Using such conventional yardsticks as economic growth, the performance of the Chinese economy in the post–Mao era is nothing short of spectacular. However, with the unfolding of events in the reform era, some commentators have struck a discordant note amidst a chorus of praise. They have called into question the success of China if development is seen as the enhancement of the quality of life through longer lives and better education.1 In the realm of education, reports of such problems as child labour, falling school enrolment, rising drop–out rates and widening regional as well as rural–urban disparities have captured the attention of policy–makers and scholars in China and abroad.