Quality and Equity: Quality and Equity: Chinese Higher Chinese - PowerPoint PPT Presentation

Quality and Equity: Quality and Equity: Chinese Higher Chinese Higher Education Agenda Education Agenda Dr. Zhou Zuoyu Zuoyu Dr. Zhou Michigan State University Michigan State University Feb. 6, 2008-Lansing Feb. 6, 2008-Lansing

CIAE CIAE • The Center for Higher and Adult Education jointly emphasizes the importance of policy and international work in postsecondary education for the 21st century.

1. Background 1. Background 2. Quality campaign 3. Equity strategy 4. International dichotomy and Chinese stories 5. University Identity in Crisis

Periods Characteristics 1 1 Late 1890’s till European/American model. When the 1949 People’s Republic of China was founded, colleges – 60.4% public, 29.8% private & 9.7% missionary 2 All institutions integrated into public sector 1952/1953 ;Adopt Soviet model - part of highly centralized national planning; Dominated by highly-specialized institutions and science & engineering institutions 3 1966-1976 Culture revolution (Zhang’s and Huang ’s anti-wave, the symbolic movie Rupture ) 4 1977-1978 Recovery of higher education entrance examination Beginning Shift from centrally planned to market- 1980’s oriented 5 Mid-1990 Merging, transferring, cooperation, consortium World-class university (211 Project, 985 Project) 6 Late-1990 Expansion and excellence pursuing And New Century

Quality Agenda

● Gross Enrolment Rate of Schools by Level

276 ( 1. on ) 3378m i l l i 318( 1. on ) 467m i l l i / 994 1147 720/ 1591 450 Regular:1867( 17. 3884 / on ) 1047 m i l l i 1. Adult: 444 ( 5. on ) 2488m i l l i

Types of Higher Education Institutions Year Public Higher Education Independe Private HEIs nt Colleges Public Regular HEIs H E I s f o r Specialized H I E s H I E s Adults vacational awardin awarding schools & g j u n i o r bachelor M a s t e r colleges degree d e g r e e and above 2007 NA NA NA NA NA 295 2006 1147 720 450 444 318 276 2005 1091 701 450 481 295 252 2004 1047 684 454 505 NA 228 2003 1552 407 558 NA 173 2002 1396 408 607 NA NA 2001 1225 411 686 NA NA 2000 1041 415 772 NA NA 1999 1071 446 NA NA 1998 590 432 408 962 NA NA

Degree by Full Professors Degree by Full Professors %'"## *' +' !+"'$ !!"!# $*"(% &'"(# !' $&"!( ()"*! $!"!% $' $"!( +")& $"+* '"$) ' ,-.-/012 345-060/57/8- 92:08;1<1=- PhD-Ma-Ba-UnderBa MOE, Department of Development Planning

Lowest 10 Frequent Activities Soph Juni Seni Over Fres 72.1% 61.2% 57.4% 44.0% 60.4% 1. Interaction with Faculty 2.Work on research project 79.5% 66.6% 48.7% 32.7% 60.2% 65.7% 62.0% 57.2% 46.7% 59.1% 3.Ask help from librarians 72.2% 60.2% 47.9% 40.6% 57.4% 4.Preparing written report 70.9% 51.2% 50.0% 44.6% 55.8% 5.Manage or leader club in*out 54.5% 52.9% 48.6% 37.0% 49.4% 6.Ask teacher evaluate performance 59.2% 43.5% 47.4% 34.7% 47.5% 7.Discuss with foreign students 55.6% 48.7% 40.3% 31.5% 45.7% 8.Discuss with faculty for career 51.7% 41.7% 44.4% 31.6% 43.5% 9.Discuss team or org. activities 50.1% 40.5% 40.9% 31.3% 41.8% 10. Participate outside school activities

• Student attitude to the programs Expected Current 50% 45% 43.6% 40% 34.6% 35% 30% 24.6% 25% 20% 19.1% 15.8% 15% 11.8% 10.5% 10.4% 9.9% 10% 8.5% 8.4% 8.1% 6.5% 5.0% 4.6% 5% 4.2% 3.8% 3.7% 2.9% 2.1% 0.1% 0.1% 0.1% 0.1% 0% Sci Lit Ecn Med Eng Edc Law His Mana Phl Mil Agr

Quality Campaign Quality Campaign 2 –World-class university campaign –Undergraduate teaching evaluation –Undergraduate teaching quality project –Model Short-cycle college project campaign

Establishment of World-class Establishment of World-class Universities Universities Project Year 1995 ‘Project 211’ – Phase II in 2000; Phase III in 2006 1998 ‘Project 985’ – Phase I - 1999 1999 Action Plan for Invigorating Education Phase I Action Plan for Invigorating Education Phase II 2003 (2003-07) 2004 ‘Project 985’ – Phase II in 2004-2007 The ‘11 th Five Year Plan’ (2006-2010) The ‘Project 111’ – Programme of Introducing 2006 Talents of Discipline to Universities (2006-2008) Drafting of National Guideline on Medium & Long- Term Plan for Education Development (2006-2020)

Institutionalization of higher Institutionalization of higher education evaluation education evaluation 1985 Reform Decision on the Educational System 1990 Temporary Regulations for Higher Education Evaluation 2007：Quality Project Higher Education Law 1998 2003 Five-Year Round Evaluation

2004 Criteria for Undergraduate Teaching 2004 Criteria for Undergraduate Teaching Evaluation Evaluation First Level Second Level 1 ． Direction 1.1 Position 1.2 Idea of Running School Philosophy 2 ． faculty member 2.1 Faculty Number and Structure 2.2 Subject Teacher 3 ． Facility and usage 3.1 Teaching infrastructure 3.2 Teaching Funds 4 ． Major and 4.1 Major 4.2 Course 4.3 Practice teaching teaching reform 5 ． Teaching 5.1 Administrative team 5.2 Quality control Administration 6 ． Learning Climate 6.1 Teaching Behavior 6.2 Learning Vogue 7 ． Outcomes 7.1 Basic theory and skills 7.2 Dissertation and design 7.3 Moral and Ideology 7.4 PE 7.5 Social Reputation 7.6 Employability 8.Unique Programs

Diversification in the process of Diversification in the process of massification massification Enforcement Enforcement Value Value Cause and Cause and effect effect A A B B E E Institutio Institutio Indicato Indicato n Types n Types r r Diversity Diversity D D C C Aims of Quality Aims of Quality Criteria Criteria Education Education

Weakness of Higher Weakness of Higher Education Practice Education Practice • Unfitness: quality not fit for the demand from social-economic development • Irrationality: structures of specialty & program are not rational • Lack ： Students’ lack of practical competence and innovation spirit • Poor quality: Faculty members’ overall quality needs raising • Out-of-date: Curriculum and instruction: educating models, teaching contents and methods need transforming.

Quality project Quality project • Ends: improve the quality of undergraduate teaching • Means: push forward reform and share the high- grade resources • Principles: – Direction by classification – Encourage uniqueness and diversity – Emphasis on reform • Strategy: breaking-through points for reform – Set up programs which have fundamental, systemic, guiding implication • Motivating institutions for initiative and efforts • Guiding the reform direction

2.5billion RMB 3000 3000 courses Program majors 10,000 text- structure Adjustment books & Accreditation Support to Courses, textbooks Western HEIs Faculty and leadership & resource sharing Development QP Practical instruction& Teaching evaluation& Teaching model Baseline data publishing reform 500 labs 15000 Team building & faculty development excellent 10 million program for 100 award students, design 500 Innovation Areas

Equity Agenda

Gross Enrolment Rate Gross Enrolment Rate • National HEd GER=[Enrolled Number÷ (18-22) population number] × 100 ％ – Post-graduate number in HEIs+ Academy – Regular HEIs undergraduate and short-cycle students – Adult undergraduate and short-cycle students – Military undergraduate and short-cycle students – Diploma examination participants from private institutions – TV students enrolled × converted coefficient(<1) – Higher Education Self-taught examination graduates × converted coefficient(>1)

Central govt. 985 project 211 project Local govt. postgraduate e t a u d a r g r e d n u Short-cycle and Ind. specialized private Types of Higher Education Institutions

Higher Education Self-Taught Examination Participants Annual Entrants and Graduates Unit ： in person Year Entrants Graduates Year Entrants Graduates in Total in Total 1983 331420 0 1992 5850655 157 045 1984 1486260 1 478 1993 5174560 170 335 1985 2767541 29 190 1994 5572796 204 149 1986 3391178 140 133 1995 7086301 239 272 1987 3968702 122 734 1996 8874437 270 658 1988 3862852 155 317 1997 10258754 299 906 1989 3765946 171 157 1998 11847113 352 963 1990 4362409 161 682 1999 13119963 436 787 1991 5355220 156 659 2000 6889085 238 766 In Total （ entrant=person × times ） 103965192 3 308 231

Chinese HEIs in transition by funds Funds 1996 1997 1998 2000 2002 2003 Year Total funds (in ten 3678981 4362767 5981215 9831365 15832129.1 18736788 thousand) National financial 78.56% 76.51% 64.16% 57.34% 49.74% 46.80% educational funds Group and individual 0.39% 0.4% 0.40% 0.93% 2.64% 4.14% input Endowment and 1.07% 1.42% 1.98% 1.56% 1.77% 1.37% charity Fees 15.06% 16.29% 14.23% 22.04% 26 ． 94% 29.29% Others 4.92% 5.43% 19.17% 18.14% 18.92 18.40% Source: Chinese Statistics Yearbook, 1997 to 2005, including adult institutions.