The Development and Reforms of The Development and Reforms of Higher Education in ChinaHigher Education in China

Prof. ZHOU ManshengProf. ZHOU ManshengDeputy Director GeneralDeputy Director General

National Center for Education Development Research National Center for Education Development Research Ministry of EducationMinistry of Education

BackgroundBackground

• In 2009, new China turns 60 years.

• Through 30 years reform and opening up, China has attended an average annual GDP growth rate of more than 9.6%,reduce its poverty-stricken population by some 200 million, and the 1.3 billion people has almost realized the goal of building a well-off society.

The Administrative Division in The Administrative Division in ChinaChina

• Three local administrative levels

• 23 provinces, 4 municipalities , 5 autonomous regions, and 2 special administrative regions

• 2862 counties

• 41636 towns

Administrative system of basic educationAdministrative system of basic education

• Ministry of Education law,plan,policy,supervision

• Provinces local policy, evaluation• Counties major responsibility• Towns implementation

Number of schools of all types Number of schools of all types and levels in 2008and levels in 2008

kindergardons,23.20%

compulsoryeducation , 62.40%

junior high schools,5.30%

higher educationinstitutions, 0.50%

other types, 8.60%

Number of Enrollments 0f all Types and Number of Enrollments 0f all Types and Levels Providing Formal Programs in Levels Providing Formal Programs in

20082008

kindergardons, 9.40%

compulsoryeducation , 61.00%

junior high schools,17.40%

higher educationinstitutions, 11.10%

other types, 1.10%

Number of Enrolments of Schools of all Number of Enrolments of Schools of all types in 2002 and 2008types in 2002 and 2008 （（ in 10 in 10

thousands)thousands)

12

15

7

66

87

29

08

16

00

10

33

2

55

85

45

46

29

07

0 5000 10000 15000 20000 25000

Primary

Junior secondary

Senior secondary

Higher education

2002 2008

Gross enrollment rates by different levels, Gross enrollment rates by different levels, 2002-20082002-2008

• In 2008, the net attendance rate of primary schools China rose to 99.54% and the gross attendance rate of junior middle schools reached 98.5% -- compulsory education thus entered a period of all-round popularization.

• In 2009, enrollment in secondary vocational schools will reach 8.6 million and the overall number of students in such schools will exceed 24 million.

Vocational education running systemVocational education running system

educati onseti on,

9124, 61%communi ti

es andpri vate,778, 5%

enterpri ses, 1594,

11%

othersecti on,3434, 23%

Private education (Minbanjiaoyu Private education (Minbanjiaoyu ) )

62.2

1.97.7

12.8

21.5

0

10

20

30

40

50

60

70

Comparison indicators(in 2000,2005,2010)2000 2005 Increase

rate2010 Expected

Increaserate

Gross enrollment rate for preschool(GER)（ % ）

37.7 41.4 +3.7 % 55 +13.6 %

GER for junior high（ % ）

88.6 95 +6.4 % 98 +3 %

Retention rates for junior high （ % ）

90.1 92.8 +2.7 % 95 +2.2 %

GER for senior high（ % ）

42.8 52.7 +9.9 % 80 +27.3 %

enrollments （ 10 thousands ）

2518 4031 +1513 4510 +479

Of which, regular senior high

1201 2409 +1208 2410 equal

Secondary vocational 1284 1600 +316 2100 +500

GER for HE （ % ） 12.5 21 +8.5 % 25 +4 %

enrollments （ 10 thousands ）

1230 2300 +1070 3000 +700

Of which, regular HEIs 556 1562 +1006 2000 +438

Graduate students 30 98 +68 130 +32

Adult HE 354 436 +82 600 +164

Average received education years above 15

8 8.5 +0,5 9 +0.5

Average received education years for new labour force

9 10 +1 11 +1

• In 2009,73% of 8.3 million senior middle school graduates went on to college, over half of them in tertiary technical and vocational schools. In additional, there are more than one million postgraduate students doing master courses and 240 thousand doing Ph. D.

• Nevertheless, China is still a developing country confronted with stern challenges. Education in this country, higher education in particular, still has a long way to go.

Contents:Contents:

I. Development Status of Higher Education in China

II. Problems and Challenges of Higher Education at Present

III.Deepening the Reform while Focusing on Improving the Quality of Higher Education

I.Development Status of Higher Education in China

The role of higher education The role of higher education

• It is crucially instrumental in growing the economy and developing human resources.

• It is also a major force to enhance national cohesion and self-confidence, and create new knowledge and technology with which to change the pattern of economic growth and transform society.

Higher education institutionsHigher education institutions

In year 2008,

• 2263 higher education institutions (HEI), including 322 independent affiliated colleges

• In which: 1863 regular HEIs.

400 adult HEIs

• Regular 4 years HEIs 1079.

Regular 2 years HEIs 1184.

Administrative system of higher educationAdministrative system of higher education

• Central government

policy, key universities

• Provincial government

local universities

Some comparison between figure of 1998 and 2007 in Some comparison between figure of 1998 and 2007 in HE (in 10 thousands)HE (in 10 thousands)

yeartypes

1998 2007

Recruitments 108.36 565.95

graduates 82.98 447.8

Graduate recruitment 7.25 41.9

Graduate enrollments 19.89 119.5

Of which , doctor students 1.5 5.8

Master students 5.75 36.1

Staff and professionals 103 187(06)

Professional staff 40.72 116.8

Ratio of students to teachers 11.6 : 1 17.3 : 1

1.The rapid development of higher education has met the needs of the related population to great extent

In1949,the year New China was born ,only 160,000 students were studying in 206 universities and colleges.

In 1998, China had 6.4million college students. In 2008,a total of 6.077million were enrolled in

college , six times the 1998 figure , and the number of college students topped 29 million , or 4.5 times what it was in 1998,with a gross enrollment rate of 23.3%.

• In year 2008,• 2263 higher education institutions (HEI)• In which: Regular 4 years HEIs 1079.• Regular 2 years HEIs 1184.• Adult HEI 400.• In year 2008, 318 Non-government colleges 322 independent affiliated colleges 866 other non-government HEIS.

• In 2008, a total of 6.077 million were enrolled in college, six times the 1998 figure, and the number of college students topped 29 million, or 4.5 times what it was in 1998, with a gross enrollment rate of 23.3%.

The reform of higher education administration systemThe reform of higher education administration system

Adjusting the structure of higher education system to enhance the comprehensiveness of HEIs as well as to make the better re-allocation of educational resources.

• Systematic reforms on higher education in recent years were:

• The management reform and structure adjustment in higher education

• Principle:

• Co-construction,

• readjustment,

• cooperation

• Consolidation (merge)

• Since 1992, altogether

• 31 provinces, municipalities, autonomous regions and

• more than 60 sub-sectors of the State Council participated these reforms,

• around 1000 HEIs were involved.

• By Merger,

• comprehensive universities

• with whole disciplines

• come into being

• Today, public universities in China each have an average student body of 10,000

• The government has adjusted the management system in over 500 HEIs,

• among them were 360 totally or mainly shifted to the management of the local government

The progress of the reform of internal personnel systems, administration and allocation stimulates the creativities of teaching staff and the dynamism of HEIs.

• Progresses have been made in the field

of selection by examination.

QualityQuality

• Teaching quality has thus become the perennial central theme for higher education in China. On the one hand, a state project on teaching reform and quality is under way in every university or college, where an evaluation system has been set up to guarantee teaching quality.

QualityQuality

• On the other hand, China is conducting Project 211 and Project 985, which are meant to pool the nation’s resources for developing 100 high-level or first-class universities. The emergence of such universities has elevated the overall level of higher education in China.

•  

EquityEquity• China persists in education as a public welfare

undertaking, and regard equity as a basic state policy for education.

• Firstly, have established a sound college entrance examinations system, carried out the “Sunshine Project” to ensure that all students, irrespective of ethnic background, gender, financial status and religious belief, have equal access to education according to law.

On the other hand, we are conducting Project 211 and Project 985, which are meant to pool the nation ’s resources for developing 100 high-level or first-class universities. The emergence of such universities has elevated the overall level of higher education in China.

EquityEquity

• Secondly, China has established a state scholarship and stipend system and promoted state student loans to help put financially strapped students through college or tertiary vocational education.

• Thirdly, China give priority to less developed regions in higher education development, in addition to preferential policies on funding, project arrangements, school allocation, enrollment and employment, cultivation of talents and teachers’ training.

•  

Some ExperienceSome Experience

• 1) Serving the nation and the people is the ultimate purpose of higher education, which must seek development by making contributions.

China’s budgetary funding for universities’ and colleges’ R&D amounted to 65.45 billion yuan in 2008, more than eight times the amount in 1998.

• China’s budgetary funding for universities’ and colleges’ R&D amounted to 65.45 billion yuan in 2008, more than eight times the amount in 1998.

• 2) Involving all fields of endeavor in higher education development.

• Firstly, established a new system to raise funds through diverse channels. For instance, tuition fees account for one quarter of the average cost for each university student today.

• Secondly, by encouraging the private sector to run schools

• Thirdly, encourage the public, individuals and enterprises to invest in or donate to schools.

• 3) Giving full scope to the new information & communication technologies

• China have completed the CERNET and ChinaGrid, both of which have become an essential part of the infrastructure for higher education and scientific research and application.

• By building campus networks, developing courses of state-level excellence, and setting up virtual laboratories and digital libraries, China have promoted the public sharing of quality resources. Over 90% of the universities and colleges are operating their own campus networks. Some universities are making courses, learning channels and training opportunities available online for the public.

• Secondly, in education cooperation, China has collaborated with 184 countries and regions, signed agreements with 34 countries and regions on mutual recognition of qualifications and degrees, and concluded 190 contracts on joint training of high-caliber.

• 4) Learning and assimilating advanced experience of foreign countries.

• Firstly, in personnel exchanging, China has sent 1.212 million to study in other countries over the last 30 reform and opening-up years, and received 1.23 million international students and provided government scholarships to students from 167 countries. In 2008 alone, 180,000 Chinese students left for studies overseas.

• Secondly, in education cooperation, China has cemented collaborative and exchanging ties in education with 184 countries and regions, signed agreements with 34 countries and regions on mutual recognition of qualifications and degrees, and concluded 190 contracts on joint training of high-caliber professionals.

II. The Main Problems with current Higher Education in China

11 ．． Insufficient fundingInsufficient funding

Educational Finance: A. Government

B. Society

3.1 32.7

2.52.52.42.462.52.592.792.87

3.193.323.28

2.792.823.01

3.27

0

0.5

1

1.5

2

2.5

3

3.5

1990 1991 1992 1993 1994 1995 19961997 1998 1999 2000 2001 2002 20032004 2005 2006 2007

The responsibilities of government The percentage of Budgetary educational funding in GDP during 1990-2009

4% 2010 ？

Inputs by both government and societyInputs by both government and society

0.00%

1.00%

2.00%

3.00%

4.00%

5.00%

6.00%

年份

占G

DP 比

重

社会投入Social Input

政府投入Government Input

1980-2001年数据引自胡鞍钢文

Statistics of some developing

countries in 1999

TotalHigher Education

Public expenditure

Private expenditu

reTotal

Public expenditure

Private expenditure

Total

Argentina 4.5 1.3 5.8 1 2 3

Chile 4.1 3.1 7.2 0.8 0.4 1.1

India 3.2 0.1 3.3 0.6 1.6 2.2

Indonesia 0.8 0.4 1.2 0.6 n 0.6

Thailand 4.5 0.3 4.7 0.2 0.2 0.4

Average of WEI 4.3 1.7 5.5 0.9 0.2 1.1

 

The percentage of educational expenditure account for GDP in developing countries

Comparison of educational indicators

2000/01年

GNI per capita

US dollar

%% of public expenditure account for

GDP

Gross enrollment

rates of preschool education

（ % ）Gross

enrollment rates of primary

education

（ % ）Net

enrollment rates of primary

education

（ % ）Gross

enrollment rates of

secondary education

Net enrollment

rates of secondaryeducation

World wide Average 5120 4.4 48 102 --- 67 22

Low income countries 430 2.8 20 95 --- 44 8

Middle income countries 1860 4.5 47 109 93 70 17

Middle and below income countries

1230 4.6 44 104 92 65 15

Middle and above income countries 4550 4.4 61 125 96 91 26

High income countries 2651

0 5.3 79 102 98 106 62

（世界银行： GNI=GDP+来自外国来源的初级收入净额）

The percentage of input by government and society:

Prediction: Government 5% GDP; Society 2% GDP in 2020

In 2008: Government 3.31% GDP; Society 2%.

Public education and market economy

The debate on educational industry

A. public goods (some Euroapen countries);

B. sub public goods (Japan ,Korea);

C. Mixture ( USA, UK, Australia, New

Zealand);

D. private goods (none)

Educational propertyEducational property

• (pre-compulsory) non-public

(compulsory education) public

• (post-compulsory) mixed

Identification of governmental function

Economic adjustment , market supervision, social management ,public services

The adjustments of public educational policies towards:

• Matching the authority and responsibility • Decrease the abuse of responsibility

• 2. The quantity and quality of teachers in

HEIs are hard to meet the new needs and have made negative impacts on the quality of education.

• 3. There exist some obstacles for development in the respects of system and ideas

III. Deeping the reform, mainly focus on improving the quality of higher education

Implementing the “Project for reforming Implementing the “Project for reforming teaching practice and enhancing the quatity of teaching practice and enhancing the quatity of

teaching in higher education institutions”, teaching in higher education institutions”, putting teaching in the key point of the work in putting teaching in the key point of the work in

universityuniversity

1) Increase the input for teaching

2) Constructing elite curriculums

3) Promoting reforms of foreign language teaching in university

4) Constructing training basements for personnel

5) Deepening the educational reforms of teaching

6) Further improving the quality assurance and evaluation mechanism

A. Establishing the quality assurance system for higher education to enhance to education quality to meet the needs of economic and social development.

B. Since the beginning of evaluation for HEIs in 1985, a nationwide periodic assessment of the quality of instruction in HEIs has been conducted at an interval of five years continuously

全国高等学校（专业）设置评议委员会Association of higher education

institutions and subjects establishment

教育部学位与研究生教育发展中心National Center for Degree Awards and

Graduates Education Development,

Minstry of Education

教育部高等教育教学评估中心Evaluation Center for Teaching in HEIs,

Ministry of Education

省市教育评估机构

Education Assessment Agencies at Provincial Level

社会中介评估机构

Social Assessment Agencies

省市教育行政部门

Provincial Education Authorities

高等院校（内部质量保障机构 )

Higher Education InstitutionsInternal quality assurance mechanism

教育部Ministry of Education

C. C. Policies on Quality Assurance for Higher Policies on Quality Assurance for Higher Education in ChinaEducation in China

• 1.Establishing periodic mechanism for assessment of the quality of instruction in HEIs

• 2.Establishing the professional evaluation Center for Teaching in HEIs, Ministry of Education

• 3.Forming incentive mechanism with quality oriented

• 4. Instituting a system of providing statistical data on the dynamics of teaching and periodic release of relevant information and analytical studies

• 5. Formulating criteria for making and improving professional teaching assessments and to institute a system of the appraisal of the performance of individual specialties linked with the validation of qualifications and the enforcement of conditions of entry into specific occupations

• 6. Establishing the accreditation system for evaluation by social agencies

• 7.Combination of the external and internal evaluations.

•

• 8.Taking the results of evaluation as the important evidence of setting up extral subjects, identifing the admission plan and funding allocation

the Long- and Medium-term the Long- and Medium-term ProgrammeProgramme

• China is drafting the Outlines for the Long- and Medium-term Programme on Education Reform and Development with a view to the modernization drive, the world and the future. It entails a comprehensive plan and arrangements for higher education reform and development by the year 2020.

Chapter 7: Higher EducationChapter 7: Higher Education

• (18) Raising higher education quality in an all-round way.

• (19) Bettering cultivation of talents or professionals.

• (20) Elevating research levels.

• (21) Buttressing social service capacities.

• (22) Optimizing a distinctive higher education structure.

Thank you! April, 2010