Transcript Chinese Education system - East

Introduction to Chinese Higher
Education
Shi Xiaoguang,
Graduate School of Education, Peking University
Li Mei
Institute of Higher Education, East China Normal University
13-25 Sep 2010
@ International Forum of Education 2020
Outline
 Higher
Education System
 Expansion: Move from Elite to Mass Higher
Education
 Governance and management
 Achievements & Challenges
Background

Population: 1.3 Billion: Four times more
than the US,
 Land Area: 9.6 Million Square Kilometers:
the Similar Land Size with US
 GDP Per Capital In $ 3100: 1/10 of USA
1978
1979
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
Economic Development:
growth of GDP per capita
20000
18000
16000
14000
12000
10000
8000
6000
4000
2000
0
Central Area
64% of Land
4% of Population
3
East Area
West Area
Hu HuanYong Line
（黑河——腾冲）
2
36% of Land
96% of Population
1
Development of education,
321,870,000 students in the whole system(2007)
Higher Education System
Differentiation
Diversifying of the system according to:
The nature of the students: regular and adult
education;
Sponsorship: private and public
Status: key (elite) universities and others,
985 or 211 institutions and others
Differentiation by the nature of students in 2007
376 private
297 private
Development of HEIs by level of
degree conferred
1400
1147 1168 1184
1079
1047 1091
1200
1000
908
767
800
628 629
597 599 597
431 474 442
591
600
644
684
701
720 740
400
200
0
1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
No of HEIs conferred bachelors & above
No of Ascociate Degree HEIs
Project 211 & project 985
 Project 211
– Time: Launched in 1995
– Goal: building up 100 top level HEIs and
key disciplines for the 21 century
Project 985
– Time: Launched in May 1998
– Goal: Aimed at developing 10 to 12 world-class
universities, plus a number of renowned high-level
research institutions;
Priority strategy for developing the leading universities
There were 1867 Higher Education Institutions in 2006
“985”
“211”
720 581
295
107
56
39
9
2
Peking Univ.
Tsinghua Univ.
Doctorate-granting universities
Master’s universities
1147
Undergraduate universities
Vocational or professional universities
Growth, expansion, structural
change
 Largest
enrolment
 Fast expansion: Great leap forward
 Structural change of student groups: More
Inclusive in terms of age, gender, ethnical
groups
Gross Enrolment Ratio and
Enrolment, 1990-2008
25
21
20
23
12.5 13.3
10
6
5
9.54
7.58
5.86
5
4.32
3.9
3.4 3.5
3.18 3.35 3.61
2.16 2.13 2.28 2.04 2.93 3.05
19
78
19
90
19
91
19
92
19
93
19
94
19
95
19
96
19
97
19
98
19
99
20
00
20
01
20
02
20
03
20
04
20
05
20
06
20
07
20
08
1.4
7.2
9.8 10.5
9.1
8.3
15
Gross enrolment ratio(%)
23.3
20.21
18.85
17.39
17
15.62
14.16
11.74
19
15
0
22
Enrolment (million students)
Enrollment of Higher Education Institutions(1949-2007)
20000000
23%
18000000
Number of students
16000000
14000000
12000000
Undergraduates
in regular HEIS
10000000
Undergraduates
in Adult HEIS
8000000
graduates
6000000
4000000
2000000
0
1949
1965
1978
1980
1985
1998
1999
Year
2000
2003
2004
2005
2006
2007
Enrolment by degree level, 19992008
Total enrolment of students by degree level:
1999-2008
16000000
14000000
12000000
10000000
8000000
6000000
4000000
Associate degree
2000000
Undergraduate
0
Master's student
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
Doctoral student
Enrolment by gender, 1999-2008
Total enrolment of associate degree, undergraduate,
postgraduate by gender: 1999-2008
30000000
25000000
20000000
15000000
10000000
5000000
0
1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
Male
Female
Total
Governance and Management
 Governance structure
reforms
 Decentralization
 Restructuration
 Diversifying of
education
financing mass higher
Governance structure before
reforms by 1990
Governance structure After
reforms after 1990
Governance and Financial Reform(1970Present)
Governance
Financial Reform
1977-1990 The centrally planned
system
Mainly come from Central
governments
In the 1990s,institutions were
managed on two levels--national and provincial---- the
main responsibility being at
the provincial level.
The governance of institutions
was changed from
centralization to
Since 1997, all higher
education institutions have
charged students fees.
The financial reform made the
funding of universities from
centralization to
diversification.
Reform of the higher education system
Decentralization in higher education administration

Enhance the role of provincial government in supervising
and supporting the higher education institutions,
implementing the coordination of administration between
central and provincial governments.

Further clarify the relationship between governments and
institutions, enlarging the autonomy of higher education
institutions to guarantee their independence as the legal
and economic entities.
Policy documents
Year
Policy Document and Law
1985
Decision on Reform of the Educational System
1993
1998
Outline for Chinese Education Reform and
Development
Higher Education Law
2003
Law on Promoting Private Education
2010
Outline for National Educational Development and
Planning in medium and long term 2020
Major Achievements ,
Challenges and the
Responses
Major Achievements
 A Large
and Comprehensive system established,
Largest system worldwide
 Enter the stage of Mass higher education
 Gradual Improvement on governance and
regulations
 emerging Market-oriented mechanism for
management
 Multiple-channel of financial sources:
governments, clients, enterprises etc
Main Realities

(1) Unbalanced development of different regions

Analysis by two aspects

Horizontal stratification
– Public vs. private
Vertical stratification
– Central vs. local institutions

Public Vs. Private
by levels
Public
Private
Postgraduate institutions
767
0
Undergraduate institutions
1591
276
Four-year
691
29
Less than four-year
900
247
442
2
Adult institutions
Source: Educational Statistics Yearbook of China 2006 (2007)
public vs. private by share,

the private sector has a limited productivity
 (In 2006),there are approximately 1329
private HEIs,taking 40 percent (almost
half)of the total number of Chinese HEIs, but
the shares of private sector in total enrolment
are just 2.8 million,taking only 11.4 percent
of totality.
Central Vs Local Institutions by number
29
The current situation of localization of higher
education
人数
The enrolment of HEIs by their affiliation since 1980
13,519,258
11,886,384
5,560,900
4,455,135
2,906,429
1,143,712
1,703,000
2,062,695
1,634,989
1,160,400
1980
Total enrolment
在校生总人数
1985
1990
1995
Intake at central institutions
中央部委所属高校在校生数
2000
2005
Intake at local institutions.
地方所属高校在校生数
年
Top five cities where Central Universities (the top
ones) are mostly concentrated as their locations
No1.Beijing:21(8)
No.2.Shanghai:8(3)
No.3Wuhan:7(2)
No.4.Nanjing:6(2)
No.5.Xi An:4(3)
(2) Balance between quantity and quality
Index ( % Gross Enrollments )
China’s Gross Enrollment Rates still is facing some challenges
ahead comprared with most developed industry nations
85% Korea
81% USA
80
70
64% UK
56% France
51% Japan
60
50
40
30
20
18% China
11% India
10
0
1980 1990 1992 1994 1996 1998 1999 2000 2001 2002 2003 2004*
Sources: World Bank Educational Statistics Database
23%
2008
According to the National middle and long term Guideline
of Educational Development and Reform (2020 vision)
2009年-2020年高等教育的规模（单位：万人）
3500
3000
2500
2000
高等教育在校总规模
高等教育在校生
2009年
2015年
2020年
2979
2826
3350
3080
3550
3300
2009年-2020年高等教育毛入学率（单位：%）
45
40
35
30
25
20
高等教育毛入学率
2009年
2015年
2020年
24.2
36
40
Related Realities

Reality A:
 How can more budgetary money be rised and
input to improve the quality of HEI with their
keeping a sustainable grwoth in enrolment ?
 An Option: by tuition raise ?
 An anwser: almost impossible !
 ,because its percentage in total budgetary
expenditure of HEI has been raised from 13.4 %
in 1998 to 33.7 % in 2007, ....no room to go
up . ..
Estimated educational population trend by levels (age
cohort) from 2004-2020( unit:10 thousand)
Reality B:
How the HEI can maintain their sustainable developemnt while the
number of applicants at 18-22 age cohort decrease year by year ?
14000
12000
10000
8000
6000
4000
2000
0
2004
2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
premary S
小学阶段
Primary(6-11)
junior S
初中阶段
Junior (12-14)
2015 2016 2017 2018 2019 2020
high S
高中阶段
high (15-17)
HEI
大学阶段
Tertiary(18-22)
Quality as a pressing issue

The quality issues become increasingly prominent. The
quality issues are mainly represented as follows:
 ---under- supply of faculty in number and their lower
qualification,
 ---big teacher-student ratio and inadequate teacher-student
interaction,
 ---outdated teaching materials, obsolete teaching methods,
 --- short-stocked library, and deteriorated laboratories and
classrooms…
 -- Per student’ budgetary appropriation is decreasing,
particularly in local universities.
Per college student budgetary appropriation for recurrent expenditure from
2000-2004
year
(RMB Yuan
2000
7310
2001
6816
2002
6178
2003
5773
2004
5553
Per college student budgetary appropriation for recurrent expenditure from
1993 to 2005: Central vs. local institutions (Unit: 1 RMB)
(3)More graduates but not enough jobs

There is a mismatch between demand and supply, in
other word-- imbalance between scale and employment.
 The expansion in higher education increased
opportunities for students’ college education since
1999,but the graduate employment problem might arise
to a harsh reality, because labor market does not have
enough places in particular to several provincial
universities. It is officially reported by MOE that
Employment Rate is about (average) 68% of total
graduate.
Major Policy Initiatives as Responses
 ---Improving
quality of higher
education
 ---promoting employment rate as
priority in upcoming years.
---Improving quality of higher education







---to establish agencies for assessment and assistance in
college instruction
----to develop a system of periodic review of
instructional quality
----to building links between program assessment and
professional qualifications and certificates
----to formulate assessment standards and indicators
----to build database on college instruction
---to develop an analyzing and reporting system
---to build instructional quality assurance system
---promoting employment rate as priority in
upcoming years.

--to encourage enterprises to hire college
Graduates first;
 --to establish center led by a vice president,
which will be in charge of helping students to be
employed easily in the job- market.
 -to offer courses on career development
 --to organize more campus interviews activities
Thank you!