Manual Higher Education in Post-Mao China

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The Algebra of Everything. Dr Marcel Jackson.

Historical Background: Expansion of Public Education

Diet and Nutrition. La Trobe University. Classical Mythology. Dr Rhiannon Evans. And within a few years, these universities will be producing 3 times more graduates per year than the USA. China already graduates 75 students per year compared to 30 in the USA and 60 in India. These students have changed as well. During such difficult moments people often try unite around their nations. In this context, symbols of the nation become important.

However, such symbols will vary from country to country. Read more …. The play could almost be symbolic for the treatment of the subject as an academic discipline over the past last half century.

Historical Background: Expansion of Public Education - New York Times

Read more…. Depending on where you live, this break will have been of varying lengths. China has already overtaken the EU and Japan and will leapfrog the US within the next decade, the report predicts. Great insight! One movement seems worthy of mention when we talk about the development of Chinese high education, ie.


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The humanitiy related departments in many university schools such as Tsinghua, SH Jiaotong, Tongji, were forced to move into a small number of universities like Beijing U, Fudan U, etc in the systematic regrouping in This created a big number of pure engineering universities. The flourish economy created big demand to business managers and pushed the development of business schools, which become the cash cow for many universities feeding the nature and other social science departments. Thanks for stopping by and taking the time to comment. You illustrate very well just how quickly the management schools have grown in China in the past twenty years.

Fantastic article, Mark!

Dan Ye discusses Chinese higher education

You did a great job at shining the light on the higher education industry in China and all of the positive changes that the industry has undergone. Thanks so much for sharing your insight. Thank you for your kinds remarks, Christie. China is chnaging very quickly indeed. Before going there I was told that it takes a very long time to get things done; this insnt the case at all. Quite the contrary. In London, it took longer to have a public inquiry to decide if they could build terminal 5 at Heathrow than it took to build Beijing International Airport from scratch! The insight in the blog and the comments teach me a lot, thanks to the professors above!

I really have no idea of what changes have happened to Chinese high educational history. In respect to the education in the business school, China is working hard to learn from the world and contribute to the local business. Studying here values a million to me, and also it is a chance for me to see the difference between the education styles. Many thanks for these kinds remarks. Sun Yat Sen is an excellent business school and I am sure that you have already learned a lot there. I have been lucky enough to visit the school several times and everyone I have met is extremely professional.

Their warmth and hospitality is also an example to us all. As for the listening, well, keep making your comments! It is always interesting to hear different point of view.

Higher Education in Post-Mao China

I hope you enjoy your studies during the year. Thanks again for taking the time to read and comment on the articles. Really glad to receive your reply. Very grateful and lucky to enjoy the international corporation between the two schools! I hope we do too. It is great to have you as an ambassador for the two institutions! Best of luck for the start of the academic year. Congratulations on this paper, I found it really interesting. When it is hard to identify and measure the aspects of schooling that are truly important for success, the drive to meritocratic fundamentalism in modern China needs a closer look, writes Edward Vickers.

Debate on education policy in the West today is underscored by two unshakeable assumptions.


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  7. First, that educational success is readily measurable through cross-national testing of student achievement. And second, that it translates into economic success—for individuals, and for whole societies. In other words, to the educationally most deserving go the rewards of the global knowledge economy.

    A wider selection of Chinese regions turned in strong results in maths and science in the tests. The call has not gone unheeded.

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    Anglophone governments increasingly favour East Asian-style testing regimes and regimented pedagogy. Claims of a statistical link between PISA rankings and economic growth rates are essentially baseless. Discipline worthy of a police state, intensive drilling and frequent testing may raise test scores—but to what end, and at what cost? Hikaru Komatsu and Jeremy Rappleye of Kyoto University have recently demonstrated that claims of a statistical link between PISA rankings and economic growth rates are essentially baseless. The competitive pursuit of test scores is not the royal road to prosperity.


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    Serious re-examination of both the evidential and ethical assumptions underpinning the Chinese-inspired Tiger Teacher approach is indicated. China witnessed rapid growth in basic literacy during the Maoist period, when the country was an economic basket case. Between the late s and late s, literacy levels in China grew far faster than in India, from a similar starting point.

    In subsequent decades, China has continued to outperform its South Asian neighbour, according to almost every conceivable educational measure. In post-war Japan, Korea and Taiwan, rapid expansion of schooling accompanied rapid economic growth and declining social inequality.