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Educational policy is of central significance in revolutions because it determines both the nature of the leadership and the policies to promote social change. It has been an explosive issue in China where a Marxist revolution has predated the establishment of a developed economic base and a mature urban proletariat.(The “red versus expert” debate which has reverberated in China since 1949 has been a by-product of the struggle to promote the growth of the economic infrastructure while maintaining radical political institutions and attitudes)1 In Mao Zedong's view this struggle represented not the conflict of two irreconcilable principles but the dynamic relationship between two complementary ingredients of China's educational process.2
The single largest territorial issue explicitly in dispute between China and the Soviet Union is in the region of the Pamir Mountains-just north of Afghanistan's narrow Wakhan corridor. The nature of this dispute is important because it impinges on the ease with which major sources of tension between the two countries may be eliminated. Moreover, the potential resolutions of this issue have important geo-political implications for the neighbouring countries of Afghanistan and Pakistan.
In 1979, at about the same time that the birth control campaign received renewed impetus, China released impressive data on demographic trends. If these and other more recent data are reliable, the decline of the natural increase rate has been both belated and spectacular. Contrary to what has been assumed the birth rate would seem to have reached its peak during the 1960s (43·6 per 1,000 in 1963). After a secondary peak in the late 1960s, it then declined precipitously during the 1970s, declining by almost half (46·7 per cent) over nine years (33·59 per 1,000 in 1970; 17·9 per 1,000 in 1979). The natural increase rate was, for its part, more than halved during the same period (25·95 per 1,000 in 1970; 11·7 per 1,000 in 1979).