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By Hong Zhen Zhu and Shiyan Lou (Auth.)
The chinese language greater schooling region is a space topic to expanding consciousness from a global point of view. Written via authors centrally positioned in the schooling procedure in China, improvement and Reform of upper schooling in China highlights not just the improvement of alternative features of upper schooling, but in addition the reform of the schooling approach and its function within the academic and social improvement of the rustic. This booklet analyses lately accumulated facts from the nationwide Bureau of data of China and the paintings of major students within the box of upper schooling. It highlights the marketization of state-owned associations and the expanding value of the internationalization of upper schooling - very important positive aspects of schooling in a contemporary and international context.
- Rich statistical data
- Sound theoretical foundation
- Provides a accomplished and comparative learn of nationwide info assets and best scholars
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Additional resources for Development and Reform of Higher Education in China
The former SEDC proposed a ‘3 + 2’ structure in 1992 and a ‘3 + X’ structure in 1997. In the ‘3 + 2’ structure, ‘3’ refers to the 3 basic subjects – Chinese, Mathematics and (one) foreign language, and ‘2’ refers to Political Science and History for Arts and Physics and Chemistry for Sciences. In ‘3 + X,’ ‘3’ also refers to Chinese, Mathematics and (one) foreign language, while ‘X’ stands for an integrated competence test such as Integrated Arts, or Integrated Sciences. This pattern was first tried out in Guangdong in 1999, and then implemented all over China in 2002.
In March 1998, the former SEDC was transformed into the MOE and the pace of reform in the administrative system of higher education was accelerated. ’ Under the guidance of these principles, a large-scale campaign was launched in 1999 of joint construction and administration of the central and local governments and institutional transition of ownership of some HEIs from central ministries to local government – by 2007 a total of more than 400 central-ministries-owned universities had been transformed into local government-owned ones.
Ying, Wangjiang. Reform and Development of Higher Education in China: 1978–2008. Shanghai: Shanghai University of Finance and Economics Press, 2008: 56–67. Independent institution refers to the independent private secondary faculty set up at public HEIs according to new mechanism and new model. It is the combination of the brand of public HEIs and private capital and operation mechanism. Refer to Chapter 4. Ying, Wangjiang. Reform and Development of Higher Education in China: 1978–2008. Shanghai: Shanghai University of Finance and Economics Press, 2008: 59–60.