A Comparative Study of the Current Education Disciplinary Regulations in England Versus China

Kaiyi Yang, Danjv Qiao


Since the Chinese Education Disciplinary Rules for Primary and Secondary Schools (Trial), i.e., The Trial Rules (TTR) was first put into practice, its implementation has been limited because of teachers’ ignorance and misconduct. A comparative study is needed to shed light on these issues and promote TTR policies. As a country based on case law and a centralised educational system, England represents an appropriate reference. The present study compares the history and latest regulations in education between two countries (England and China) in terms of the participants and processes involved in education discipline. It is important to note that TTR has a shorter history than the system in England, and therefore, it provides relatively limited guidance for classroom teachers because there has not been enough practical or theoretical feedback. However, considering the regulations about the education disciplinary process (e.g., deviance, discipline, and feedback), TTR has formed a relatively well-developed stipulations for the latter two steps, while further details must be developed to better address deviance. Overall, more referential cases are needed as guidance for teachers.

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DOI: https://doi.org/10.20849/jed.v6i4.1290


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Journal of Education and Development  ISSN 2529-7996 (Print)  ISSN 2591-7250 (Online)

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