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Although figures vary, more than 36, students, including 7, self-supporting students those who paid their own way, received scholarships from host institutions, or received help from relatives and "foreign friends" , studied in 14 countries between and Of this total, 78 percent were technical personnel sent abroad for advanced study. As of mid there were 15, Chinese scholars and graduates in American universities, compared with the total of 19, scholars sent between and Chinese students sent to the United States generally were not typical undergraduates or graduate students but were mid-career scientists, often thirty-five to forty-five years of age, seeking advanced training in their areas of specialization.

Often they were individuals of exceptional ability who occupied responsible positions in Chinese universities and research institutions. Fewer than 15 percent of the earliest arrivals were degree candidates. Nearly all the visiting scholars were in scientific fields. Many of the problems that had hindered higher educational development in the past continued in Funding remained a major problem because science and technology study and research and study abroad were expensive. Because education was competing with other modernization programs, capital was critically short.

Another concern was whether or not the Chinese economy was sufficiently advanced to make efficient use of the highly trained technical personnel it planned to educate. For example, some observers believed that it would be more realistic to train a literate work force of low-level technicians instead of research scientists. Moreover, it was feared that using an examination to recruit the most able students might advance people who were merely good at taking examinations.

Educational reforms also made some people uncomfortable by criticizing the traditional practice of rote memorization and promoting innovative teaching and study methods. The prestige associated with higher education caused a demand for it. But many qualified youths were unable to attend colleges and universities because China could not finance enough university places for them. To help meet the demand and to educate a highly trained, specialized work force, China established alternate forms of higher education - such as spare-time, part-time, and radio and television universities.

China could not afford a heavy investment, either ideologically or financially, in the education of a few students. Since China's leaders have modified the policy of concentrating education resources at the university level, which, although designed to facilitate modernization, conflicted directly with the party's principles. The policies that produced an educated elite also siphoned off resources that might have been used to accomplish the compulsory nine-year education more speedily and to equalize educational opportunities in the city and the countryside.

The policy of key schools has been modified over the years. Nevertheless, China's leaders believe an educated elite is necessary to reach modernization goals.

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Corruption has been increasingly problematic for rural schools. Because the educational funding is distributed from the top down, each layer of bureaucracy has tended to siphon off more than its share of funding, leaving too little for the bottom rural level. Families have had to cover for government indifference by making personal investments in their children's education.

However the Chinese economy may not be able to effectively absorb the resulting influx of college graduates, who may need to settle for lower paying jobs, if they can find those. In the Chinese government proposed to expand university enrollment of professional and specialized graduates and to develop world class universities. Restructuring, through consolidations, mergers and shifts among the authorities which supervise institutions, was aimed at addressing the problems of small size and low efficiency. Higher vocational education was also restructured, and there was a general tendency there to emphasize elite institutions.

This rapid expansion of mass higher education has resulted in not only a strain in teaching resources but also in higher unemployment rates among graduates. The creation of private universities, not under governmental control, remains slow and its future uncertain. The restructuring of higher education, in the words of one academic "has created a clearly escalating social stratification pattern among institutions, stratified by geography, source of funding, administrative unit, as well as by functional category e.

In the spring China planned to conduct a national evaluation of its universities. The results of this evaluation are used to support the next major planned policy initiative. The last substantial national evaluation of universities, which was undertaken in , resulted in the 'massification' of higher education as well as a renewed emphasis on elite institutions. At the same time they note that this decentralization and marketization has led to further inequality in educational opportunity. Chinese policies on College Entrance Examination have been influenced by the recruitment systems of western countries and the traditional culture of imperial examinations.

Since Fudan University and Shanghai Jiao Tong University started independent enrolment before College Entrance Examination in , some of the top Chinese colleges began to follow them using a new method to choose students besides unified examination system. In accordance with university regulations, those colleges appoint their own staff and are responsible for selecting students. Students can get admitted by taking a specific exam or interview before the College Entrance Examination. In this way, students have more chance to get admitted by the top colleges. In , there were several critical reforms in the education field.

In January 31, the education ministry in Guangdong province began to implement parallel voluntary admission in college entrance recruiting system, which is an efficient way to decrease the risk of getting into a college for the majority of students. In November 20, the education ministry of China cancelled the additional Olympics points in College Entrance Exam policy.

It is fairer for the high school students, and efficiently reduces the heavy academic burdens for students. As the economic development of China, private school system has been gradually built up. Many private preschools began to use bilingual teaching. Furthermore, some public colleges and universities cooperated with investors to run secondary college by using public running and being sponsored by private enterprises, which promotes the development of education.

On the other hand, the Technical and Vocational Education in China has developed rapidly, and become the focus of the whole society. Nowadays, as the educational level of Chinese has increased, getting into college is no longer a remarkable achievement among the Chinese students. Instead, having a degree of an ordinary Chinese university already can't satisfy the increasingly competitive society. Chinese parents and students have begun to place a high value on overseas education, especially at top American and European institutions such as Harvard University , Oxford University , and Cambridge University , which are "revered" among many middle-class parents.

Some of the prestige of an American higher education is the result of weaknesses in the PRC's education system, which stifles creativity in favor of rote memorization. Adult education means the educational form that is different from the form of common full-time education. Adult education is open to all ages and sexes. Through this educational process, the members of the society who are regarded as adults will be able to increase their abilities, enrich their knowledge, improve their skills and professional qualifications to change the situation of the life.

In , the common program formulated by the first session of the Chinese people's political consultative conference CPPCC , clearly confirmed that China needed to put emphasis on the education of the working class. It addressed the serious situation of illiteracy, which was then more than 80 percent of the population. With the development of the education system in China, the government gradually pay attention to adult education and have four types of adult education: Adult college entrance examination, higher education self-taught examination, open education and network education distance education.

This is a regular form of adult education. There is only one exam every year, probably in the middle of October. Adult self-taught exam faces all adult and does not need to provide a certificate of formal schooling to be able to sign up. It only needs to have id card to register in an institute of examination of education of each province to register during the regulation period. Compared with traditional academic education, it is a new teaching model that combines traditional face-to-face teaching, textbook autonomous learning, and online real-time courses and online classes.

Network education is taught through network course, study style is convenient, suit the adults whose jobs are busy and do not have a fixed time to have a class. Enrollment time is relatively loose, divided into spring and autumn admission. In the s, the idea of "lifelong education" was raised, and began the transition of Chinese education.

In , the government designated September 10 as Teachers' Day , the first festival day for any profession and indicative of government efforts to raise the social status and living standards of teachers. The government has started the Nationwide Program of Network for Education of Teachers to improve the quality of teaching. It aims to modernize teachers' education through educational information, providing support and services for lifelong learning through the teachers' education network, TV satellite network, and the Internet and to greatly improve the teaching quality of elementary and high school faculty through large-scale, high-quality and high-efficiency training and continuous education.

As required by state law, local governments are implementing teacher qualification systems and promoting in-service training for large numbers of school principals, so as to further improve school management standards. Currently, in schools of higher learning, professors and assistant professors account for 9. Young and middle-aged teachers predominate; teachers under age 45 account for 79 percent of total faculty, and under age 35 for 46 percent. Teachers in higher education constitute a vital contingent in scientific research , knowledge innovation and sci-tech.

Of all academicians in the Chinese Academy of Sciences , Among the most pressing problems facing education reformers was the scarcity of qualified teachers , which has led to a serious stunting of educational development. In there were about 8 million primary- and middle-school teachers in China, but many lacked professional training. Estimates indicated that in order to meet the goals of the Seventh Five-Year Plan and realize compulsory 9-year education, the system needed 1 million new teachers for primary schools, , new teachers for junior middle schools, and , new teachers for senior middle schools.

Estimates predict, however, that the demand for teachers will drop in the late s because of an anticipated decrease in primary-school enrollments. To cope with the shortage of qualified teachers, the State Education Commission decreed in that senior-middle-school teachers should be graduates with two years' training in professional institutes and that primary-school teachers should be graduates of secondary schools.

To improve teacher quality, the commission established full-time and part-time the latter preferred because it was less costly in-service training programs. Primary-school and preschool in-service teacher training programs devoted 84 percent of the time to subject teaching, 6 percent to pedagogy and psychology , and 10 percent to teaching methods.

In-service training for primary-school teachers was designed to raise them to a level of approximately two years' postsecondary study, with the goal of qualifying most primary-school teachers by Secondary-school in-service teacher training was based on a unified model, tailored to meet local conditions, and offered on a spare-time basis. Ninety-five percent of its curricula was devoted to subject teaching, 2 to 3 percent to pedagogy and psychology, and 2 to 3 percent to teaching methods.

There was no similar large-scale in-service effort for technical and vocational teachers, most of whom worked for enterprises and local authorities. By there were more than 1, teacher training schools - an indispensable tool in the effort to solve the acute shortage of qualified teachers.

These schools, however, were unable to supply the number of teachers needed to attain modernization goals through Although a considerable number of students graduated as qualified teachers from institutions of Higher Learning , the relatively low social status and salary levels of teachers hampered recruitment, and not all of the graduates of teachers' colleges became teachers. To attract more teachers, China tried to make teaching a more desirable and respected profession. To this end, the government designated September 10 as Teachers' Day , granted teachers pay raises, and made teachers' colleges tuition free.

To further arrest the teacher shortage, in the central government sent teachers to underdeveloped regions to train local schoolteachers. Because urban teachers continued to earn more than their rural counterparts and because academic standards in the countryside had dropped, it remained difficult to recruit teachers for rural areas. Teachers in rural areas also had production responsibilities for their plots of land, which took time from their teaching.

Rural primary teachers needed to supplement their pay by farming because most were paid by the relatively poor local communities rather than by the state. The participation of big investors in online education has made it a new hotspot for investment in the education industry. Students of remote and under-developed areas are the biggest beneficiaries of online education, but online universities offer students who failed university entrance examinations and working people the chance of lifelong education and learning.

The Ministry of Education has approved 68 ordinary schools of higher learning and the Central Radio and TV University to pilot modern distance education. By the end of , these schools had established 2, off-campus learning centers around China, offering majors in ten disciplines, and had a total enrollment of 1. The gradual spread of broadband technology has also helped online education. The high-speed connection between it and the China Education Broadband Satellite Net, opened in , established a "space to earth" transmission platform for modern distance education, and provided an all-round network supporting environment for distance education.

Adult education is both dynamic and diverse. Schools of higher learning for adults include radio and TV, worker, farmer, correspondence and evening universities, management and education colleges; adult secondary schools include vocational, high and skills training schools; worker elementary and farmer elementary schools comprise the adult elementary sector. Because only 4 percent of the nation's secondary education graduates are admitted to universities, China has found it necessary to develop other ways of meeting the demand for education.

Adult education has become increasingly important in helping China meet its modernization goals. Adult, or "nonformal," education is an alternative form of higher education that encompasses radio , television , and correspondence universities, spare-time and part-time universities, factory -run universities for staff and workers, and county-run universities for peasants, many operating primarily during students' off-work hours. These alternative forms of education are economical.

They had sought to educate both the "delayed generation" - those who lost educational opportunities during the Cultural Revolution —76 - and to raise the cultural, scientific, and general education levels of workers on the job. Schools have been established by government departments, businesses, trade unions, academic societies, democratic parties, and other organizations. In about 70 percent of China's factories and enterprises supported their own part-time classes, which often were referred to as workers' colleges.

In Beijing alone, more than ninety adult-education schools with night schools enrolled tens of thousands of students. More than 20, of these students graduated annually from evening universities, workers' colleges, television universities, and correspondence schools - more than twice the number graduating from regular colleges and universities. In approximately 1. Spare-time education for workers and peasants and literacy classes for the entire adult population were other components of basic education.

Spare-time education included a very broad range of educational activities at all levels. Most spare-time schools were sponsored by factories and run for their own workers; they provided fairly elementary education , as well as courses to upgrade technical skills. Most were on-the-job training and retraining courses, a normal part of any industrial system. These schools continually received publicity in the domestic media as a symbol of social justice , but it was unclear whether they received adequate resources to achieve this end.

China's educational television system began in but was suspended during the Cultural Revolution in In the Central Radio and Television University was established in Beijing with branches in twenty-eight provincial-level universities. Many Central Radio and Television University students were recent senior-middle school graduates who scored just below the cut-off point for admission to conventional colleges and universities.

Full-time who take four courses and part-time students two courses had at least two years' work experience, and they return to their jobs after graduation. Spare-time students one course studied after work.

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Students whose work units granted them permission to study in a television university were paid their normal wages ; expenses for most of their books and other educational materials were paid for by the state. A typical Central Radio and Television University student spent up to six hours a day over a three-year period watching lectures on videotapes produced by some of the best teachers in China.

These lectures were augmented by face-to-face tutoring by local instructors and approximately four hours of homework each evening. The major problem with the system is that there were too few television sets. The State Education Commission developed its curriculum and distributed its printed support materials. Curriculum included both basic, general-purpose courses in science and technology and more specialized courses. The Central Television and Radio University offered more than 1, classes in Beijing and its suburbs and 14 majors in 2- to 3-year courses through 56 working centers.

Students who passed final examinations were given certificates entitling them to the same level of remuneration as graduates of regular, full-time colleges and universities. The state gave certain allowances to students awaiting jobs during their training period. The continuing campaigns to eradicate illiteracy also were a part of basic education. Chinese government statistics indicated that of a total population of nearly 1.

The difficulty of mastering written Chinese makes raising the literacy rate particularly difficult. In general, language reform was intended to make writing and the standard language easier to learn, which in turn would foster both literacy and linguistic unity and serve as a foundation for a simpler written language. In the party issued a directive that inaugurated a three-part plan for language reform. The plan sought to establish universal comprehension of a standardized common language, simplify written characters, and introduce, where possible, romanized forms based on the Latin alphabet.

In Putonghua Modern Standard Chinese was introduced as the language of instruction in schools and in the national broadcast media, and by it was in use throughout China, particularly in the government and party, and in education. Although in the government continued to endorse the goal of universalizing putonghua, hundreds of regional and local dialects continued to be spoken, complicating interregional communication.

World Yearbook of Education 1969: Examinations

A second language reform required the simplification of ideographs because ideographs with fewer strokes are easier to learn. In the Committee for Reforming the Chinese Written Language released an official list of 2, simplified characters most basic to the language.

Simplification made literacy easier [ citation needed ] , although some people especially in Hong Kong which is still using traditional Chinese taught only in simplified characters were cut off from the wealth of Chinese literature written in traditional characters. Any idea of replacing ideographic script with romanized script was soon abandoned, however by government and education leaders.

A third area of change involved the proposal to use the pinyin romanization system more widely. Pinyin first approved by the National People's Congress in was encouraged primarily to facilitate the spread of putonghua in regions where other dialects and languages are spoken.

By the mids, however, the use of pinyin was not as widespread as the use of putonghua. Retaining literacy was as much a problem as acquiring it, particularly among the rural population. Literacy rates declined between and Political disorder may have contributed to the decline, but the basic problem was that the many Chinese ideographs can be mastered only through rote learning and can be often forgotten because of disuse. In , the Government of China released its medium and long term national ICT in education master plans, which stated explicitly that ICT would have a historic impact on the development of education and called for a strong emphasis on ICT in education.

In order to realize the scientific and orderly development of ICT in education, China has developed a holistic and top-down approach. It states that by , all adults will have access to quality education resources in an ICT-enabling environment, an ICT support service system for the learning society will take shape, and all regions and schools at all levels will have broadband internet access. To enhance the impact of ICT in education and teaching, China has placed a strong focus on developing quality digital educational resources.

In tandem, the Chinese Government has encouraged higher education institutions to develop MOOCs , and private companies to develop basic digital resources to supplement formal educational materials. To enhance the modernization of education governance, China has promoted ICT in education administration through the establishment of a national data centre and the implementation of the national service system for education decision-making. China has also set up a national data centre supporting the administration through a unique online identity number for each student, each teacher, and each school.

In effort to promote the widespread application of ICT in teaching, China has carried out full-scale capacity training for teachers. ICT training for education administrators has also been stepped up, so as to enhance their ICT leadership capability. Although Shanghai and Hong Kong regularly perform highly in international assessments, Chinese education has both native and international detractors; common areas of criticism include its rigor; its emphasis on memorization and standardized testing; [48] and the gap in quality of education between students of rural and urban areas.

Jonathan Kaiman of The Guardian writes that Chinese parents and educators "see their own system as corrupt, dehumanising, pressurised and unfair"; he went on to discuss the country's college admission exam called the gaokao , writing that "many parents consider the gruelling nine-hour test a sorting mechanism that will determine the trajectory of their children's lives. While China has phenomenally expanded basic education for its people, quadrupling its output of college graduates in the past decade, it has also created a system that discriminates against its less wealthy and well-connected citizens, thwarting social mobility at every step with bureaucratic and financial barriers.

A huge gap in educational opportunities between students from rural areas and those from cities is one of the main culprits. Some 60 million students in rural schools are 'left-behind' children, cared for by their grandparents as their parents seek work in faraway cities. While many of their urban peers attend schools equipped with state-of-the-art facilities and well-trained teachers, rural students often huddle in decrepit school buildings and struggle to grasp advanced subjects such as English and chemistry amid a dearth of qualified instructors.

In The Chronicle of Higher Education , Lara Farrar argued that the disabled are "shortchanged" in Chinese schools, with very little chance of acceptance into higher educational institutions. Many schools in China require the use of a school uniform until college. Reflecting the fact that most of China's population live in the countryside, In , various special funds allocated by the central finance for compulsory education in rural areas reached 10 billion yuan, a The China Agricultural Broadcast and Television School has nearly 3, branch schools and a teaching and administrative staff of 46, Using radio, television, satellite, network, audio and video materials, it has trained over million people in applicable agricultural technologies and over 8 million persons for work in rural areas.

After 20 years in development, it is the world's largest distance learning organ for rural education. In a Ministry of Education program covering the next five years, the government will implement measures to realize its aims of nine-year compulsory education in China's western region and the basic elimination of young and middle-aged illiteracy and the popularization of high level, high quality nine-year compulsory education in east and central rural areas.

At the same time, government is to promote the development of modern distance learning for rural elementary and high schools, and further improve rural compulsory education management systems. Following the large-scale movement of Chinese rural population to the cities the children of these migrant workers either stay as left-behind children in the villages or they migrate with their parents to the cities.

Although regulations by the central government stipulate that all migrant children have the right to attend a public school in the cities [56] public schools nevertheless effectively reject these children by setting high thresholds such as school fees and exams or by requesting an urban registration Hukou. Providing an alternative, private entrepreneurs established since the s semi-official private schools that offered schooling to migrant children for lower fees.

However, this system contributed to the segregation between urban and migrant children. Furthermore, these schools often have a poor teaching quality, provide only school certificates of limited value and sometimes even do not comply with safety regulations. The government supports private educational organizations, as well as private for-profit educational providers. Development of private schools means an increase in overall education supply and a change in the traditional pattern of public-only schools, so as to meet educational needs.

At the end of , there were more than 70, private schools of all types and level, with a total enrollment of Private schools have pioneered cooperation with foreign partners in the running of schools and many foreign universities have entered China this way, which has both improved the quality of China's education resources and opened new channels for students' further studies.

This makes China the world's sixth-largest study abroad destination.

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According to reports, South Korea, Japan, The United States, Vietnam and Thailand were the five biggest source countries, and the number of students from European source countries is increasing. International students are increasingly studying in China. China's economy is improving more quickly than had been predicted, i. Another factor that draws students to China is the considerably lower cost of living in China compared to most western countries. Finally, major cities in China such as Beijing and Shanghai already have a strong international presence.

Currently China has around 1, colleges and universities. Leading universities such as Peking University , Tsinghua University , and Fudan University , have already gained international reputation for outstanding teaching and research facilities. Although gender inequality in the context of education has lessened considerably in the last thirty years, the rapid economic growth China experienced during that time created uneven growth across regions of the country. Language barriers among minority populations, [66] as well as drastic differences in regional laws governing school attendance, contribute to the differing levels of gender equality in education.

A statement by UNESCO stated that in China it is "necessary to articulate a strategy to improve girls' and women's participation, retention and achievement in education at all levels," and that education should be "seen as an instrument for the empowerment of women. China's first contact with the English language occurred between the Chinese and English traders, and the first missionary schools to teach English were established in Macau in the s.

However, the emphasis of English education only emerged after when the Cultural Revolution ended, China adopted the Open Door Policy, and the United States and China established strong diplomatic ties. An estimate of the number of English speakers in China is over million and rising, with 50 million secondary schoolchildren now studying the language. In China, most schoolchildren are taught their first English lesson at the age of Despite the early learning of English, there is widespread criticism of the teaching and learning of the language.

Schools in China are evaluated and financed based on test results. This causes teaching to be geared towards the skills tested. Students focus on rote-memorization written and oral repetition as the main learning strategy. These methods, which fit very well with the Chinese way of learning, have been criticized as fundamentally flawed by Western educationalists and linguists. This arises because everyone in China communicates through Mandarin, and English is perceived to be of little use in the country. According to a national survey, only half of the teachers consider that vocabulary should be learned through conversation or communication.

A far smaller percentage support activities such as role playing or vocabulary games. According to research completed by The Telegraph in , less than 1 percent of people in China speak English conversationally.

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From Wikipedia, the free encyclopedia. Education in mainland China. This article is about education in the People's Republic of China. For other uses, see Education in China disambiguation. This article needs additional citations for verification. Please help improve this article by adding citations to reliable sources. Unsourced material may be challenged and removed. Main article: History of education in China. See also: Education policy. Main article: Higher education in China. See also: Graduate underemployment in China. See also: Adult education , Continuing education , Distance education , and Lifelong learning.

See also: Rural boarding schools in China and Hukou system. Main article: Women in the People's Republic of China. Main article: English education in China. International Bureau of Education. Asia is among the fastest growing destinations for international students, and foreign enrollment at universities in Indonesia and South Korea have more than doubled since , the agency reports.

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China continues to be the most popular destination in the region, though, ranking third among countries that host the most international students, IIE reports. The New York Times. January 14, In print on January 15, in the International Herald Tribune. Retrieved on September 15, The Wall Street Journal.

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World Yearbook of Education 1969 : Examinations

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