China's higher education system has undergone a rapid expansion over the last two decades. By drawing on hand-collected data, we explore students' experiences in college and in the labor market post-graduation in the wake of this expansion. According to our data, the largest employer of college graduates in the labor market was the state sector, followed by the domestic private sector. To explain the returns to college education in China, we explore three mechanisms: human capital, social networks, and signaling. We find that human capital measures, apart from a student's college English test scores, cannot explain the college wage premium, whereas both social networks (for example, membership of the Communist Party) and signaling matter significantly. This seems to indicate that in China, connections are crucial for student success in the labor market, whereas the higher education system itself is more a system for selecting talented individuals than it is for educating them. Finally, students allocate their time accordingly, for example, by spending more time studying English in college than any other subject.

One out of every three children under the age of 5 in developing countries lives in an environment that impedes human capital development. Children growing up in resource-poor settings are at an increased risk of early developmental delay due to risk factors such as being in environments that lack cognitive stimulation, nutrition, or care in the home environment. Given that early developmental deficits are difficult to reverse later in life, such deficits are key drivers of inequality and impediments for intergenerational mobility. This policy brief reviews this problem and then proposes a design of cost-effective, scalable, and sustainable parental training programs (focusing on psychosocial stimulation for young children) as a global strategy to improve the developmental opportunities of children before they reach the age of 5 in developing countries, to remediate social inequalities, and to boost long-term economic development. We present concrete policy recommendations for the implementation of such programs at scale.

This study utilizes semi-structured interviews to explore the status quo of teacher training of rural and urban public primary school teachers in Henan Province China. Our findings showed that both rural and urban teachers had very limited training opportunities available to them. Most of the participants did not find the current training opportunities useful in improving their teaching practices. Both rural and urban teachers desired training in pedagogy, educational psychology, and curriculum. Rural teachers particularly expressed the need for training in ICT and classroom management skills. Observing education experts’ demonstration classes is the most preferred training format. Policy implications are discussed.

This study investigated the association between household characteristics, perceived family support (PFS), and the developmental outcomes (resilience, academic performance, and prosociality) among at-risk students. Our large sample included 1564 primary and secondary school students from poor rural China (M = 11.55 years old). Having a caregiver whose resilience score was in the top 50% of the sample was associated with a 0.48-point increase (or 0.31 d effect size), while having a migrant mother was correlated with a 0.26-point decrease (or 0.17 d effect size). PFS was a significant (p < 0.0001) mediator between household characteristics and developmental outcomes. Our study highlights the link between caregiver resilience and PFS, and the healthy functioning of disadvantaged students in a developing context.

Parental investment in the home language environment during the earliest years is a critical predictor of early language development. Because most studies investigating the home language environment and child language development have been conducted in Western, high-income, and developed settings, less is known about such environments in low- or middle-income settings. This study was conducted in a peri-urban area in Southwestern China in a sample of 81 rural migrant and urbanized farmer families with children aged 18-24 months. The home language environment was measured using Language Environment Analysis (LENA) recorders and software, while early language development was measured using the MacArthur-Bates Communicative Developmental Inventories expressive vocabulary scale. Findings reveal large and substantial variation in the sample's home language environments and a strong association between the home language environment and child language development. Certain demographic characteristics, such as household resources, maternal employment, and gender, are associated with the home language environment. These findings highlight the needs for interventions specifically targeting the home language environment to improve early language development of young children and for more research on early childhood development in peri-urban China.

Using premier Language Environment Analysis technology to measure and analyze the home language environment, this observational study aims to describe the home language environment and child language ability, drawing on empirical data from 77 households with children aged 18–24 months from rural China. The results show large variation in measures of the home language environment and early language ability, similar to other rural Chinese samples. Results also demonstrate significant correlations between child age and the home language environment, maternal employment and the home language environment, father’s educational attainment and the home language environment, adult–child conversations and early language ability, and child vocalizations and early language ability.

According to World Bank data, only a handful of economies have risen from middle to high-income status since 1960, when economic catch-up growth in many developing economies took off. This article looks at how China compares to other countries stuck at the middle-income level.