General Information

Vocational Education in China

The System of Vocational Education and Its Development

The system of vocational education consists of education in vocational schools and vocational training.

Vocational education in China is provided at three levels: junior secondary, senior secondary and tertiary.

Conducted mainly in junior vocational schools and aimed at training workers, peasants and employees in other sectors with basic professional knowledge and certain professional skills, junior vocational education refers to the vocational and technical education after primary school education and is a part of the 9-year compulsory education. The students in secondary vocational school should be primary school graduates or the youth with equivalent cultural knowledge and its schooling lasts 3 to 4 years. To meet the needs of labor forces for the development of rural economy, junior vocational schools are mainly located in rural areas where the economy is less developed.

The secondary level mainly refers to the vocational education in senior high school stage. Composed of specialized secondary schools, skill workers schools and vocational high schools, and as the mainstay of vocational education in China, secondary vocational education plays a guiding role in training manpower with practical skills at primary and secondary levels of various types.

Consisting of secondary technical schools and normal schoo1s, specialized secondary schools enroll junior high school graduates with a schooling of usually 4 years and sometimes 3 years, A few specialties are open only to senior high school graduates with the schooling lasting 2 years. The basic tasks of these schools are to train secondary-level specialized and technical talents for the forefront of production, and all the students should master the basic knowledge, theory and skills of their specialty in addition to the cultural knowledge required for higher school students.

Aiming at training secondary-level skill workers, skill worker schools enroll junior high school graduates and their schooling lasts 3 years. Quite capable of practicing and operating, their graduates will directly be engaged in production activities.

Developing on the basis of the structural reform of secondary education after China adopted the policy of reform and opening to the outside world and directly coming from the reorganization of regular high schools, vocational high school enrolls junior high school graduates and its schooling lasts 3 years. Its main task is to train secondary-1evel practice-oriented talents with comprehensive professional abilities and all-round qualities directly engaged in the forefront of production, service, technology and management. Accordingly, the specialties offered in vocational high schools are mainly related to the third industry.

In 2001, there were altogether 17,770 secondary vocational schools (including vocational high schools, specialized secondary schools and skill workers school), with the enrollment of 11,642,300 students and the recruitment of 3,976,300 students.

With the schooling lasting 2 to 3 years, tertiary vocational education mainly enroll graduates from regular high schools and secondary vocational schools. In recent years, the proportion of graduates form secondary vocational schools has been increased, establishing the link between secondary and tertiary vocational education gradually. Aiming at training secondary and high - level specialized technical and management talents needed in the economic construction, tertiary vocational education emphasiz6s the training of practice-oriented and craft-oriented talents. At present, institutions providing tertiary vocational education are divided into four categories. The first is the higher vocational technology institutions; the second is the 5-year higher vocational classes provided in the regular specialized secondary schools; the third is the tertiary vocational education provided in some regular higher education institutions and adult higher education institutions; the last is the reformed regular institutions offering 2 to 3-year higher education with the emphasis on training practice-oriented talents, namely high-level professional technical talents, for the forefront of production.

Vocational training of various forms has been playing a more and more important role in vocational education. At present, vocational training is mainly conducted and managed by the departments of education and labor, but enterprises are encouraged to provide vocational training for its own employees. In 2001, short-term training are proved for 100 million person-time.

The Achievements of Vocational Education in China

1.The Rapid Expansion of the Scale of Vocational Education

During the l5 years between 1980 and 2001, the proportion of regular senior high school students among all the students in senior secondary education has decreased from 81% to 54.7%, while the proportion of secondary vocational school students has increased from 19% to 45.3%. From l980 to 2001, secondary vocational education institutions produced 50 million graduates, fostering millions of secondary-level and primary-level technical workers, managers, skill workers and other labors with good vocational and technical education.

2.The Big Stride Made in the Construction of Vocational Education Teachers

Teachers for vocational education are mostly graduates from regular higher education institutions. Since 1989, over 160 higher education institutions (HEIs) have established departments, specialties or classes devoted to the training of vocational education teachers. At the same time, the government began the establishment of teacher training bases for vocational education, Nowadays, there are over 50 training bases set by vocational technical colleges which are affiliated to HEIs and over 200 bases set by central departments and local governments. As a result, a training bases network has basically taken shape, meeting the needs of teacher training for vocational education of various forms and at various levels.

3.The Increase of the Quality and Level of Vocational Education

During the past 50 years, especially the 20 years after reform and opening to the outside world, much attention has been paid to the quality and level of vocation education as well as the schooling efficiency. Meanwhile its scale has been extraordinary expanded. By the end of 2001, more than 3000 key and pilot vocational schools have been established, promoting the overall development of vocational education.

4.The Primary Fruits of the Teaching Reform of Vocational Education

Learning the foreign modern vocational education thought and teaching patterns to improve the level of teaching is an important component of the reform of vocational education, For example, the "dual-track system " of Germany, the educational and training pattern based on the ability in Australia and Canada, the Employment Education Structure (MES) advocated by the World Labor Organization, the " Skill Courses for Starting Small Enterprises" initiated by the UNECO and the " Business and Trade Simulated Company" springing up widely all over the world, all became the models for the reform of Chinese vocational education in China.

5. Rapid Development of Vocational Education in Rural Areas

Since the 1980's, significant progress has been made in vocational education in rural areas of China with its quantity greatly enlarged and quality greatly improved.

6. More and More Important Role Played by Research on Vocational Education

With the development of vocational education, research on vocational education has been enhanced and a number of vocational education research institutions have been established, organizing the full-time and part-time research teams composed jointly by administrative departments responsible for vocational education, research institutions, vocational schools and academic organizations, carrying out various forms of vocational education research at different levels.

(Ministry of Education of the People’s Republic of China October 20, 2006)

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' endeavor, 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 jobplacing, 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.

(Ministry of Education of the People’s Republic of China October 20, 2006)

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 enrollment 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 enrollment 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, totaled 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 enrollment 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.

(Ministry of Education of the People’s Republic of China October 20, 2006)

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.

(Chinese Service Center for Scholarly Exchange October 20, 2006)

International Cooperation and Exchanges on Chinese Vocational Education

    Internationalization has become a common trend for the reform and development of modern education in the world. Along with the reform and opening to the outside world, China has been actively engaged in the international cooperation and exchanges in the field of vocational education. During the past 20 years, the government has sent many delegations to over 20 countries and districts where vocational education is well-developed and shows their unique characteristics to learn successful foreign experience. At the same time, China has received many foreign vocational education delegations, invited foreign experts to give lectures in China, and jointly provided education with foreign vocational education institutions to promote the development of Chinese vocational education.

China has also made more and more contact with the UNESCO, UNDP, world Labor Organization, UNPF, APEC and other international organizations while the bilateral cooperation and exchanges between China and other countries has been increasingly expanded.

(Ministry of Education of the People’s Republic of China October 20, 2006)