International Education and the Chinese Learner

International Education and the Chinese Learner is one of the first full-length studies in the relatively new field of transnational pedagogy to explore the rol.
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All citizens must attend school for at least nine years, known as the nine-year compulsory education , which is funded by the government. Compulsory education includes six years of primary education , starting at age six or seven, and three years of junior secondary education junior middle school for ages 12 to Some provinces may have five years of primary school but four years for junior middle school. After junior middle school, there are three years of senior middle school, which then completes the secondary education. The Ministry of Education reported a 99 percent attendance rate for primary school and an 80 percent rate for both primary and middle schools.

In the early s the government allowed the establishment of the first private institution of higher learning , increasing the number of undergraduates and people who hold doctoral degrees fivefold from to In , central and local governments in China supported 1, institutions of higher learning colleges and universities and their , professors and 11 million students see List of universities in China. There are over National Key Universities , including Peking University and Tsinghua University , which are considered to be an elite group of Chinese universities.

China published , papers as of China has also become a top destination for international students. Law of the People's Republic of China. Although Shanghai and Hong Kong are among the top performers in the Programme for International Student Assessment , China's educational system has been criticized for its rigorousness and its emphasis on test preparation. Since the end of the Cultural Revolution —76 , the education system in China has been geared toward economic modernization.

Official commitment to improved education was nowhere more evident than in the substantial increase in funds for education in the Seventh Five-Year Plan —90 , which amounted to 72 percent more than funds allotted to education in the previous plan period — In some Since , education has been a focus of controversy in China.

As a result of continual intraparty realignments, official policy alternated between ideological imperatives and practical efforts to further national development. But ideology and pragmatism often have been incompatible. The Great Leap Forward —60 and the Socialist Education Movement —65 sought to end deeply rooted academic elitism , to narrow social and cultural gaps between workers and peasants and between urban and rural populations, and to eliminate the tendency of scholars and intellectuals to disdain manual labor. During the Cultural Revolution, universal fostering of social equality was an overriding priority.

In the early s, science and technology education became an important focus of education policy. By training skilled personnel and expanding scientific and technical knowledge had been assigned the highest priority. Although the humanities were considered important, vocational and technical skills were considered paramount for meeting China's modernization goals. The reorientation of educational priorities paralleled Deng Xiaoping 's strategy for economic development.

Emphasis also was placed on the further training of the already-educated elite, who would carry on the modernization program in the coming decades. Renewed emphasis on modern science and technology led to the adoption, beginning in , of an outward-looking policy that encouraged learning and borrowing from abroad for advanced training in a wide range of scientific fields.

Beginning at the Third Plenum of the Eleventh National Party Congress Central Committee in December , intellectuals were encouraged to pursue research in support of the Four Modernizations and, as long as they complied with the party's " Four Cardinal Principles " they were given relatively free rein. But when the party and the government determined that the strictures of the four cardinal principles had been stretched beyond tolerable limits, they did not hesitate to restrict intellectual expression.

Literature and the arts also experienced a great revival in the late s and s. Traditional forms flourished once again, and many new kinds of literature and cultural expression were introduced from abroad. As of the government-operated primary and lower secondary junior high schools in China have Since the s, China has been providing a nine-year compulsory education to what amounts to a fifth of the world's population.

Families must supplement money provided to school by government with tuition fees, which means that some children have much less. However, parents place a very high value on education, and make great personal sacrifices to send their children to school and to university. Illiteracy in the young and mid-aged population has fallen from over 80 percent down to five percent. The system trained some 60 million mid- or high-level professionals and near million laborers to junior or senior high school level.

Today, million Chinese get three levels of school education, elementary, junior and senior high school doubling the rate of increase in the rest of the world during the same period. Net elementary school enrollment has reached China's educational horizons are expanding. The education market has rocketed, with training and testing for professional qualifications, such as computer and foreign languages, thriving. Continuing education is the trend, once in one's life schooling has become lifelong learning.

International cooperation and education exchanges increase every year. China has more students studying abroad than any other country; since , there have been , Chinese students studying in countries and regions, of whom , have returned after finishing their studies. The number of foreign students studying in China has also increased rapidly; in , over , students from countries were studying at China's universities. Investment in education has increased in recent years; the proportion of the overall budget allocated to education has been increased by one percentage point every year since According to a Ministry of Education program, the government will set up an educational finance system in line with the public finance system, strengthen the responsibility of governments at all levels in educational investment, and ensure that their financial allocation for educational expenditure grows faster than their regular revenue.

The program also set out the government's aim that educational investment should account for four percent of GDP in a relatively short period of time. For non-compulsory education, China adopts a shared-cost mechanism, charging tuition at a certain percentage of the cost. Meanwhile, to ensure that students from low-income families have access to higher education, the government has initiated effective ways of assistance, with policies and measures as scholarships, work-study programs, subsidies for students with special economic difficulties, tuition reduction or exemption and state stipends.

The government has committed itself to markedly raising educational levels generally, as evidenced in a Ministry of Education program; by , of every , people, 13, will have had junior college education or above and some 31, will have had senior high school schooling; rates for illiteracy and semi-literacy rate will fall below three percent; and average schooling duration across the population will increase from today's eight years to nearly In the test of the Programme for International Student Assessment PISA , a worldwide evaluation of year-old school pupils' scholastic performance by the OECD , Chinese students from Shanghai achieved the best results in mathematics, science and reading.

Before the defeat of the Kuomintang in , education was effectively closed to workers, peasants , and generally females in practical terms [ citation needed ] despite Sun Yat-Sen 's support of general education in principle. However, the Marxist ideology of the post government, in reacting to the overly literary and classical tradition of China, overstressed in turn "practical applications" and the superior wisdom of the worker and peasant, whose hand-skill was assumed to be the "base" to the "superstructure" of science and learning in general.

The new Communist government created wide access to some form of education for all, except children of people under suspicion of land ownership and political unreliability. The possibility however of re-education and service to the "masses" was held out to bourgeois families as long as they committed to communism as well. This meant that even before the Cultural Revolution , there was a continuum, in China, between the prison, the re-education camp, and the school.

Officially, the opportunity was extended to all classes to join China's project on its Leninist terms. In an attempt to make education more practical and accessible, Chinese characters were simplified for quick learning and by training people in skills they could use, including the basic medical training provided " barefoot doctors ", actually paramedics that provided medical care , midwifery and instruction on the evils of footbinding and female infanticide in such rural areas where those practices still existed.

The Chinese Communist government to some degree provided "the goods" to the bottom of society and for this reason received broad support before the Cultural Revolution from many people who formerly had been at the bottom. Other practical results of education reform prior to the Cultural Revolution of included practical instruction in the evils of opium addiction cf.

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The educational system and government of China eradicated opium, in part by education and also by harsh penalties including death for repeat offenders which are still in use. But during the Cultural Revolution — , higher education in particular suffered tremendous losses; the system was almost shut down, and a rising generation of college and graduate students, academics and technicians, professionals and teachers was lost.

The result was a lack of trained talent to meet the needs of society, an irrationally structured higher education system unequal to the needs of the economic and technological boom, and an uneven development in secondary technical and vocational education. In the post-Mao period , China's education policy continued to evolve. The pragmatist leadership, under Deng Xiaoping , recognized that to meet the goals of modernization it was necessary to develop science, technology, and intellectual resources and to raise the population's education level.

Demands on education - for new technology, information science, and advanced management expertise - were levied as a result of the reform of the economic structure and the emergence of new economic forms. In particular, China needed an educated labor force to feed and provision its one billion plus population. By , achievement was once again accepted as the basis for admission and promotion in education. This fundamental change reflected the critical role of scientific and technical knowledge and professional skills in the Four Modernizations.

Also, political activism was no longer regarded as an important measure of individual performance, and even the development of commonly approved political attitudes and political background was secondary to achievement. Education policy promoted expanded enrollments, with the long-term objective of achieving universal primary and secondary education.

This policy contrasted with the previous one, which touted increased enrollments for egalitarian reasons. In the commitment to modernization was reinforced by plans for nine-year compulsory education and for providing good quality higher education. Deng Xiaoping's far-ranging educational reform policy, which involved all levels of the education system, aimed to narrow the gap between China and other developing countries. Modernizing education was critical to modernizing China. Devolution of educational management from the central to the local level was the means chosen to improve the education system.

Centralized authority was not abandoned, however, as evidenced by the creation of the State Education Commission. Academically, the goals of reform were to enhance and universalize elementary and junior middle school education; to increase the number of schools and qualified teachers; and to develop vocational and technical education. A uniform standard for curricula , textbooks, examinations, and teacher qualifications especially at the middle-school level was established, and considerable autonomy and variations in and among the autonomous regions, provinces, and special municipalities were allowed.

However the education system of the PRC still discourages innovation and independent thinking, causing delays in even such high-profile national projects as the J-XX fifth-generation jet fighters. People's congresses at various local levels were, within certain guidelines and according to local conditions, to decide the steps, methods, and deadlines for implementing nine-year compulsory education in accordance with the guidelines formulated by the central authorities.

The program sought to bring rural areas, which had four to six years of compulsory schooling, into line with their urban counterparts. Education departments were exhorted to train millions of skilled workers for all trades and professions and to offer guidelines, curricula, and methods to comply with the reform program and modernization needs. Provincial-level authorities were to develop plans, enact decrees and rules, distribute funds to counties, and administer directly a few key secondary schools. County authorities were to distribute funds to each township government, which were to make up for any deficiencies.

County authorities were to supervise education and teaching and to manage their own senior middle schools, teachers' schools, teachers' in-service training schools, agricultural vocational schools, and exemplary primary and junior middle schools. The remaining schools were to be managed separately by the county and township authorities.

The compulsory education law divided China into three categories: By November the first category - the larger cities and approximately 20 percent of the counties mainly in the more developed coastal and southeastern areas of China had achieved universal 9-year education. By cities, economically developed areas in coastal provincial-level units, and a small number of developed interior areas approximately 25 percent of China's population and areas where junior middle schools were already popularized were targeted to have universal junior-middle-school education.

Education planners had envisioned that by the mids all workers and staff in coastal areas, inland cities, and moderately developed areas with a combined population of million to million people would have either compulsory 9-year or vocational education and that 5 percent of the people in these areas would have a college education - building a solid intellectual foundation for China. Further, the planners expected that secondary education and university entrants would also have increased by the year The second category targeted under the 9-year compulsory education law consisted of towns and villages with medium-level development around 50 percent of China's population , where universal education was expected to reach the junior-middle-school level by Technical and higher education was projected to develop at the same rate.

The third category, economically backward rural areas around 25 percent of China's population were to popularize basic education without a timetable and at various levels according to local economic development, though the state would try to support educational development. The state also would assist education in minority nationality areas. In the past, rural areas, which lacked a standardized and universal primary education system, had produced generations of illiterates; only 60 percent of their primary school graduates had met established standards.

As a further example of the government's commitment to nine-year compulsory education, in January the State Council drafted a bill passed at the Fourteenth Session of the Standing Committee of the Sixth National People's Congress that made it illegal for any organization or individual to employ youths before they had completed their nine years of schooling. The bill also authorized free education and subsidies for students whose families had financial difficulties.

Tuition-free primary education is, despite compulsory education laws, still a target rather than a realized goal throughout China. As many families have difficulty paying school fees, some children are forced to leave school earlier than the nine-year goal. It usually refers to the educational integration of the elementary school and the middle school.

After graduating from the elementary school, graduates can directly enter into the junior middle school. The grades in schools which implement the 9-year System are usually called Grade 1, Grade 2, and so on through Grade 9. China's basic education involves pre-school, nine-year compulsory education from elementary to junior high school , standard senior high school education, special education for disabled children, and education for illiterate people. China has over million elementary and high school students, who, together with pre-school children, account for one sixth of the total population.

For this reason the Central Government has prioritized basic education as a key field of infrastructure construction and educational development. In recent years, senior high school education has developed steadily. In enrollment was 8. Gross national enrollment in senior high schools has reached The government has created a special fund to improve conditions in China's elementary and high schools, for new construction, expansion and the re-building of run-down structures.

Per-capita educational expenditure for elementary and high school students has grown greatly, teaching and research equipment, books and documents being updated and renewed every year. Government's aim for the development of China's basic education system is to approach or attain the level of moderately developed countries by Graduates of China's primary and secondary schools test highly in both basic skills and critical thinking skills; [18] however, due to poor health, rural students often drop out or lag in achievement.

Because educational resources were scarce, selected "key" institutions - usually those with records of past educational accomplishment - were given priority in the assignment of teachers, equipment, and funds.

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They also were allowed to recruit the best students for special training to compete for admission to top schools at the next level. Key schools constituted only a small percentage of all regular senior middle schools and funneled the best students into the best secondary schools, largely on the basis of entrance scores. In the greatest resources were allocated to the key schools that would produce the greatest number of college entrants. In early efforts had begun to develop the key school from a preparatory school into a vehicle for diffusing improved curricula, materials, and teaching practices to local schools.

Moreover, the appropriateness of a key school's role in the nine-year basic education plan was questioned by some officials because key schools favored urban areas and the children of more affluent and better educated parents. Changchun , Shenyang , Shenzhen , Xiamen , and other cities, and education departments in Shanghai and Tianjin were moving to establish a student recommendation system and eliminate key schools. In the Shanghai Educational Bureau abolished the key junior-middle-school system to ensure "an overall level of education.

The institution of primary education in a country as vast as China has been an impressive accomplishment. In contrast to the 20 percent enrollment rate before , in about 96 percent of primary school age children were enrolled in approximately , primary schools. This enrollment figure compared favorably with the recorded figures of the late s and early s, when enrollment standards were more egalitarian.

In the World Bank estimated that enrollments in primary schools would decrease from million in to 95 million in the late s and that the decreased enrollment would reduce the number of teachers needed. Qualified teachers, however, would continue to be in demand.

Under the Law on Nine-Year Compulsory Education, primary schools were to be tuition-free and reasonably located for the convenience of children attending them; students would attend primary schools in their neighborhoods or villages. Parents paid a small fee per term for books and other expenses such as transportation, food, and heating. Previously, fees were not considered a deterrent to attendance. Under the education reform, students from poor families received stipends, and state enterprises, institutions, and other sectors of society were encouraged to establish their own schools.

A major concern was that scarce resources be conserved without causing enrollment to fall and without weakening of the better schools. In particular, local governments were told not to pursue middle-school education blindly while primary school education was still developing, or to wrest money, teaching staff, and materials from primary schools. Children usually entered primary school at seven years of age for six days a week, which after regulatory changes in and were changed to five and a half and five days, respectively.

The two-semester school year consisted of 9. Urban primary schools typically divided the school week into twenty-four to twenty-seven classes of forty-five minutes each, but in the rural areas, the norm was half-day schooling, more flexible schedules, and itinerant teachers. Most primary schools had a five-year course, except in such cities as Beijing and Shanghai , and later other major cities, which had reintroduced six-year primary schools and accepted children at six and one-half years rather than seven. The primary-school curriculum consisted of Chinese , mathematics , physical education , music , drawing , and elementary instruction in nature , history , and geography , combined with practical work experiences around the school compound.

A general knowledge of politics and moral training, which stressed love of the motherland, love of the party, and love of the people and previously love of Chairman Mao , was another part of the curriculum. A foreign language, often English , is introduced in about the third grade. Chinese and mathematics accounted for about 60 percent of the scheduled class time; natural science and social science accounted for about 8 percent. Putonghua common spoken language was taught in regular schools and pinyin romanization in lower grades and kindergarten.

The Ministry of Education required that all primary schools offer courses on morality and ethics. Beginning in the fourth grade, students usually had to perform productive labor two weeks per semester to relate classwork with production experience in workshops or on farms and relate it to academic study.

Most schools had after-hour activities at least one day per week to involve students in recreation and community service. By the percentage of students enrolled in primary schools was high, but the schools reported high dropout rates and regional enrollment gaps most enrollees were concentrated in the cities. Only one in four counties had universal primary education. On the average, 10 percent of the students dropped out between each grade. During the —83 period, the government acknowledged the "" rule, that is, that nine of ten children began primary school, six completed it, and three graduated with good performance.

This meant that only about 60 percent of primary students actually completed their five-year program of study and graduated, and only about 30 percent were regarded as having primary-level competence. Statistics in the mids showed that more rural girls than boys dropped out of school. Within the framework of the Law on Nine-Year Compulsory Education and the general trend toward vocational and technical skills, attempts were made to accommodate and correct the gap between urban and rural education.

Urban and key schools almost invariably operated on a six-day full-time schedule to prepare students for further education and high-level jobs. Rural schools generally operated on a flexible schedule geared to the needs of the agricultural seasons and sought to prepare students for adult life and manual labor in lower-skilled jobs. They also offered a more limited curriculum, often only Chinese , mathematics , and morals. To promote attendance and allow the class schedule and academic year to be completed, agricultural seasons were taken into account.

School holidays were moved, school days shortened, and full-time, half-time, and spare-time classes offered in the slack agricultural seasons. Sometimes itinerant teachers were hired for mountain villages and served one village in the morning, another village in the afternoon. Rural parents were generally well aware that their children had limited opportunities to further their education. Some parents saw little use in having their children attend even primary school, especially after the establishment of the agricultural responsibility system. Under that system, parents preferred that their children work to increase family income - and withdrew them from school - for both long and short periods of time.

Preschool education , which began at age three, was another target of education reform in Preschool facilities were to be established in buildings made available by public enterprises, production teams , municipal authorities , local groups, and families. The government announced that it depended on individual organizations to sponsor their own preschool education and that preschool education was to become a part of the welfare services of various government organizations, institutes, and state- and collectively operated enterprises.

Costs for preschool education varied according to services rendered. Officials also called for more preschool teachers with more appropriate training. The National Conference on Education also recognized the importance of special education , in the form of programs for gifted children and for slow learners. Gifted children were allowed to skip grades. Slow learners were encouraged to reach minimum standards, although those who did not maintain the pace seldom reached the next stage. For the most part, children with severe learning problems and those with handicaps and psychological needs were the responsibilities of their families.

Extra provisions were made for blind and severely hearing-impaired children, although in special schools enrolled fewer than 2 percent of all eligible children in those categories. The China Welfare Fund, established in , received state funding and had the right to solicit donations within China and from abroad, but special education has remained a low government priority. Today, China has 1, schools for special education, with , students; more than 1, vocational training institutes for disabled people, nearly 3, standard vocational training and education institutes that also admit disabled people; more than 1, training organizations for rehabilitating hearing-impaired children, with over , trained and in-training children.

In , 4, disabled students entered ordinary schools of higher learning. Of disabled children receiving special education, Secondary education in China has a complicated history. In the early s, education planners followed a policy called "walking on two legs," which established both regular academic schools and separate technical schools for vocational training.

The rapid expansion of secondary education during the Cultural Revolution created serious problems; because resources were spread too thinly, educational quality declined. Further, this expansion was limited to regular secondary schools; technical schools were closed during the Cultural Revolution because they were viewed as an attempt to provide inferior education to children of worker and peasant families.

In the late s, government and party representatives criticized what they termed the "unitary" approach of the s, arguing that it ignored the need for two kinds of graduates: Beginning in with the renewed emphasis on technical training, technical schools reopened, and their enrollments increased.

In the drive to spread vocational and technical education, regular secondary-school enrollments fell. By universal secondary education was part of the nine-year compulsory education law that made primary education six years and junior-middle-school education three years mandatory. The desire to consolidate existing schools and to improve the quality of key middle schools was, however, under the education reform, more important than expanding enrollment. Junior secondary education is more commonly known as junior middle school education, it consists the last three years of nine years compulsory education.

Students who live in rural areas are often boarded into townships to receive their education. Senior secondary education often refers to three years of high school or called senior middle school education, as from grade 10 to grade Normally, students who have finished six years of primary education will continue three more years of academic study in middle schools as regulated by the Compulsory education law at the age of twelve.

This, however, is not compulsory for senior secondary education, where junior graduates may choose to continue a three-year academic education in academic high schools, which will eventually lead to university, or to switch to a vocational course in vocational high schools. Generally, high school years usually have two semesters , starting in September and February. In some rural areas, operation may be subject to agricultural cycles. The number of lessons offered by a school on a weekly basis is very subjective, and largely depends on the school's resources.

In addition to normal lessons, periods for private study and extracurricular activity are provided as well. Some schools may also offer vocational subjects. Generally speaking, Chinese , Mathematics and English are considered as three main subjects as they will definitely be examined in Gaokao. In China, a senior high school graduate will be considered as an educated person, although the majority of graduates will go on to universities or vocational colleges.

Given that the competition for limited university places is extremely intense, most high schools are evaluated by their academic performance in Gaokao by parents and students. However, the scoring system may change, and vary between different areas.

Admission for senior high schools, especially selective high schools, is somewhat similar to the one for universities in China. Students will go through an application system where they may choose the high schools at which they wish to study in an order to their preference before the high schools set out their entrance requirements. Once this is completed and the high schools will announce their requirements based on this information and the places they will offer in that year.

For instance, if the school offers places in that year, the results offered by the th intake student will be the standard requirements. So effectively, this ensures the school selects the top candidates in all the students who have applied to said school in that academic year. However, the severe competition only occurs in the very top high schools, normally, most students will have sufficient results for them to continue their secondary education if they wish to. There are other official rules of admission in certain top high schools.

The other positions are provided to students who don't meet the requirement standard but still want to study at that school. These prospects need to pay extra school fees. Those who study in that high school must also place maximum 2 points below the standard requirement.

International Education and the Chinese Learner

For instance, if you are 2 points below the standard requirement, you pay four times as much as the student who gets 0. The admissions of the students which are required to pay the school fees usually do not get the same admission letters as normal students receive, but they can still study and live with normal students in the same high school with the same teacher. The "Law on Vocational Education" was issued in Vocational education embraces higher vocational schools, secondary skill schools, vestibule schools, vocational high schools, job-finding centers and other adult skill and social training institutes.

To enable vocational education to better accommodate the demands of economic re-structuring and urbanization, in recent years the government has remodeled vocational education, oriented towards obtaining employment, and focusing on two major vocational education projects to meet society's ever more acute demand for high quality, skilled workers.

These are cultivating skilled workers urgently needed in modern manufacture and service industries; and training rural laborers moving to urban areas. To accelerate vocational education in western areas, the Central Government has used government bonds to build vocational education centers in impoverished western area counties. Both regular and vocational secondary schools sought to serve modernization needs. A number of technical and "skilled-worker" training schools reopened after the Cultural Revolution, and an effort was made to provide exposure to vocational subjects in general secondary schools by offering courses in industry, services, business, and agriculture.

By there were almost 3 million vocational and technical students. Under the educational reform tenets, polytechnic colleges were to give priority to admitting secondary vocational and technical school graduates and providing on-the-job training for qualified workers. Education reformers continued to press for the conversion of about 50 percent of upper secondary education into vocational education, which traditionally had been weak in the rural areas.

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Alexa Actionable Analytics for the Web. Because of expansion of universities in China last decades, more students had access to receive higher education. On the other side, more Chinese wealthy families are more likely to send their kids abroad to receive higher education. Free academic atmosphere, high-quality teaching quality and new way to cultivate talentsall these advantages contribute to the flood of Chinese students arriving in United States, United Kingdom, Germany and other developed countries. Chinese students have been the largest foreign group in USA since , with , arriving between and Western education will likely remain the leading choice for Chinese students due to its cross-disciplinary fields and development of critical thinking.

China has a strong demand for postsecondary education, to the extent that its university system currently cannot keep pace with demand. Consequently, universities in the United States, Europe and Australia play a significant role by partnering with Chinese universities, aggressively recruiting Chinese students for study in their host countries, increasing the number of students they send to study in China, and adding to their presence on the mainland, either through official foreign campuses or extensions.

Australia, Hong Kong, and other Asian countries are already making strides into this market. Partnering can be economically salubrious, either if the scholars choose to stay in the host country or return to the mainland. Most Chinese students who go abroad are among the best and brightest from their home country. Thus, if they choose to stay, they can benefit the economy of their host country when they gain employment and become members of their new communities.

If they leave, they may maintain the contacts and connections they may have established, and also leave a positive impression on their hosts. Nevertheless, the Chinese per capita income is much lower than western countries, so there are still some students from rural and mountainous areas facing funding problems. Chinese government has taken some measures to ensure the smooth enrollment of this group, like students loans, part-time jobs within campus, etc. It seldom has the news that some college students discontinue studies because of lacking of tuition or living cost.

Considering institution funding, it varies dramatically among different universities. Meanwhile, it is also the beginning to widen the gap and cause the imbalanced distribution of scientific research funds between project universities and common public universities. Within the project, it is not only a glory but also hints numerous tangible benefits. Entry in this project means you will gain more research funds.

Higher education in China - Wikipedia

The majority of Chinese universities are state-owned universities. The imbalanced distribution of scientific research funds will deepen the gap among universities. From Wikipedia, the free encyclopedia. This article needs to be updated. Please update this article to reflect recent events or newly available information. History of education in China. However, Peking University never claims as its year founded.

Neither does Peking University claim the year of establishing the Guozijian , which can date back more than one thousand years. Hunan University , with a similar history with Peking, often traced its history back to a school established in A. D, thus giving this university a thousand years of history. Archived from the original on Universities Colleges and Schools. Higher Education in China. Archived from the original on October 24, 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.

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 situation of Chinese students in Germany: Archived from the original on April 3, Retrieved February 12, Conference held at Ottawa, November 28, Higher Education in China: American Council on Education.

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Development and Reform of Higher Education in China. People's Republic of China Ministry of Education. Retrieved 1 Sep Universities of China's C9 League excel in select fields". Retrieved 17 Apr Retrieved 21 March China is way behind India in the business of outsourced services, but it has now started to catch up. Studies in Higher Education.