By Zhou Yihui
I. Introduction
China's Double Reduction Policy has brought new changes to out-of-school educational institutions and the education sector as a whole. The policy aims to reduce the excessive academic burden on students, regulate extracurricular tutoring and seek to create a more balanced and holistic learning environment. The Double Reduction Policy resulted in significant changes for off-campus education providers, students and parents. Through financial pressure, restructuring of services and change in attitudes, the policy has led to adjustments and innovations in the private education sector. The impact on students and parents is complex, with potential benefits as well as concerns that require careful consideration. Through analysing adaptation strategies, evaluating the implementation of the policy and exploring possible comparative practices in other countries, we can work towards an education system that balances academic rigour, personal growth and equitable opportunities for all students.
II. Overview of China's double-decrease policy
A. Description of Policy Objectives and Content
The double reduction policy implemented in China aims to address the excessive academic burden on students and to regulate extracurricular tutoring. Its main objective is to create a more balanced learning environment that promotes the overall mental health and comprehensive development of students. The policy consists of two main components:
1. Reducing the excessive burden of homework: The policy aims to alleviate the burden of schoolwork on students by controlling the amount of homework. By reducing the amount and complexity of homework, the policy aims to provide students with more free time for rest, leisure activities and the pursuit of interests other than academics.
2. Regulating extra-curricular tutoring: The Double Reduction Policy also aims to regulate the extra-curricular tutoring sector. The policy emphasises strict approval of educational institutions; no more approval of new subject-oriented compulsory education institutions; and existing subject-oriented institutions are to be converted into non-profit institutions; subject-oriented institutions cannot be listed or capitalised; non-subject-oriented institutions are to be differentiated into categories such as sports, culture and arts, science and technology, and so on.
The goal is to create a fairer educational environment where students have an equal opportunity to succeed without over-reliance on private tutoring.
B. Historical Background and Reasons for Implementation
The implementation of China's double-reduction policy stems from a variety of factors and historical developments. For many years, there has been a growing concern that Chinese students face tremendous academic pressure, which often leads to high levels of stress and mental health problems.
In recent years, it has been recognised that an overemphasis on academics and excessive tutoring may hinder students' holistic development and limit their participation in other areas such as the arts, sports and personal growth. Moreover, the policy is in line with the Government's focus on reducing educational inequalities and ensuring equitable access to quality education. By regulating after-school private tutoring and reducing academic pressure, the policy aims to level the playing field for students from different socio-economic backgrounds.
III. Impact on off-campus private education providers
The implementation of the double-decrease policy has direct and far-reaching impacts on ESR providers. These impacts can be summarised in terms of financial constraints and adjustments in service and employment opportunities for educators and staff.
A. Financial constraints and agency closures
The double-reduction policy created significant financial challenges for off-campus providers. As the amount of homework was reduced and extracurricular tutoring was regulated, the demand for their services was decreased. Reduced demand led to a decline in revenue for these institutions, especially those that rely heavily on private academic tutoring services. Following the "double-decrease" policy enacted by the State, most education companies experienced a significant drop in operating revenues in the third quarter3. As a result, many private out-of-school education institutions experienced financial constraints and had difficulty maintaining operations.
B. Restructuring of services and employment opportunities for educators and staff
The implementation of the double-reduction policy has made it necessary for off-campus education providers to adjust the services they provide. These institutions have to adjust their curricula and teaching methods to meet the new guidelines and regulations. In addition to traditional academic subjects, these institutions have diversified their offerings to incorporate rich non-curricular programmes such as arts, sports and life skills. This restructuring aims to provide students with a more holistic education, as advocated by the policy while addressing the declining demand for strictly academic counselling services.
The restructuring of services and employment opportunities presents both challenges and opportunities for off-campus providers. Off-campus providers must adapt to these changes to ensure that they continue to effectively support the educational needs of students while meeting the goals of the double-decrease policy. The success of the restructuring efforts of ESR providers will depend on their ability to adapt to the changing educational environment and to meet the evolving needs and expectations of students, parents and policy-makers.
IV. Impact on students and parents
A. Review of the expected benefits of the policy for students
China's Double Reduction Policy aims to bring some expected benefits to students. By reducing the excessive burden of homework and regulating extracurricular tutoring, the policy aims to create a more balanced and holistic learning experience. The policy aims to reduce students' academic stress and provide them with more free time for rest, extracurricular activities and personal development. The policy promotes a broader approach to education that fosters creativity, critical thinking and overall well-being.
B. Uncertainty and potential impact on academic performance
Although the Double Reduction Policy aims to reduce academic stress, its impact on students' academic performance remains uncertain. Reducing excessive homework and limiting after-school tutoring may promote a healthier learning environment and allow students to explore interests beyond academics. However, reduced study time and limited access to supplemental resources and support may affect students' academic readiness, which may lead to reduced academic competitiveness.
C. Changes in Parents' Attitudes and Concerns
The double-reduction policy triggered shifts in parents' attitudes and concerns. Some parents welcomed the goal of the double-decrease policy to reduce academic stress, while others were concerned about the impact of the double-reduction policy on their children's educational opportunities. In the analysis of anxiety among primary school parents, parents were most anxious about academic performance and attitudes to learning under the double-reduction policy, and there was low policy support for homework management, with some parents fearing that the reduction in homework would lower achievement1. In addition, some parents had reservations about the potential reduction in educational support and resources outside the formal school system. They may question whether the reduction in tutoring opportunities will lead to knowledge gaps, especially in subjects where students need additional instruction.
D. Considering the Impact on Students' Access to Education
The Policy has prompted consideration of the impact on students' educational opportunities, both in terms of academic pursuits and overall personal development. While the policy is intended to reduce students' academic burden, it is important to consider whether it may inadvertently limit students' access to educational resources or growth opportunities. In addition, the policy's impact on educational opportunities extends beyond academics. There is a need to ensure that students have the opportunity to participate in a wide range of extra-curricular activities, such as arts, sports and community activities, to promote their personal growth, creativity and social skills. Striking a balance between reducing the academic burden and ensuring that students have the opportunity to explore their interests and talents is essential to providing a holistic and integrated education.
In conclusion, the impact of the Double Reduction Policy on students and parents is multi-faceted. While the policy aims to provide a more balanced learning environment and a higher level of well-being, there is still uncertainty about academic performance and standardised test results. The policy has triggered a shift in parents' attitudes and concerns, prompting them to reassess their educational expectations and seek alternative avenues of academic support. It is critical to carefully consider the impact of the policy on students' access to education and to ensure that a holistic approach to education is adhered to, encompassing both academic and non-academic dimensions of learning.
V. Adaptation Strategies for Out-of-School Education Providers
In response to the double-decrease policy, off-campus providers have implemented a variety of adaptation strategies to navigate the changing educational landscape. These strategies aim to meet the changing needs of students, align with the policy guidelines, and ensure the sustainability of the institutions. Adaptation approaches adopted by these institutions include diversification of service offerings, integration of non-curricular enrichment programmes, utilisation of online learning platforms, and emphasis on personalised and differentiated teaching methods.
A. Diversification of services beyond disciplines
To adapt to policy changes, off-campus education providers have diversified their services beyond traditional academic subjects. By expanding their programmes into non-academic areas such as art, music, sports, life skills and character building, these institutions cater for a wider range of students' interests and provide a more holistic educational experience. This diversity allows students to explore their passions, develop creativity and build skills beyond purely academic pursuits.
B. Tapping into the quality education market
Off-campus education providers can orientate themselves towards quality education to complement the diminished emphasis on academic counselling. Quality education is the "blue ocean" of educational talent development and includes a range of vocational education activities from vocational high schools to vocational undergraduate programmes3. These programmes provide students with the opportunity to engage in activities that promote personal growth, critical thinking and social skills. By incorporating programmes such as leadership development, public speaking, critical analysis and problem-solving, these institutions equip students with the skills necessary for holistic development and future success. Along with the full implementation of the Aesthetic Education Secondary School Examination in 2022, it also signals a vast scope of development in quality education.
C. Utilisation of Online Learning Platforms
Off-campus educational institutions have adopted the utilisation of online learning platforms as an adaptation strategy. With the rise of digital technology, these platforms provide a flexible and convenient means of delivering educational content and support. Educational institutions have integrated online learning components into their services, enabling students to access educational resources, participate in virtual classrooms, engage in interactive learning activities and receive personalised feedback. Online learning platforms also facilitate distance learning, enabling institutions to reach out to students beyond geographical constraints.
D. Emphasis on personalised teaching and differentiated teaching methods
In response to policy changes, off-campus education providers are placing increasing emphasis on personalised teaching and differentiated teaching methods. Recognising that each student has unique learning needs and preferences, off-campus providers have adopted teaching methods that are tailored to students' individual abilities, learning styles and interests. Such approaches include the use of diagnostic assessments, personalised learning plans, small group teaching and one-to-one tutoring. By focusing on personalised instruction, these providers aim to maximise student engagement, understanding and academic achievement.
These alignment strategies reflect the positive response of out-of-school providers to the double-decrease policy. By diversifying their offerings, integrating rich non-curricular programmes, utilising online learning platforms, and emphasising personalised instruction, these institutions aim to provide a holistic educational experience that meets the objectives of the policy. These adaptations not only enable institutions to navigate the changing educational landscape, but also promote student development, foster creativity, and meet the diverse needs of students.
However, the long-term sustainability and effectiveness of these adaptation strategies need to be continually evaluated and refined. It is important for off-campus providers to assess the impact of their adaptations on student achievement, engagement and overall quality of education. Such evaluation will facilitate continuous improvement and ensure that these institutions continue to provide meaningful and effective educational support within the context of the double-decrease policy.
VI. Comparative Perspective
Exploring similar policies implemented in other countries can provide China with valuable and transferable strategies and approaches. For example, in recent years, the South Korean government has vigorously promoted basic education reform, with the "after-school school" and "free semester" policies receiving the most attention. The aim is to reduce over-reliance on after-school tutoring, promote a more balanced learning environment, and create an educational environment conducive to students' self-directed learning and development of their potential2. As a result, Korean educational institutions have implemented strategies such as expanding school-based extracurricular activities, providing additional academic support during regular school hours, and offering specialised programmes to cater to the interests of a diverse range of students. These approaches emphasise the importance of incorporating a variety of activities into the formal education system to meet the academic and non-academic needs of students.
Similarly, in Finland, which is known for its efficient education system, emphasis is placed on reducing the academic burden and promoting all-round development. Finnish schools minimise homework, emphasise student-centred, inquiry-based learning methods, and encourage critical thinking and creativity4. By focusing on the holistic well-being and individual strengths of students, Finland has achieved impressive educational results. This approach highlights the significance of creating a supportive and inclusive learning environment that prioritises the holistic growth of students and nurtures their talents.
The Korean and Finnish examples demonstrate replicable strategies that align with the goals of China's double-decrease policy. By incorporating school-based extracurricular activities into the formal curriculum, expanding educational opportunities, and adopting student-centred pedagogical approaches, Chinese educational institutions can promote a more balanced and holistic learning experience. Emphasis on fostering students' critical thinking, creativity and personal strengths can help to achieve a well-rounded education that goes beyond academic achievement.
VII. Conclusion
In conclusion, the double-decrease policy in China has resulted in significant changes to off-campus educational institutions, students, and parents. The reduction in academic burden and regulation of extracurricular tutoring has led to financial strain, closures, and downsizing of institutions. However, these challenges have also prompted adaptation strategies and innovations among off-campus educational providers, as they diversify their offerings, embrace online learning platforms, and emphasize personalized instruction. The impact on students and parents remains uncertain, with both potential benefits and concerns arising from the policy. To ensure a balanced and holistic education, it is essential to carefully consider the long-term implications of the double-reduction policy, provide necessary support and resources, and draw lessons from comparative perspectives. By fostering collaboration and continuously evaluating and refining educational policies, the policy aims to strive for a more equitable and well-balanced education system that supports the growth and development of all students.
Opmerkingen