Panzhihua UniversityPanzhihua University
Study in China

China's Education System

The Chinese government has placed priority on developing education, putting forward the strategy of revitalizing the country through science and education, making constant efforts to deepen the reform of educational system, and implementing the nine-year compulsory education. Governments at all levels are increasing investment in education and encourage people to run education through different channels and in different forms.

China’s school education includes pre-school, primary school, secondary school, high school, university and college, as well as graduate school education.

1) Pre-school education is for 3-5 year olds and takes place in kindergartens.

2) Primary education is from 6-11. Primary schools are usually run by local educational authorities and over free tuition, although there are some private schools owned by enterprises and individuals.

3) Secondary schooling is for children from 12-17 years of age. Education of this kind is run by local governments and various business authorities. State-run secondary schools include junior middle schools and senior middle schools, both with three grades or years. The first three years of secondary school are compulsory and tuition is free. Senior middle school is not compulsory and students must pay minimal tuition fees. Private secondary schools often offer specialized education and have a more vocational bent, but the qualifications they offer are considered to be on the same level as those of state-run middle schools. However, graduates from secondary professional schools are seen to have achieved a higher level in some ways akin to a university education. Students graduating from junior middle schools usually go on to senior middle schools, although some move to vocational high schools or secondary professional schools for 3-5 years of study.

4) For higher education there are vocational courses as well as undergraduate, postgraduate, and doctoral degrees. Higher education is offered in universities, colleges, institutes, and vocational colleges. These institutions conduct academic and scientific research and provide social services as well as offering courses to students. To enter a university or college, students have to take the national entrance examination, which takes place every June and is now open to people of all ages. Selection is based on each student’s marks in this exam, and due to the number of people sitting the exam. Getting into university is highly competitive.
 

International Students in China
As an important component of international exchanges and cooperation, international students education has been given great importance by the Chinese government. Due to half-century's painstaking efforts, an international students administration system, with distinct Chinese characteristics, has been constructed. This system has helped to produce a number of talents in the fields of science, technology, education, diplomacy, management, etc. for many countries, especially developing countries, and played an active role in enhancing the political, diplomatic and economic ties between China and those countries as well as promoting the exchange of culture, education and personnel.

In 1950, China received the first group of 33 students from the East European countries. By the end of 2000, the total number of international students in China has increased to 407,000. They are from more than 160 different countries. Among them, Chinese Government Scholarship students numbered 88,000, whereas self-financed students reached 317,000. Since 1997, the Chinese Scholarships Council (CSC) has been entrusted by the Ministry of Education with the enrolment and administration of daily operations concerning international students in China sponsored by Chinese Government Scholarships.

Since 1978 when China initiated her reform and opening-up policy, international students education has entered into a new stage. From 1979 to 1999, the total number of international students studying in China reached 342,000 person-times. China has been successful in maintaining social and political stability and the rapid growth of economy, and this in return gives rise to the international students. In 1996, the total of international students reached 41,000, an increase by 30% over 1992. Furthermore, the enrolment of self-financed students made such a big stride that it has surpassed that of scholarship students, and became the main stream of the international students.

The outbreak of SARS in 2003 had brought great difficulties. In order to implement the 2003-2007 Action Plan for Rejuvenating Education, the Ministry of Education had worked creatively on the policy of "expand the size, raise the level, guarantee the quality and regulate the management". The difficulties that SARS had caused were surmounted and the number of the students was basically stabilized. Totally 77,715 students of different types from 175 countries were accepted by 353 Chinese higher education institutions.

International students from Asia still top the list of all, totalled 63,672, accounting for 81.93% (see Graphic 1). While 6,462 students are from Europe, accounting for 8.31%; 4,703 from America, accounting for 6.05%; 1,793 from Africa, accounting for 2.31%, and 1085 from Oceania, accounting for 1.04%.

South Korea, Japan, the United States, Vietnam and Indonesia are the top five countries that have the largest numbers of international students in China, numbered 35,353, 12,765, 3,693, 3,478, and 2,563 respectively. Other countries, which have over 1,000 students in China, are Thailand (1,554), Germany (1,280), Russia (1,224), Nepal (1,199) and Mongolia (1,060).

According to the agreements or programs signed by Chinese government and the governments of other countries as well as international organizations, China's Ministry of Education offered to 163 countries Chinese Government Scholarships in 2003.With the 1,879 new numbers, actually 6,153 foreign students were admitted, making up 7% of total number, of which Asia students amounted to 3,076, covered 50% of the total, European students 1,442, 23%, Africa 1,244, 20%, America 305, 5%, Oceania 86, 1.4%. With the principle of raising the level of scholarship students, Ph.D students increased to 609, Master Degree students added up to 1,350, and undergraduate students 1,754. In addition, 123 students were benefited from the other scholarship provided by Chinese Government, including the Great Wall Scholarship, the Excellent Student Scholarship, the HSK Winner Scholarship, the short-term program for foreign teachers of Chinese and the Chinese culture research program. As for the self-financed students, the enrolment has expanded to 71,562, among them, short-term students (who studied for less than 6 months) numbered 13,202, whereas long-term students who studied in China for over 6 months (including 6 months) numbered 58,360.

In accordance with the relevant regulations on the management of Chinese Government Scholarship formulated by the Ministry of Education, to reinforce the management of Chinese Government Scholarship and to bring its benefits and effects into full play, the Ministry of Education of China entrusts China Scholarship Council (CSC) to take charge of the organization and implementation of Annual Review of the Chinese Government Scholarship students. And the institutions are entitled to give Annual Review to their own scholarship students.

To convenience international students, along with some consulting booklets, the China Scholarship Council (CSC) and Chinese Service Center for Scholarly Exchange (CSCSE), directly under the Ministry of Education, also provide on-line enrolment and information consulting.

On February 16, 1998, the Conference on Study by Foreign Students in China was convened, which, coming up with the policy of "deepening reform, improving management and guaranteeing educational quality to achieve vigorous and steady development", the former State Education Commission, analyzed the new circumstances faced by the international students education and consequently laid down tasks to be fulfilled in recent years. This is a milestone in Chinese international students education.

China's Higher Education
Since the implementation of reform and opening up, the reform and development of higher education have made significant achievements. A higher education system with various forms, which encompasses basically all branches of learning, combines both degree-education and non-degree education and integrates college education, undergraduate education and graduate education, has taken shape. Higher education in China has played an important role in the economic construction, science progress and social development by bringing up large scale of advanced talents and experts for the construction of socialist modernization.

In 2002, there were all together 2003 Higher Education Institutions (HEIs), among which 1396 were Regular HEIs and the other 607 were higher education institutions for adults. In 2002, the total number of new entrant admitted by and the total enrollment of the regular HEIs were respectively 3,205,000 and 9,033,600. The total number of new entrant admitted by and the total enrollment of new recruitment and total enrollment of adult higher education institutions were 1,175,000 and 2,223,200. The total number of graduate students newly admitted by HEIs and research institutions was 202,600 among which 38,400 were for PH.D and 164,200 for master's degree. The total enrollment for graduate students was 501,000 in 2002.

Chinese economic system used to be very highly centralized. To adapt to that, the former higher education system was also centralized, with education provided by the central and local governments respectively and directly under their administration. The disadvantages of this system were that the state undertook too many responsibilities and the schools lacked the flexibility and autonomy to provide education according to the needs of the society, with central departments and local governments providing education separately, the structure of education was irrational and segmented. There were too many single disciplinary HEIs and professional HEIs。 With the establishment of disciplines over-lapped, the efficiency of some HEIs fell very low which in return hampered the improvement of education quality. Therefore, the structural reform of higher education has become a key for other higher education reforms. The reforms of higher education consist of five parts: reforms of education provision, management, investment, recruitment and job-placement, and the inner-institute management, among which management reform is of most importance and difficulty. The overall objectives of higher education reform are to smooth the relationship among government, society and HEIs, setting up and perfecting a new system in which the state is responsible for the overall planning and macro management while the HEIs follow the laws and enjoy the autonomy to provide education according to needs of the society.

After several years' endeavour, the structural reform of higher education has gained heartening achievements. In the field of education provision reform, the old system in which the state undertook the establishment of all HEIs has been broken, and a new system in which the government take main responsibility with the active participation of society and individuals has been taking shape. The development of HEIs run by social forces are fully encouraged and supported.

Regarding management system reform, the relationship among universities, government and society has been gradually smoothed out by various ways such as joint establishment, adjustment, cooperation and merger. A two-level education provision system has taken shape in which the central and local government will take different responsibilities to provide education with the former responsible for the overall planning and management. As a result, the overlapping of education was overcome. At the same time, the government streamlines their administration and delegate more power to the HEIs, expanding their autonomy of providing education for the society according to the laws.

With regard to the financing system, the old system in which the funding of higher education depended on the governments only has been changed and a new system capable of pooling resources from diverse channels with the main responsibilities on government has been gradually established and perfected.

With regard to the reform of system of recruitment, fees charging and graduates job placing, on the basis that all citizens should enjoy the legally equal right of receiving higher education, which should be consistently stick to, in the light of local economic development, a new system in which all students should pay reasonable contribution to their own higher education has taken shape. Simultaneously, a scholarship system for excellent student both academically and morally and a loan, stipend and taking part-time jobs system for students with family economic difficulties has been brought into common practice, ensuring that none students will drop out of school because of economic reasons. After their graduation, the students will mainly select their own jobs under the guidance of the state policy. In addition, the Ministry of Education (MOE) is undertaking the reform of examination and recruitment of HEIs which will help HEIs to select talents and expand the autonomy of schooling, thus laying the foundation of training creative talents, and also help the secondary schools to implement comprehensive quality oriented education.

With regard to the reform of internal administration mechanism, the key lies in the personnel system and the allotment system reforms. On the basis of reasonable organization structure delimitation, all the teaching staff carries out the post responsibility system and appointment system and working achievements are emphasized concerning the personal income allotment, which strengthens the encouragement mechanism in allotment and mobilized the enthusiasm of the teaching.

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