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Additional resources for Radicalism and education reform in 20th-century China: the search for an ideal development model

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34 Educational development Third World countries. China became the main empirical reference point, a real-life example used to reinforce the hypotheses emerging from decades of frustrations with other countries' failures. So close was the correspondence, in fact, between the Chinese experience and those hypotheses that had the former not existed, someone might have wanted to invent it, which raises the next question to which we must turn. Having addressed the preliminary question of what the Chinese model meant to the outside world, we must now take up the more difficult task of trying to assess what it meant to the Chinese themselves.

A new Chinese government established in the late 1920s by the Nationalist Party (Guomindang) had invited the League of Nations to help prepare a plan for comprehensive education reform. This would have been one of several such major revisions that marked the growth of Western-style education in China after its widespread introduction around the turn of the century. A mission of "experts" consequently spent three months in China during 1931. 1 1 The League of Nations Mission of Educational Experts, The Reorganisation ofEducation in China (Paris: League of Nations Institute of Intellectual Co-operation, 1932) (cited hereafter as League of Nations report).

But it rarely succeeded due to the difficulty of matching vocational curricula with the particular jobs available. , by the more economically secure, who were the main beneficiaries of expanding school systems) as offering less attractive prospects than the academic stream. Where the two ss Beeby, Quality of Education, p. 30. E. B. Castle, Education for Self-Help (New York and London: Oxford University Press, 1972), pp. 72-73. " Philip Foster, Education and Social Change in Ghana (London: Routledge and Regan Paul, 1965), p.

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