Comparative case study of contract teachers in China and India: a literature review

Abstract

In the context that international research considering the contract teacher issue is mostly
focused on the efficiency of contractual employment of educators in a single-country
background, this paper compares the cases of China and India intending to explore what unique
contextual factors influence the development of the contract teacher phenomenon. Through a
systematic literature review approach, four main thematic factors are drawn out: historical,
socio-economic, cultural and policy. Analysis from the theoretical perspective of the social
justice framework reveals that the issue of contract teachers in China and India is lacking in
the dimensions of inclusion, relevance and democracy. Therefore, it is advocated that
governments should confront the short-term advantages and long-term unsustainability of
employing contract teachers in developing country contexts; governments should gradually
transform contract teachers into quality teachers by regulating the teacher employment market
and teacher management systems; governments should give contract teachers an accessible and
effective democratic voice and protect their rights and interests in policies and regulations.