<p>'Perhaps no subject excites as much attention in China as the future of education. Vickers and Zeng have crafted a comprehensive, thoughtful and highly readable analysis of how - and why - China's education system works as it does. Combining attention to issues of ideology, finance, and the place of education within an emerging middle-class society, their book will surely become a standard account for years to come.'</p><p><strong>Rana Mitter</strong>, University of Oxford China Centre</p><p>'We have long been in need of a well-researched and up-to-date overview of how the world’s largest education system has evolved over time, what it looks like today, and the implications of this transformation. Now such a book is finally available! Vickers and Zeng’s study is a pleasure to read, and will be an essential reference for courses on comparative and East Asian education, and for all scholars researching contemporary Chinese society.'</p><p><strong>Mette Halskov Hansen</strong>, University of Oslo </p><p>'Vickers and Zeng provide a thorough and well-researched overview of the post-Mao education system and its relationship with Chinese society and politics, analyzing the changes of the past four decades. With its impressive breadth and depth, this book will be invaluable for anyone who wants to understand how education works in China.'</p><p><strong>Vanessa Fong</strong>, Amherst College </p><p>'Education and Society in Post-Mao China plugs a major gap in the English-language literature by achieving its aim of offering a “reasonably comprehensive” and “historically informed and critical … commentary” on the development of Chinese education in the past 40 years of rapidly changing and often turbulent circumstances.'</p><p><strong><em>Comparative Education</em></strong></p><p>'Education and Society in Post-Mao China is essential reading for anyone interested in understanding contemporary Chinese society.'</p><p><strong><em>The China Quarterly</em></strong></p><p>'Edward Vickers and Zeng Xiaodong dig beneath the surface of these issues, describing and evaluating education in China since 1978. Success, of course, ‘depends on what one thinks education is ultimately for’ (p. 328) and, in attempting to respond to this question, the volume identifies the mainstream ideology on the purpose of education in China and the debates and tensions centred on policy-making.' </p><p><strong>Tim Summers</strong><em>, The Chinese University of Hong Kong and Chatham House, Hong Kong </em></p>