕教育外事工作所面临的国际国内形势、工作思路和任务等问题进行了研讨。regarding external and international affairs and relationship in education.
5月10日，教育部办公厅印发了会议纪要。
2月23日国家高级教育行政学院第十六期高校领导干部进修班暨第十三期高校中青年干部培训班开学，教育部部长陈至立出席开学典礼，并在讲话中指出，各级各类学校和教育行政部门要认真学习人民日报评论员文章，端正教育方向，明确教育思想，进一步加强和改进教育工作，切实做好青少年学生的思想工作。教育部、劳动保障部发出《关于在调整国务院部门（单位）所属学校管理体制工作中做好技工学校划转工作的通知》。　higher educatin meeting.　
2月23日～25日国务院副总理李岚清在陕西考察科技和教育工作。他深入到中小学校、部分大学和杨凌农业高新技术产业示范区等作调查研究，召开座谈会，征求科技人员对全面贯彻落实党的教育方针，深化教育改革、推进素质教育的意见和建议。
2月29日教育部、国家语委发出《关于进一步加强学校普及普通话和用字规范化工作的通知》。putonghua education 并印发《一类城市语言文字工作评估标准（试行）》。　evaluation of language and characters in urban education.
　 3月1日《人民日报》、《求是》杂志和《光明日报》全文发表了江泽民总书记2月1日《关于教育问题的谈话》。同日，教育部发出《关于学习贯彻江泽民总书记〈关于教育问题的谈话〉的通知》，jiang zemin conversation regarding educational issues[perhaps i could see if i can find a list of these instructions to study a document or a speech. that would be a good way to select important and influential documents.]要求教育系统一定要认真学习、深刻领会、坚决贯彻落实《谈话》精神，努力开创我国教育改革和发展的新局面。教育部发出《关于认真学习贯彻朱?基总理在国务院第五次全体会议上重要讲话的通知》。　another announcement "regarding the careful study and implementation of premier zhu rongji at teh fifth people's congress"　
3月2日中宣部、教育部、北京市委在北京联合举行学习贯彻江泽民同志关于教育问题的谈话报告会，国务院副总理李岚清出席报告会并作了题为《加强和改进教育工作开创全社会关心青少年健康成长新局面》的报告。
教育部办公厅发出《关于公布国家理科基础科学研究和教学人才培养基地第一批专业点验收评估结果的通知》。 announcement about the establishment of science research experimental stations.
3月3日司法部、教育部、中央综治办、共青团中央发出《关于进一步加强青少年学生法制宣传教育工作的通知》。教育部发出《关于下达教育部跨世纪优秀人才培养计划（人文社会科学）第三批入选名单的通知》。　announcement aobut of propaganda and education work for the strengthening of youth law.

3月5日国务院总理朱?基在九届全国人大三次会议上作政府工作报告时要求各级各类学校都要全面推进素质教育，加强德育工作，努力培养学生的创新精神和实践能力，切实减轻中小学生过重课业负担，促进学生德、智、体、美全面发展。
3月6日教育部印发《中小学教师继续教育工程方案（1999～2002年）》及其实施意见。
3月7日曾宪梓教育基金会宣布，从2000年起实施优秀大学生奖学金计划，主要资助在北京大学、清华大学、北京师范大学等35所高校就读、品学兼优而生活贫困的大学生，以期为国家培养栋梁之才。首期资助的大学生共计1750名。scholarships for excellent university students
3月8日李岚清副总理分别参加九届全国人大三次会议青海代表团和重庆代表团的审议，听取代表们对政府工作报告的意见。强调西部开发科教要先行，发展西部地区的教育要采取特殊政策。the need for special policies for the western areas to stimulate technology and education. 教育部有关方面负责人就进一步深入持久开展减负工作，接受了中国教育报记者的采访，强调减负要坚定不移，措施必须积极稳妥。教育部、新闻出版署发出《关于对贫困地区中小学供应黑白版教 科书的通知》。　　
3月9日教育部、国家体育总局、卫生部、国家民委、科技部联合印发《2000年全国学生体质健康状况调查研究实施方案》。
3月10日～12日全国教育督导工作会议在宁波举行。会议以学习江泽民总书记《关于教育问题的谈话》，贯彻第三次全国教育工作会议精神为宗旨，总结交流各地开展教育督导工作的经验，就加强教育督导制度建设、确保如何实现两基工作目标，推进素质教育督导评估等问题进行了研究。?　　
3月14日教育部发布《关于公布〈第六批基本普及九年义务教育和基本扫除青壮年文盲县（市、区）名单〉的决定》。教育部印发《中学理科教学仪器配备目录调整意见》和《小学数学自然教学仪器配备目录调整意见》。
3月15日教育部发布《高等职业学校设置标准（暂行）》。higher education vocational education. 教育部印发《关于普通高中毕业会考制度改革的意见》。 examination for high school graduation. 教育部印发全日制普通高级中学语文等学科《教学大纲》（试验修订版）。　　 3月16日～18日教育部在桂林召开全国教育事业十五计划和2015年规划编制工作会议，部署全国教育事业十五计划和2015年规划编制工作。教育部副部长张保庆出席议并讲话。　　
3月17日教育部部长陈至立向第一位获得教育部设立的中国语言文化友谊奖的外国友人泰王国玛哈扎克里 诗琳通公主颁奖。　　
3月21日教育部与香港李嘉诚基金会在北京联合举行长江学者奖励计划第二批特聘教授、讲座教授受聘仪式。117位特聘教授、10位讲座教授受聘上岗。教育部副部长吕福源、韦钰等出席受聘仪式并为受聘教授颁发证书。著名史学家、教育家、思想家和社会活动家，北京师范大学教授白寿彝在北京逝世，享年91岁。教育部印发《关于全面推进素质教育、深化中等职业教育教学改革的意见》。comprehensively implement suzhi jiaoyu for vocational education as well.
教育部印发《关于制定中等职业学校教学计划的原则意见》。 more on voc ed.
教育部印发《高等学校仪器设备管理办法》。　　
3月21日～23日2000年基础教育工作会议在天津举行。会议以江泽民同志《关于教育问题的谈话》为指导思想，贯彻落实《中共中央国务院关于深化教育改革全面推进素质教育的决定》和《面向21世纪教育振兴行动计划》，部署2000年基础教育工作。重点研讨了加强与改进青少年思想教育、减轻中小学生过重负担、基础教育课程改革、农村初中义务教育、在农村初中试行绿色证书教育，大力加强中小学信息技术教育等问题。　　
3月22日教育部部长陈至立在北京会见应邀来访的以叙利 亚高教部副部长穆希丁 伊萨博士为团长的叙利亚高教代表团。同日，韦钰副部长与叙利亚高教代表团举行了工作会谈。　　

　 3月29日教育部办公厅发出《关于合理安排中小学生课余生活加强中小学生安全保护工作的通知》。　　
4月1日全国研究生录取工作会议在沈阳召开。graduate students 2000年全国研究生的招生规模比1999年增长30%。硕士生报考总数为39.2万人，比1999年增长228%。统考招收研究生规模为6.8万人，考录比为4.3∶1。　　
4月3日北京大学和北京医科大学合并，组建新北京大学。两校合并大会在北京大学举行。中共中央总书记、国家主席江泽民致信祝贺。国务院副总理李岚清、教育部部长陈至立出席合并大会并发表讲话。教育部部长陈至立、副部长韦钰会见应邀来访的由芬兰教育科学部长玛娅 拉斯克率领的芬兰教育代表团一行。陈至立和拉斯克共同签署了《中华人民共和国教育部长与芬兰共和国教育科学部长关于教育、培训和研究合作的谅解备忘录》。meeting with the finnish minister of education. 教育部发出《关于做好2000年普通高等学校招生工作的通知》。
4月4日国务院副总理李岚清为中央党校在校学员作了题为《进一步加强和改进教育工作，促进青少年健康成长，迎接21世纪的机遇和挑战》的报告。　　
4月5日～6日教育部现代远程教育经验交流会在长沙举行。教育部副部长韦钰在会上作了题为《抓住机遇，加快我国现代远程教育的发展》的讲话。speech about distance education.
4月6日以为了21世纪学习化社会的教育为主题的亚太经济合作组织（APEC）第二次教育部长会议在新加坡举行，来自APEC的21个经济体的教育部长出席大会。会议围绕现代技术教育、改进教学体系、改进教育管理、加强国际合作四个专题进行了大会发言。中国教育部部长陈至立率中国代表团出席大会，在会上就改进教学体系问题作了题为《面向21世纪教育的改革创新》的发言。并发表了《面向21世纪的中国教育》的声明。
教育部印发《关于加强和改进研究生德育工作的若干意见》。moral education for graduate students.
　　 4月6日～7日教育部在北京召开内地新疆高中班工作会议 ，教育部副部长张保庆出席会议并讲话。5月30日，教育部印发了会议纪要。
4月7日中共中央办公厅、国务院办公厅发出《关于推动东西部地区学校对口支援工作的通知》。
4月25日，国务院办公厅在北京召开东西部地区学校对口支援工作座谈会，进一步动员各方力量大力支持西部贫困地区的教育事业。教育部部长陈至立等出席会议并讲话。　　 4月10日教育部发出《关于做好2001年普通高考3+X科目设置改革工作的通知》。 announcements about reforms to the university entrance examinations.
4月10日～18日教育部部长陈至立访问以色列。双方签署了《中华人民共和国教育部与以色列国教育部交流与合作协议》。exchange with israel.
　　 4月11日教育部和北京市政府联合召开北京市教育系统安全工作会议。教育部副部长吕福源出席会议，并在讲话中要求全国教育系统认清学校安全工作面临的严峻形势，迅速行动起来，立即开展一次全面彻底的安全大检查。教育部办公厅发出《关于做好〈邓小平理论青少年读本〉学习、宣传工作的通知》。how to organize study and xuanchuan for "deng xiaping theory youth reader"
　　 4月12日教育部在北京召开民族贫困地区中小学教师综合素质培训工作会议，教育部副部长张天保出席会议并讲话。
教育部、国家体育总局、卫生部、国家民委、科技部联合开展的2000年全国学生体质健康调研工作在北京宣布正式启动。此次调研将在全国31个省、自治区、直辖市的普通大中小学进行，以6～22岁的学生为主要调查对象，调查内容包括身高、体重等身体形态发育指标，反映耐力、速度、力量等素质的指标及常见病患病率等。教育部发出《关于开展第三届全国推广普通话宣传周活动的通知》。putonghua activities.
　　 4月12日～14日高校西部大开发战略研讨会暨全国省、市、区教委科技处长会议在陕西杨凌农科城举行。教育部副部长张天保出席会议并讲话。国家民委、教育部在重庆石柱召开全国民族地区职业教育经验交流现场会，研究在新形势下民族地区如何发展职业教育问题。教育部、公安部发出《关于普通高等学校录取新生证明（录取通知书）用章和办理户口迁移手续的通知》。procedures for enrolling students in university.
　　 4月14日分属于教育部、铁道部、交通部的东南大学、南京铁道医学院、南京交通高等专科学校正式合并组建成新东南大学，原属于国土资源部的南京地质学校并入东南大学。教育部副部长周远清、江苏省委副书记顾浩参加合并仪式并讲话。教育部发出《关于公布国家管理的专业点名单的通知》。　　 4月17日分属于教育部、卫生部、中国人民银行的西安交通大学、西安医科大学、陕西财经学院在西安合并组建新的西安交通大学。教育部副部长吕福源出席三校合并大会并讲话。教育部印发《高等学校特聘教授工作考核评估办法（试行）》。 4月18日分属于铁道部、华北电力集团公司的北方交通大学和北京电力高等专科学校合并组建新的北方交通大学，并划归教育部直属管理。教育部副部长周远清出席成立仪式并讲话。中国教育信息网启动仪式在人民大会堂举行。中国教育信息网（http://www.chedu.com/）开通。
4月20日由原属教育部的湖南大学和原属中国人民银行总行的湖南财经学院合并组建的新湖南大学成立仪式在长沙举行。教育部副部长 周远清出席仪式并讲话。教育部、国务院扶贫开发领导小组、中组部、国家计委、财政部、人事部印发《关于东西部地区学校对口支援工作的指导意见》。教育部发布《关于加强对教育网站和网校进行管理的公告》。　　
4月21日教育部在北京召开高等学校两课教学方法改革与邓小平理论教学片《新时期的旗帜》教学使用研讨会。教育部副部长张天保出席会议并讲话。 article for university students regarding deng xiaoping theory.
4月21日中国联合国教科文组织全国委员会第21次会议在北京召开。教育部副部长、中国联合国教科文组织全委会主任韦钰出席会议并讲话。
4月24日国务院副总理李岚清在北京会见以越南教育与培训部部长阮明显为团长的越南教育代表团一行。同日，教育部部长陈至立会见阮明显，双方就两国进一步开展教育交流与合作事宜交换了意见，并签署了《中华人民共和国教育部与越南社会主义共和国教育与培训部2001～2004年教育交流与合作协议》。collaboration with vietnam
　　 4月24日～26日研究生院院长联席会首届年会在珠海举行。会议结合我国目前研究生教育的实际情况，就依法办好研究生教育问题进行了研讨。　graduate students.
　 4月26日21世纪大学协会第四届年会在上海举行。教育部副部长韦钰作了21世纪中国研究型大学所 面临的挑战的主题发言。research universities in china.
4月26日～28日由联合国教科文组织、联合国儿童基金会等机构联合主办的世界教育论坛在达喀尔举行。中国代表团团长张崇礼作了大会发言，介绍了中国普及全民教育的经验。 Dakar conference.
4月27日复旦大学与上海医科大学合并、同济大学与上海铁道大学合并大会在上海分别举行。教育部部长陈至立、上海市市长徐匡迪等出席合并大会并讲话。以为基础教育服务为宗旨的大型综合性教育网站--中国基础教育网正式开通。全国人大副委员长许嘉璐、教育部副部长王湛出席网站开通仪式。2000中国教育及科研计算机应用与网络研讨大会在北京举行。教育部副部长韦钰出席大会并致辞。　　 4月29日由教育部直属的中南工业大学、卫生部直属的湖南医科大学和铁道部直属的长沙铁道学院正式宣告合并，组建成中南大学，直属教育部。教育部副部长周远清等为新学校揭牌。　　 5月4日北京景山学校举行大会，庆祝建校40周年。国务院副总理李岚清致信祝贺。
5月8日教育部小学校长培训中心成立大会暨第一期全国小学骨干校长研修班开学典礼在北京师范大学举行。全国人大副委员长许嘉璐、国家总督学柳斌等为中心成立揭牌。共青团中央、教育部、全国少工委发出《关于做好少先队干部任职工作的通知》。?教育部办公厅印发《关于加强全国教育统一考试管理和考风考纪工作的意见》。　　 5月9日～11日由教育部和北京市主办的著名大学校长国际论坛在北京举行。教育部副部长韦钰主持开幕式并致辞。9日，国务院副总理李岚清会见了出席论坛的巴黎十一大学、赫尔辛基大学、印度工学院、香港科技大学，以及北京大学、清华大学等9所中外著名高等学府的校长和副校长。　　 5月10日教育部部长陈至立、副部长韦钰在北京会见应邀来华访问的以教育青年体育部部长爱德华 泽曼为团长的捷克共和国教 育代表团一行。双方就如何推动中捷两国教育交流关系的进一步发展交换了意见，并签署了《中华人民共和国教育部和捷克共和国教育青年体育部2000年～2003年教育交流协议》。　　 5月11日由中国教育部和埃及教育部联合举办、以实施高质量全民教育提高全民素质为主题的第五届中埃高层次教育研讨会在北京召开。教育部部长陈至立在会上作了题为《面向21世纪的教育创新》的主题发言。同日，国务院副总理李岚清会见了由埃及教育部长侯赛因 卡迈勒 巴哈丁率领的埃及教育代表团。教育部办公厅印发《1999年全国中小学生近视眼防治工作公告》。　　 5月12日教育部在北京召开第二次现代远程教育国际合作研讨会。教育部副部长韦钰出席了研讨会。《人民教育》创刊50周年座谈会在北京举行。全国人大常委会副委员长彭佩云、许嘉璐分别题词祝贺。　　 教育部、财政部发布《关于奖励全国扫除文盲工作先进地区的决定》。regarding how to reward work done in sweeping out illiteracy.
5月13日教育部办公厅发出《关于批准部分普通高等学校为培养高水平运动员试点单位的通知》。全国关心下一代工作表彰大会在北京举行。国务委员吴仪出席会议并讲话，宋平、王光英、彭云、任建新、胡启立等出席表彰大会，并向获奖单位和个人颁奖。　　 5月15日～16日中宣部、教育部、共青团中央在北京联合召开全国青年学习邓小平理论经验交流会。中共中央政治局常委、国家副主席胡锦涛出席会议。中共中央政治局常委、国务院副总理李岚清在会上发表讲话。教育部党组书记、部长陈至立在闭幕式上讲话。　　 5月16日教育部、全国教育工会印发《中等职业学校教师职业道德规范（试行）》。voc ec.　　 5月17日中共中央总书记、国家主席江泽民就中国科技事业、国际科技合作、高新科技发展和教育改革等问题，接受了美国《科学》杂志独家采访，回答 了《科学》杂志的提问。　　 5月18日国务院新闻办公室举行记者招待会，国家发展计划委员会新闻发言人在会上宣布，为落实西部大开发战略，加快西部地区人才培养，提高西部地区人才素质，在扶持中西部基础教育的基础上，国家决定2000年利用国债资金支持西部高校教学、实验基础设施建设和推进高校后勤社会化改革进程。中共中央金融工作委员会、教育部、国家语委联合发出《关于加强金融系统语言文字规范化工作的通知》。standardization of language and characters.　　
5月22日教育部党组书记、部长陈至立在教育部党组学习中心组会议上指出，江泽民同志关于中国共产三个代表的重要论述，是马克思主义的重要文献，具有重大的现实意义和长远的指导意义。教育界的干部、党员和全体教育工作者，特别是领导干部，都要认真学习、深刻领会，并贯彻落实在实际工作中。the three represents　　
5月23日中国教育学会第五次会员代表大会在北京开幕。教育部部长陈至立到会祝贺并讲话。?　　
5月25日教育部学习江泽民同志三个代表重要思想座谈会在北京召开。教育部副部长吕福源在讲话中强调，教育战线要深入全面地学习江泽民同志三个代表的重要思想，以此为强大思想武器，做好思想政治工作，推进科教兴国战略的落实。three represents to be studied and applied to education work and especially to the ideological and political work.　　
5月26日由原华中理工大学、同济医科大学、武汉城市建设学院、武汉科技职工大学合并组建的华中科技大学，由中南财经大学、中南政法学院合并组建的中南财经政法大学分别在武汉挂牌成立。教育部副部长周远清等出席了成立大会。　　 5月26日～29日全国广播电视大学教学工作会议在北京举行。会议提出了广播电视大学今后一段时期教学工作的指导思想和基本思路。 　　 5月29日教育部发表公报，公布1999年全国教育事业发展统计数据，充分显示1999年我国各类教育取得的新成就。　　 5月30日共青团中央、教育部印发《关于进一步加强少先 队工作的意见》。　regarding the strengthenign of the work with the young pionners.　 5月31日教育部发出《关于公布首批国家级重点中等职业学校名单的通知》。voc ed.　　 6月1日教育部办公厅印发《2000年度教育部表彰奖励项目计划》和《2000年度教育部有关司局单位表彰奖励项目计划》。教育部办公厅印发《关于加强学具管理工作的意见》。 plans for rewards work.
6月1日～3日中国少年先锋队第四次全国代表大会在北京举行。党和国家领导人江泽民、李鹏、朱熔基、李瑞环、胡锦涛、尉健行、李岚清在大会开幕前接见了出席会议的全体代表。胡锦涛代表党中央、国务院在开幕式上致祝词。会议审议通过了《关于中国少年先锋队第四次全国代表大会报告》决议和《中国少年先锋队章程（修正案）的决议》，选举产生了新一届全国少工委。
6月2日中组部、人事部、教育部印发《关于深化高等学校人事制度改革的实施意见》。
6月3日中共中央办公厅、国务院办公厅发出《关于加强青少年学生活动场所建设和管理工作的通知》。 regarding the work of building youth activity centers.
6月5日教育部印发《内地新疆高中班管理办法（试行）》。about high schols for students from xinjiang.　　 6月5日～7日实施预防未成年人犯罪法座谈会在北京举行。李鹏委员长出席座谈会并发表讲话，强调要为青少年健康成长创造良好环境。 6月6日中组部、中共教育部党组联合印发《关于加强社会力量举办学校党的建设工作的意见》。　regarding social forces workign in the establishment of schools
6月8日国务院总理、国家科技教育领导小组组长朱?基在北京主持召开国家科技教育领导小组第六次会议，听取科技部关于制定十五科技计划的思路，教育部关于制十五教育发展规划与人才战略的设想，科技部、农业部等关于制定《农业科技发展纲要》的汇报。会议审议并原则同意科技、教育十五发展计划的思路和《农业科技发展纲要》。framework for the development of agricultural technology. 教育部发出通知，公布2000年红黄牌成人高校名单。　　
6月9日～12日国务院副总理李岚清在重庆考察工作。期间，考察了学校和科研院所，并与重庆教育界部分校长、教师和科技人员进行了座谈。强调西部大开发，科教要先行。要深化教育改革，全面推进素质教育，培养大批适应西部开发需要的各类人才；深入进行科技体制改革，加快科技成果产业化，让科技在西部大开发中充分发挥第一生产力的巨大作用。vist to chongqing by the vice premier that included meeting with educators. he emphasized the importance of technology and education for the development of the west, the need to deepent education reform, comprehensively advance suzhi jiaoyu...
　　 6月12日吉林大学、吉林工业大学、白求恩医科大学、长春科技大学、长春邮电学院5所高校合并组建新吉林大学，长春建筑高等专科学校、长春工业高等专科学校、长春水利电力高等专科学校正式合并组建长春工程学院的合并大会分别在长春举行。教育部副部长吕福源等出席大会并讲话。教育部、财政部印发《关于高等学校建立经济责任制加强财务管理的几点意见》。 higher ed
6月13日教育部印发《关于普通高等学校招生监察工作的暂行规定》。supervision of enrollment of university students
6月14日教育部部长陈至立到中国农业大学考察。听取了学校改革发展情况的汇报，考察了学校的国家重点生物技术实验室、植物营养开放实验室、饲料工业中心。教育部、中组部、人事部在北京联合召开深化高校人事制度改革座谈会。教育部印发《关于贯彻全国教育工作会议精神进一步改革和完善高等教育自学考试制度的意见》。higher ed
6月15日首届高等学校青年教师奖在北京颁奖，100名优秀青年教师获奖。教育部部长陈至立出席颁奖会并讲话。教育部新闻发言人就社会上流传的大学排行榜发表谈话表示，不赞成在当前形势下对高校进行简单综合排名。 prizes for young teachers in higher ed
6月15日～20日国务院副总理李岚清在浙江考察。期间，重点考察了温州、宁波、绍兴和杭州等地的基础教育、职业教育、高等教育和科研工作。并就深化教育改革、全面推进素质教育、教育为地方经济和社会发展服务等问题同教育界人士举行了座谈。visit by state council vice premier to areas and to investigate educational development
　　 6月16日～7月2日教育部副部长周远清率中国教育代表团访问澳大利亚、新西兰。 visit by chinese delegation to australia and new zealand
6月21日对外经济贸易大学、中国金融学院正式合并，组建成立新的对外经济贸易大学。教育部副部长吕福源出席合并大会并讲话。　　
6月26日教育部发出《关于高等学校与外国公司在教育领域开展科技合作若干问题的通知》。 6月27日教育部发出《关于进一步加强建设工程、修缮工程项目审计的通知》。　　
6月28日教育部发出《关于确定北京工业职业技术学院等15所高等学校为示范性职业技术学院建设单位的通知》。　　
6月29日国务院副总理李岚清在北京考察了中国戏曲学院、北京电影学院和北京舞蹈学院，同国务院有关部门、北京市和艺术院校的负责人就做好高校管理体制改革和艺术教育工作进行了座谈。强调要大力推进高校管理体制改革，高度重视艺术教育，为经济和社会发展培养高素质人才。教育部发出《关于认真执行〈行政单位财政统一发放工资暂行办法〉，切实做好教师工资统一发放工作的通知》。
6月30日全国人大教科文卫委召开第33次全体委员会议，听取国家科技教育领导小组办公室关于科研院所和高等学校管理体制改革进展情况的通报。全国人大常委会副委员长彭佩云出席会议并讲话。教育部发布《关于表彰全国中小学德育工作先进集体和德育工作标兵的决定》。　　 7月3日中共教育部党组印发《关于进一步加强高等学校学生思想政治工作队伍建设的若干意见》。　　 7月5日中组部、中宣部、中共教育部党组印发《关于表彰全国普通高等学校党的建设和思想政治教育先进工作者的决定》。人事部、科技部、教育部、财政部、国家计委、中国科协、国家自然科学基金委员会发出《关于批准1999年度百千万人才工程第一、二层次人选及做好有关工作的通知》教育部印发《教育网站和网校暂行管理办法》。　　 7月5日～7日由中组部、中宣部和中共教育部党组联合召开的第九次全国高校党建工作会议在北京举行。教育部党组书记、部长陈至立代表中组部、中宣部和教育部党组在开幕式上作了题为《高举旗帜，锐意创新，努力开创新世纪高校党建和思想政治工作的新局面》的会议主报告。会议总结交流了高校党建和思想政治工作的新经验，研究部署了新形势下的高校党建和思想政治工作。中宣部副部长雒树刚在闭幕式上作了会议总结。全国中小学德育工作会议在北京举行。会议研究部署了进一步加强中小学德育工作和加强教师师德建设的措施，动员全社会关心和支持青少年教育工作。教育部党组副书记、副部长吕福源在会上作了工作报告，教育部副部长王湛在闭幕式上作了会议总结。　　 7月6日教育部印发《关于表彰认真贯彻〈学校体育工作条例〉的优秀普通高等学校的决定》。
7月7日国务院副总理李岚清出席第 九次全国高校党建工作会议和全国中小学德育工作会议，代表党中央、国务院在会上发表讲话，对高校党建和思想政治工作以及中小学德育工作提出要求。
7月10日江泽民、李鹏、李瑞环、胡锦涛、尉健行、李岚清等党和国家领导人会见出席中华全国青年联合会第九届委员会第一次全体会议和中华全国学生联合会第二十三次代表大会的委员、代表，勉励他们团结全国各族各界青年为实现中华民族的伟大复兴而努力奋斗。　　 7月12日中国与世界：未来的对话论坛在北京举行。教育部部长陈至立、科技部部长朱丽兰等与参加全国学联二十三大的代表及高新技术产业的企业家一起，就新世纪中国发展战略和当代青年学生肩负的历史使命进行了讨论。　教育部发出《关于委托省级教育行政部门审核教育部直属高等学校收费标准的通知》。　　 7月13日国务院副总理李岚清在北京会见了以全国政协副主席霍英东为名誉团长、香港特区大学教育资助委员会主席林李翘如为团长的第二届海外杰青汇中华访问团一行，并与部分成员进行了座谈。国务院办公厅发出通知，转发中央社会治安综合治理委员会、教育部、公安部关于深化学校治安综合治理工作的意见》。　　 7月14日教育部办公厅印发《关于全国中小学收费专项治理工作实施意见》。
7月17日国务院副总理李岚清在北京会见香港新千年万里行高中生访问团。希望香港学生通过对内地高校和高科技产业的参观学习，了解祖国改革开放20多年来取得的巨大成就。勉励学生勤奋学习，为建设香港美好明天作贡献。　　 7月18日教育部部长陈至立在北京会见随俄罗斯总统普京来华访问的俄罗斯教育部部长菲利波夫一行，双方就两国教育合作方面的有关问题交换了意见，并共同签署了《中华人民共和国教育部和俄罗斯联邦教育部2000～2002年教育合作协议》。　　 7月22日山东大学、山东医科大学、山东工业大学正式合并，组建成立新的山东大学。新的山东大学为教育部直属的全国重点大学，实行部、省共建。教育部部长陈至立在合并大会上讲话。　　 7月24日教育部部长陈至立考察青岛教育工作，先后考察了青岛海洋大学、青岛大学、青岛二中、青岛高级职业学校和青岛海尔科技博物馆，听取了学校发展情况的汇报，察看了学校的实验室等办学设施。教育部发出《关于规范省、自治区、直辖市人民政府自行审批设立的高等职业学校校名的通知》。　　 7月27日～31日由教育部和泰国大学事务部共同举办的中泰大学校长研讨会暨泰国高等教育展在云南省昆明市举行。教育部部长陈至立在开幕式上致辞，教育部副部长吕福源在闭幕式上作了总结发言。　　
7月28日美国英特尔公司宣布在中国启动英特尔未来教育项目，旨在帮助更多的中小学教师充分利用计算机和网络技术进行教学活动。教育部副部长王湛出席项目启动仪式并讲话。Intel has a development program in china to help train primary and middle school teachers in the use of computers and the internet.
国家体育总局、教育部印发《体育传统项目学校管理办法》。　　 7月29日教育部在北京召开2000年高校招生收费工作紧急会议。教育部副部长张保庆出席会议，并对2000年的招生收费工作提出严格要求。
8月1日教育部印发中等职业学校语文等课程《教学大纲》（试行）。voced　　
8月4日教育部办公厅发出《关于〈全日制普通高级中学课程计划（试验修订稿）〉的补充通知》。 curriculum plan for regular high schools
8月11日教育部召开党组扩大会议，认真学习领会江泽民同志关于进一步搞好党风廉政建设、深入开展反腐败斗争的重要讲话和中央有关文件精神。教育部党组书记、部长陈至立主持会议并讲话。　
8月12日～14日第二届全国教育政策分析高级研讨会在上海市举行。教育部副部长王湛、上海市副市长周慕尧出席会议并讲话。
8月14日～21日国务院副总理李岚清在宁夏、新疆考察工作。期间，考察了当地的高校、中小学、科研机构等。指出要坚持科教先行，以科技教育的大发展支持西部地区的大开发。　　 8月15日教育部发出《关于支持第二批示范性职业技术学院建设有关问题的通知》。教育部印发《关于加强中小学教师职业道德建设的若干意见》。strengthening of moral education for teachers.　　 8月17日教育部发出《关于公布第三批教育部重点实验室名单的通知》。 8月23日国务院总理朱?基在北京会见联合国教科文组织总干事松浦晃一郎一行。同日，教育部副部长、中国联合国教科文组织全国委员会主任韦钰与松浦晃一郎举行了工作会谈。教育部印发初级中学物理、化学、生物、历史、地理等五科《教学大纲》（试用修订版）。teaching framework for junior middle school for physics, chemistry, biology, history, geography.
8月24日九届全国人大常委会第十七次会议在北京举行全体会议。国务院副总理李岚清代表国务院报告了实施科教兴国战略工作情况。全国高等学校三讲教育工作电视电话会议在北京召开。 　　 8月27日国务院副总理李岚清在青海格尔木考察工作。考察了当地的小学、中学和职业学校。强调在西部大开发过程中，要依靠科技进步，打牢教育基础，突出经济特色，成发展优势。 8月28日～9月2日国务院副总理李岚清在西藏考察工作。期间，考察了高校、科研机构和中小学校。强调在西藏开发建设的进程中，要把发展科技、教育作为关键环节。
8月29日民政部、教育部、公安部、司法部、劳动保障部、建设部、文化部、卫生部、国家体育总局、中央文明办、全国总工会、共青团中央、全国妇联、中国残联印发《关于加强社区残疾人工作的意见》。suggestions regarding the strengthening of community work with the handicapped.　 8月30日教育部办公厅印发《关于加强考试管理，狠刹各种违纪、舞弊歪风的意见》。 management of testing.
8月31日教育部印发《高等教育自学考试电子商务专业（专科）考试计划》。 self study test at university level.
9月1日首届内地新疆高中班同时在北京、天津、上海、南京等12个城市举行开学典礼，共招收新疆维吾尔自治区应届初中毕业生1000人。　　 9月3日～11日第六届全国大学生运动会在成都举行。李岚清、王光英、陈至立等出席开幕式。广东、辽宁、上海、四川、天津、湖北、北京、山东、江苏、河南分获团体总分前10名。　　 9月4日中国大学生体育协会在成都举行会员代表大会暨换届会议。教育部党组副书记、副部长吕福源当选新一届 中国大学生体育协会主席。
9月5日陈香梅教育基金第二届优秀教师奖颁奖典礼在北京举行，来自全国各地的213名教师获奖． 213 teachers from around the nation win awards at a ceremony held in beijing and organized by the chen xiangmei educational foundation.
9月6日中国教育工会成立50周年纪念座谈会在北京举行。李鹏委员长题词祝贺：庆祝中国教育工会成立五十周年，依靠教职工促进教育改革发展。会上表彰了150个教育工会先进集体、200名优秀教育工会工作者。
9月7日教育部副部长韦钰在北京会见应邀来华访问的以缅甸联邦教育部副部长吴缪纽为团长的缅甸教育代表团，双方进行了工作会谈。9月8日由中国教育报刊社和上海宝钢（集团）公司共同举办的第四届全国十杰中小学中青年教师评选揭晓，颁奖大会在北京举行。杨瑞清、孙晓青、王胜春、毛桂芬、曾海平、安振平、马峰、史振荣、鄢素芬、桑国有10人当选。许嘉璐、张天保等出席颁奖大会。　　 9月9日教育部和北京市委、市政府在北京举行全国优秀教师师德报告团首场报告会，教育部部长陈至立代表教育部向全国广大教师祝贺节日，强调教师队伍建设应当把教师职业道德建设放在首位，并对教师职业道德建设工作提出了要求。同日，国务院副总理李岚清会见了全国优秀教师师德报告团的代表，强调教育是崇高的公益事业，要进一步在全社会大力弘扬尊师重教的良好风尚。regarding teacher morals/ethics　　 9月12日中国教育部授予德国柯彼德教授中国语言文化友谊奖颁奖典礼在北京举行。教育部副部长韦钰代表教育部将中国语言文化友谊奖奖章和证书颁发给国际汉语教学界著名学者，德国美因兹大学中文系主任柯彼德教授。　　 9月14日教育部发出《关于启动第一批示范性职业技术学院建设的通知》。教育部办公厅发出《关于近期高等学校本科专业设置几个具体问题处理意见的通知》。
9月15日教育部发出《关于做好2001年招收攻读硕士学位研究生工作的通知》。教育部发出《关于做好2001年招收攻读博士学位研究生工作的通知》。　　 9月18日教育部发出《关于公布〈教育部跨世纪优秀人才培养计划（人文社会科学）第四批入选者名单〉的通知》。教育部印发《中共教育部党组关于司（局）级以上领导干部配偶、子女个人经商办企业的具体规定》。　　 9月18日～20日全国中等职业教育师资工作会在昆明举行。教育部副部长王湛出席会议并讲话。会议总结交流了九五期间中等职业教育师资队伍建设的经验，明确了十五期间职教师资队伍建设工作的指导思想、目标和任务，研究和部署了下一步的职教师资工作。
9月20日～21日全国中小学生营养工作研讨会在长春举行。11月20日，教育部办公厅印发了研讨会纪要。9月21日教育部、香港李嘉诚基金会在北京举行长江学者奖励计划第三批特聘教授、讲座教授受聘暨第二届长江学者成就奖颁奖典礼。国务院副总理李岚清会见了长江学者奖励计划特聘教授、讲座教授，强调必须坚定不移地实施科教兴国战略，将培养和造就高层次创造性人才作为一项重要战略任务来抓。全国预防青少年违法犯罪工作座谈会在成都举行。中共中央政治局委员、中央社会治安综合治理委员会主任罗干出席会议并讲话。　　 9月22日教育部印发《关于加强高等学校思想政治教育进网络工作的若干意见》。教育部印发《关于建设高等教育自学考试全国统考课程题库的意见》。 9月23日北京理工大学庆祝建校60周年。李鹏委员长出席庆祝大会并发表讲话，李岚清副总理致信祝贺。同日，国防科工委、教育部、北京市政府签署《重点共建北京理工大学协议》，国防科工委主任刘积斌、教育部部长陈至立、北京市市长刘淇等出席签字仪式。教育部部长陈至立签署中华人民共和国教育部令第10号，发布《〈教师资格条例〉实施办法》，自发布之日起施行。implementation methods for revisions of teacher certification
9月24日～29日第十二届国际信息学奥林匹克竞赛在北京举行。江泽民主席致信祝贺。参赛的中国代表队获得2枚金牌、1枚银牌、1枚铜牌和最佳女选手奖。　　　 9月25日教育部公布《普通高等学校人文社会科学重点研究基地建设计划第二批入选机构名单》。　　　　 9月26日教育部发出《关于切实做好经济责任审计工作的通知》。教育部、共青团中央发布《关于表彰2000年度全国大中专学生志愿者暑期三下乡社会实践活动暨百支博士团三下乡志愿服务行动优秀组织工作奖、先进单位和优秀博士服务团的决定》。　　 10月1日，教育部、共青团中央在南宁召开2000年度全国大中专学生志愿者暑期三下乡社会实践暨百支博士团三下乡志愿服务行动总结表彰会，380多个先进单位受到表彰。教育部办公厅发出《关于做好2001～2002学年度全国高等学校教师培训工作的通知》。 higher ed teacher training
9月26日～28日亚太地区生物医学工程学术与产业化论坛在杭州举行。教育部副部长韦钰在开幕式上就生物医学工程的人才培养发表了讲话。　　 9月29日四川大学、华西医科大学两校合并组建新的四川大学成立大会在成都举行。教育部副部长吕福源出席大会并讲话。新闻出版署、教育部、国家版权局、全国扫打非工作小组发出《关于坚决制止各级各类学校使用盗版教材的通知》。prohibition against the use of pirated textbook materials.
　　 10月2日中国近代教育史上的第一所大学--天津大学建校105周年。主题为百年学府，再创辉煌，把天津大学建成世界知名的高水平大学报告会在天津大学举行。
10月6日清华大学经济管理学院顾问委员会成立并举行第一次会议。该顾问委员会由全球著名跨国公司的董事长、总裁以及国际著名学者组成。兼任清华大学经济管理学院院长的朱?基总理出席会议并作了重要讲话。
10月8日经党中央、国务院同意，由30个中央和国家机关有关部门、群众团体共同参与组建的全国青少年校外教育工作联席会议在北京成立。联席会议主席、教育部部长陈至立在会上发表讲话。
10月10日教育部副部长韦钰在中非合作论坛教育、科技与卫生合作研讨会上宣布，中国将逐步增加向非洲国家提供来华留学奖学金名额，特别是研究生学位的名额，为非洲国家培养社会经济发展所需的高层次技术和管理人才，进一步发展与非洲国家在教育上的交流与合作。10月11日2000年教育部直属高校毕业生就业工作总结会在长沙举行。　　 10月13日教育部副部长韦钰与应邀来华访问的 由塞舌尔共和国教育部部长丹尼?福尔率领的塞舌尔教育代表团一行进行工作会谈，双方就加强两国教育交流与合作事宜交换了意见。　　 10月15日中国人民大学命名组建50周年纪念大会举行。李鹏委员长出席大会并发表讲话。李岚清副总理致信祝贺。教育部部长陈至立、北京市市长刘淇也在会上发表讲话。50年来，中国人民大学已为各条战线输送了16万名专业人才。　　 10月16日教育部部长陈至立在北京会见应邀来访的以俄罗斯大学联合会主席、国立莫斯科大学校长维 安 萨多夫尼奇院士为团长的俄罗斯大学校长代表团，并就两国高等教育领域共同关心的问题交换了意见。　　 10月16日～18日第六届国家督学会议在北京举行。69位新一届国家督学在会上接受聘书。教育部部长陈至立出席开幕式并讲话。教育部副部长王湛在闭幕式上讲话。　2001年3月1日，教育部办公厅印发了会议纪要。　　 10月17日基础教育课程改革项目负责人第三次工作会议在北京召开。教育部部长陈至立就如何加紧课程教材建设，建立具有中国特色的现代化基础教育课程体系发表了讲话。教育部副部长王湛、国家总督学柳斌出席会议。10月17日～18日2000年全国普通高校毕业生就业工作研讨会在福州举行。教育部副部长吕福源出席会议并讲话。
10月18日教育部部长陈至立、副部长周远清到清华大学考察。陈至立在考察时强调，要认真贯彻落实五中全会精神，加快建设世界一流大学。　　 10月19日教育部召开考风考纪电视电话会议，要求各级教育行政部门和考试管理机构加强考试管理，在考前对考务工作进行认真检查，严肃考试纪律，保证考试顺利实施2000年度何梁何利基金颁奖大会在北京举行。神经生物学家张香桐、古人类学家吴汝康获科学与技术成就奖，石钟慈等57名科学家获科学与技术进步奖。何梁何利星命名典礼同时举行。教育部印发《关于中等专业学校管理体制调整工作中防止中等职业教育资源流失问题的意见》。　　 10月20日教育部部长陈至立到中国教育电视台、中央广播电视大学和中央电化教育馆，听取了有关负责人的汇报，并实地考察了中国教育电视台中国教育卫星多媒体宽带网络传输中心、中央广播电视大学计算机网络中心、中央电化教育馆现代远程教育资源中心。强调要提高教育现代化信息水平，大力发展现代远程教育。2000年中国博士后学术大会在北京召开。我国已在47个部门和15个省市所属的280个高等院校、科研院所建立了798个博士后科研流动站，并在部分企业设立了137个博士后科研工作站，累计招收博士后研究人员已达13100余人，具有中国特色的博士后制度已基本形成。　　 10月22日九届全国人大民族委员会举行第十三次会议，听取教育部关于民族地区教育发展情况的汇报。首届中日两国大学校长会议在日本东京举行。来自中日两国的4所重点大学的校长共同探讨了在新世纪两国高等教育所面临的共同课题。
10月23日全国首家大学科技园股份有限公司--东南大学科技园股份有限公司组建成立。教育部副部长韦钰等出席揭牌仪式。教育部办公厅发出《关于确认第二批全国中小学现代教育技术实验学校的通知》。　　 10月25日～26日全国中小学信息技术教育工作会议在北京举行。会议决定，从2001年起，用5到10年左右时间在全国中小学基本普及信息技术教育，全面实施校校通工程。教育部部长陈至立在会上作了题为《抓住机遇，加快发展，在中小学大力普及信息技术教育》的报告。教育部副部长王湛在闭幕式上作了总结讲话。 10月26日科技部、人事部、教育部发出《关于确定北京、上海等留学人员创业园为国家留学人员创业园示范建设试点的通知》。　　 10月30日教育部发布《关于表彰第五届中华扫盲奖先进个人和单位的决定》。
10月31日国家主席江泽民签署第37号主席令，公布《中华人民共和国国家通用语言文字法》，standardization of language and characters自2001年1月1日起施行。2000年部分高校合并座谈会在北京举行。教育部部长陈至立在讲话中指出，我国高等教育管理体制改革取得突破性全面进展，尤其是高校合并工作已取得阶段性成果。要认真总结经验，切实解决合并工作中的矛盾和问题，进一步深化高教管理体制改革和布局结构调整工作。教育部副部长吕福源、周远清出席座谈会。 教育部部长陈至立、副部长吕福源、周远清到北京大学进行考察。在考察中陈至立强调，北京大学在贯彻实施国家科教兴国战略，加快发展教育事业中肩负着重要责任和历史使命，要抓住机遇，加快建设世界一流大学的步伐。中国现代远程教育卫星宽带多媒体传输平台正式开通。教育部部长陈至立出席开通仪式，教育部副部长韦钰在开通仪式上讲话。　　 11月1日小学科学与数学教育国际会议在北京举行。教育部部长陈至立出席开幕式并致辞，教育部副部长韦钰主持开幕式。 2日，国务院副总理李岚清会见了出席会议的中外代表。教育部向解放军总政治部和军队院校赠送由江泽民总书记亲笔题写片名的《新时期的旗帜》邓小平理论教学光盘。教育部部长陈至立、解放军总政治部副主任袁守芳等出席捐赠仪式．教育部印发义务教育阶段体育与健康、音乐、美术三科《教学大纲》（试用修订版）。teaching plan for sports, health, music, arts　　 11月3日教育部、国家统计局、财政部发布《1998年全国教育经费执行情况统计公告》。 educational finance announement 11月4日中国高等教育学会第四次会员代表大会在北京召开。教育部部长陈至立出席大会并讲话。会议选举产生了中国高等教育学会第四届理事会，选举教育部副部长周远清任会长。
　　11月6日中央广播电视大学与TCL集团在北京举行现代远程教育合作项目签约仪式暨新闻发布会，宣布双方合资组建中央广播电视大学远程教育技术有限公司，标志着全球最大的现代远程教育系统正式启动，开始产业化运作。　　 11月7日建设部、教育部发出《关于进一步加强中小学校舍工程质量管理工作的通知》。school dormitories for middle and primary school students 教育部发出《关于做好2001年从香港、澳门、台湾人士中招收研究生工作的通知》。
　　11月7日～17日教育部部长陈至立率中国教育代表团访问美国。
　　11月9日教育部和北京市委在北京联合举办形势报告会，邀请国家发展计划委员会有关负责同志就制定国民经济和社会发展第十个五年计划的指导思想、十五时期的主要任务和目标以及要着重解决的重大战略性、宏观性和政策性的有关问题作报告。来自首都60余所高校的400余名干部与教师参加了报告会。
11月10日由中国教育国际交流协会举办2000中国教育国际论坛在北京举行。此次论坛的主题为21世纪信息技术的发展对教育的挑战。教育部副部长韦钰作了题为《以跨越式的发展迎接挑战》的演讲。 speech given by deputy minister of education about technology and education. "use a great leap of development to welcome the challenges"
11月3日～15日全国城市素质教育研讨会在成都举行，探讨在大中城市深化教育改革，全面实施素质教育的途径。meeting about teh development of suzhi jiaoyu in urban education especially in large and medium sized cities.
　　11月13日～16日国务院副总理李岚清在河北考察工作。期间，考察了部分学校。强调各级政府要继续加大对教育的投入；努力扩大高中阶段教育规模，提高职业教育的质量；充分利用社会力量加快高校发展，扩大招生规模。要抓住机遇，促进科技教育事业发展。
11月14日中央宣传部、全国人大教科文卫委员会、教育部、司法部、国家语委发出《关于学习宣传和贯彻实施〈中华人民共和国国家通用语言文字法〉的通知》。教育部发出《关于在中小学普及信息技术教育的通知》。universalization of information technology in primary and middle schools 同日，印发了《中小学信息技术课程指导纲要（试行）》。教育部发出《关于在中小学实施校校通工程的通知》。　　 11月15日旨在改善我国中小学生营养状况的国家学生饮用奶计划开始在全国分步启动。
11月16日科技部、教育部、中宣部、中国科协、共青团中央印发《2001～2005年中国青少年科学技术普及活动指导纲要》。universalization of scientifc skills 卫生部、教育部印发《全国学生常见病综合防治终期考评方案》。 national prevention of common diseases among students
11月16日～18日2001年全国高校招生计划工作会议在杭州举行。会议回顾总结了两年来扩大高等教育招生规模的进展情况，讨论、部署了2001年高校招生计划的安排工作。教育部副部长张保庆出席会议并讲话。
11月17日～18日2000年全国普通高校招生工作总结会在广州举行。会议总结了2000年招生考试工作及改革进展情况，就2001年高考制度改革的有关事项作了部署。教育部副部长吕福源出席会议。　
11月21日教育部办公厅印发《小学学具配备目录（试行）》。 list of teaching supplies that prmary schools need to have.
11月22日全国创建绿色学校活动表彰会在深圳举行。全国105所绿色学校和10个省市22个优秀组织单位受到国家环保总局、教育部的表彰。教育部副部长王湛出席会议，并在讲话中强调要把环境教育纳入中小学素质教育。
11月24日我国首批国家大学生教学实习与社会实践基正式设立，中国长江三峡工程开发总公司和中国第一汽车集团公司两家国有大型企业为首批基地建设单位。 25日，首个国家大学生教学实习与社会实践基地在三峡挂牌，教育部副部长周远清出席揭牌仪式并讲话。　　 11月27日教育部印发《全日制普通高级中学英语、日语、俄语教学大纲（试验修订版）》。
11月27日～29日由教育部和OECD（经济合作和发展组织）共同主办的高等教育发展政策国际研讨会在北京举行。教育部副部长韦钰出席会议并致开幕词。
11月28日共青团中央、中共教育部党组发出《关于加强社会力量举办的高等学校团的建设工作的意见》。教育部发出《关于在高等教育自学考试社会助学中加强德育工作的意见》。　　 11月29日～12月12日教育部副部长韦钰率中国教育代表团访问斯里兰卡和印度。
11月30日教育部副部长吕福源在北京会见应邀来访的新西兰毛利事务部长兼协理教育部长、协理社会服务和就业部长帕雷库拉 霍罗米亚一行。双方互相介绍了本国教育改革和发展情况，并就信息技术教育、职业技术教育、派遣留学生等共同关心的问题交换了意见。　　 12月1日人民教育出版社建社50周年庆祝大会在北京举行 。全国人大常委会副委员长许嘉璐、全国政协副主席钱正英、教育部部长陈至立、中宣部副部长龚心瀚等出席庆祝会。庆祝会上，人民教育出版社向内蒙古、广西、西藏、宁夏和新疆5个民族自治区捐赠了价值300万元的教育图书。公安部、教育部、劳动保障部、国家工商行政管理局联合召开清理整顿出入境中介机构电视电话会议。教育部部长助理章新胜代表教育部就加强自费出国留学中介机构的清理整顿工作进行了部署。
12月3日～5日21世纪世界百所著名法学院院长论坛暨中国人民大学法学院成立50周年庆祝大会在北京举行。来自世界近60所著名大学法学院的院长及中国70多所大学法学院院长出席。全国人大常委会委员长李鹏在大会上发表讲话。　　 12月4日～5日全国城市教育综合改革会议在苏州举行。教育部副部长王湛在会上作工作报告，就进一步推进城市教育综合改革工作进行部署。教育部部长陈至立在会上发表了讲话。2001年2月22日，教育部办公厅印发了会议纪要。　　 12月4日教育部部长陈至立在北京会见应邀来访的以喀麦隆高教部部长让 马利博士为团长的喀麦隆教育代表团一行。宾主共同回顾了中喀教育交流与合作的历史和现状，并就如何进一步加强双方在高教领域的交流与合作进行了讨论 。　
12月5日正在俄罗斯进行正式访问的国务院副总理李岚清在莫斯科与俄罗斯副总理马特维延科共同主持了中俄两国教育、文化、卫生、体育领域合作委员会第一次会议，就如何加强两国上述领域的合作关系广泛、深入地交换了意见。李岚清和马特维延科签署了《中俄教育、文化、卫生、体育合作委员会第一次会议纪要》。教育部副部长吕福源与俄罗斯教育部副部长孔达科夫签署了《中华人民共和国教育部部长和俄罗斯联邦教育部部长北京会谈备忘录》。　　 12月6日全国首家专门从事各级各类教 师继续教育的教师培训学院在北京师范大学成立。全国人大常委会副委员长许嘉璐出席成立仪式。
12月7日霍英东教育基金会第七届青年教师基金暨青年教师奖颁奖大会在北京举行。共有290名在教学和科研工作中取得优异成绩的青年教师获得资助和奖励，总金额为161万多美元。全国人大常委会副委员长丁石孙、全国政协副主席王兆国、霍英东出席颁奖仪式，教育部部长陈至立在会上致辞。　
12月13日科技部公布1999年我国科技人员在国内外发表论文数量和论文被引用情况统计结果。统计结果表明，发表论文数量最多和论文被引用最多的仍是北京大学、清华大学、南京大学、浙江大学等著名高校。发表论文最多或所著论文被引用最多的个人也多是高校教师。
12月13日～14日新成立的国家语委咨询委员会在北京举行第一次会议，教育部副部长、国家语委主任王湛在会上讲话。
2001年2月19日，国家语委印发了会议纪要。
12月14日中共中央办公厅、国务院办公厅印发《关于适应新形势进一步加强和改进中小学德育工作的意见》。 suggestions regarding how to adapt to the new methods of strengthening and improving moral education in the schools