23employment, school mapping and location planning, management and finance, and
provision for marginalised groups. The final chapter will draw out lessons from
the experience of change and transition for future development.
References
Lewin, K. M, (1995). Basic education provision for minorities in China: The case of the Yi, pros-
pects special issue on education and culture (vol. XXV, 4, pp. 623–627) (English, French and
Spanish).
Lewin, K. M, (1988). “Educational Reform; Quality, Access and Equity” in Benewick R,
Wingrove P (eds) Reforming the Revolution; China in Transition. MacMillan, 179–190.
Lewin, K. M, Little, A. W., Xu, H., Zheng, J. W. (1994). Educational innovation in China;
Tracing the impact of the 1985 reforms, Longman.
Lewin, K. M., & Wang, Y. J. (1994). Implementing basic education in China: Progress and pros-
pects in rich, poor and national minority areas. Paris: International Institute for Educational
Planning, UNESCO.
Niu, Z. K. (2011). Changes of policies and management of basic education in INRULED, experi-
ence of universalising nine year compulsory education in rural areas in China. Beijing, China:
UNESCO Centre for Basic Education in Rural Areas (INRULED).
Task Force. (2008). The rising of a country through education (1978–2008). Beijing: Educational
Science Publishing House.
Zhu, Z. Y. (2011) Compulsory education financing in rural areas, experience of universalising
nine year compulsory education in rural areas in China. Beijing, China: UNESCO Centre for
Basic Education in Rural Areas (INRULED).
1.1 Introduction