**5. Moving Forward**

Knowledge of local contexts is vital to designing successful interventions that build human capabilities for marginalized groups in their locales. Both qualitative and quantitative studies can inform local and government action. Compared to Western nations, there is only modest prior research on capabilities development among Chinese school-age and college-age youth students. Studying social class and education uplift may become a priority for Chinese education scholars and social scientists. For example, in a largescale qualitative study of Chinese undergraduates, Ciupak [44] documented differences in college preparation and pathways for students from peasant backgrounds, workingclass families, and resources with the resources for studying abroad. She also encouraged systematically studying these issues as China expands educational opportunities [116].

Building an international community of scholars who share interests and research that supports and informs human-capabilities development is crucial. This approach provides a means of engaging scholars in educational improvement in China [117], as it has in the US and Ireland. Beijing Normal University's Center for Education Development and Social Justice aims to promote a new generation of research. This volume starts a concerted effort to promote this theme. In the concluding chapter, the editors use the three frameworks global transition, policy frames, and human capabilities—to review these articles and to illustrate an integrative approach to policy studies.

**Funding:** Developed in collaboration with Beijing Normal University's Center for Education Development and Social Justice.

**Institutional Review Board Statement:** Not applicable.

**Informed Consent Statement:** Not applicable.

**Data Availability Statement:** Not applicable.

**Conflicts of Interest:** The author declares no conflict of interest.
