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英语对话 Education System in China In China, the education is divided into three categories: basic education, higher education, and adult education. The Compulsory Education Law of stipulates that each child have nine years of formal education. Basic Educ...

英语对话
Education System in China In China, the education is divided into three categories: basic education, higher education, and adult education. The Compulsory Education Law of stipulates that each child have nine years of formal education. Basic Education Basic education in China includes pre-school education, primary education and regular secondary education. Preschool, or kindergarten, can last up to three years, with children entering as early as age three, until age six, when they typically enter elementary school. The academic year is divided into two semesters. Secondary education is divided into academic secondary education and specialized/vocational/technical secondary education. Academic secondary education is delivered by academic lower and upper middle schools. Lower middle school graduates wishing to continue their education take a locally administered entrance exam, on the basis of which they will have the option either of continuing in an academic upper middle school or of entering a vocational secondary school. Vocational schools offer programs ranging from two to four years and train medium-level skilled workers, farmers, and managerial and technical personnel. Technical schools typically offer four-years programs to train intermediate technical personnel. “Schools for Skilled Workers” typically train junior middle school graduates for positions requiring production and operation skills. The length of training is typically three year. Higher Education Higher education at the undergraduate level includes two-and three-year junior colleges(sometimes also called short-cycle colleges, four-year colleges, and universities offering programs in both academic and vocational subjects. Many colleges and universities also offer graduate programs leading to the master’s or Ph.D. degree. Chinese higher education at the undergraduate level is divided into three-year and four-year programs. The former is offered not only at short-cycle colleges, but frequently also at four-year colleges and universities. The latter is offered at four-year colleges and universities but do not always lead to the bachelor’s degree. Myriad higher education opportunities also fall under the general category of adult education. Adult Education The adult education category overlaps all three of the above categories. Adult primary education includes Workers’ Primary Schools, Peasants’ Primary Schools, and literacy classes. Adult secondary education includes radio/TV specialized secondary schools, specialized secondary school for cadres, specialized secondary schools for staff and workers, specialized secondary schools for peasants, in-service teacher training schools and correspondence specialized secondary schools. Adult higher education includes radio/TV universities, cadre institutes, workers’ colleges, peasant colleges, correspondence colleges, and educational colleges. Most of the above offer both two- and three-year short-cycle curricula; only a few also offer regular undergraduate curricula. Primary and Secondary Education Primary and secondary education in China is composed of three stages: primary school, junior middle school and senior middle school, with a length of study of 12 years altogether. Generally, the length of study in primary schools is six years; junior middle schools, three years; and senior middle schools, three years. Primary and junior middle school education is compulsory. Children who have reached the age of six may enter primary schools. Where junior middle school education is basically universal, students who have graduated from primary schools may, without examination, advance to the appropriate junior middle schools. Junior middle school graduates may enter senior middle schools after passing examinations set by the local education authorities. Since the issuing of the Compulsory Education Law of the PRC in 1986, governments at all levels have actively promoted nine-year compulsory education, and made remarkable achievements. Throughout the nation, nearly 1,500 counties, cities and municipal districts have basically instituted nine-year compulsory education, with a population coverage of about 50 percent. Senior middle school education is now virtually universal in large and medium-sized cities and the coastal areas, where the economy is fairly well developed. Ethics, labor skills and after-school education are promoted in primary and secondary schools, laying a good foundation for the enhancement of the students* quality and their all-round development. On January 7, 2000, the Ministry of Education held a tele-conference on the work of lightening the burden on primary and middle school students, and demanded that all local education departments take effective measures as soon as possible in this regard. Preschool Education Preschool education, which began at age three and one-half, was another target of education reform in 1985. Preschool facilities were to be established in buildings made available by public enterprises, production teams, municipal authorities, local groups, and families. The government announced that it depended on individual organizations to sponsor their own preschool education and that preschool education was to become a part of the welfare services of various government organizations, institutes, and state- and collectively operated enterprises. Costs for preschool education varied according to services rendered. Officials also called for more preschool teachers with more appropriate training.      Source :   Editor: WuLin Quality-oriented Education Since the 1990s, the concept of quality-oriented education to encourage a student's creative spirit and ability - rather than the centuries-old tradition in China of "teaching for examination and learning for examination"-has gradually found its place in Chinese education. Educational departments have adopted a series of measures to introduce quality -oriented education that include encouraging students to take part on their own initiative, be ready for inquiry and try doing things by themselves. Curriculum changes and reform on teaching materials are being made with a grading system favorable to encouraging the goals of a quality-oriented education. The new standards formulated by the Ministry of Education for the 18 subjects during the compulsory education period have been introduced. And research and experiment on new courses for senior high schools has started. In the autumn of 2001, new textbooks were used in 26 provinces, autonomous regions and centrally administered municipalities. Old teaching materials were criticized for being divorced from reality and far from life. The new textbooks deleted or abridged repetitive, old and too complex contents and added up-to-date knowledge on modern scientific and technological development. Some existing courses were merged, and foreign language and information technology lessons were added to the curriculum of elementary schools. Great importance has been attached to practical education, and a "green certificate" representing education in agricultural production and management has been introduced to rural areas. Reforms are being made in the grading system at all educational levels taking into consideration students' physical and mental health as well as their comprehensive development. The reform on the admission system of institutions of higher learning includes enrolling students through computer networks, looking the overall qualities and abilities of students and holding the university entrance examination twice each year.   International Exchange and Cooperation Since 1978 when China inaugurated the opening and reform initiative, international communication and cooperation in the education sector has migrated onto a new stage cheering healthy development of abroad studying, increasing number of foreigners studying in China, and expanding cross-border academic communication. International communication and cooperation has brought us with beneficial reference, impelled education reform and development in China and enhanced the mutual understanding and friendship between China and other countries. In more than two decades since 1979, China sent some 320,000 students to more than 100 countries and regions, hosted 340,000 students from more than 160 countries and regions; dispatched out 1,800 teachers and experts, appointed 40,000 foreign experts and teachers. Number of Chinese experts and academicians once involved in international conferences held abroad and that of foreign experts and academicians once presenting at international academic symposiums held in China both amounted to 11,000. In 1996 only, China sent out more than 10,000 students to nearly 100 countries and regions and entertained nearly 33,000 international students from 160 countries and regions. In order to help partner countries to bring up culture-indifferent sci-tech and translation professionals, China configured teachers for Chinese language programs launched in more than 30 countries, and gave mission orders to more than 5,000 experts destined to short-term teaching programs launched in different countries. On the other hand, colleges and universities in the country extended appointment letters to some 3,760 foreign-originated experts and teachers. In the year, colleges and universities directly under the Ministry of Education approved 2,099 application cases for involvement in some 1,316 international academic symposiums held abroad. Nearly 140 international academic symposiums and seminars hosted by colleges and universities in China welcomed in some 5,000 participants from foreign countries. Nearly 130 study groups visited China... Fresh progress has been made in foreign-oriented education aid program, embodied in the migration from facility construction to program launching, which has enhanced the school running capability of the beneficiary countries, winning high praise from the beneficiary governments. In more than two decades, China has made sound achievements in bilateral and multilateral education cooperation, which has got educational aid from UNESCO, UNIECF, UNFPA, UNDP, World Bank and many other international organizations, including loan of US$14.7 billion from World Bank for the education development program, and aid of more than USD100 million from other organizations. In recent years, Hong Kong, Macao and Taiwan have increased education aid to Mainland China, the educational communication and cooperation between both sides has been expanded steadily. Changes in Enrollment and Assignment Policies The student enrollment and graduate assignment system also was changed to reflect more closely the personnel needs of modernization. By 1986 the state was responsible for drafting the enrollment plan, which took into account future personnel demands, the need to recruit students from outlying regions, and the needs of trades and professions with adverse working conditions. Moreover, a certain number of graduates to be trained for the People's Liberation Army were included in the state enrollment plan. In most cases, enrollment in higher education institutions at the employers' request was extended as a supplement to the state student enrollment plan. Employers were to pay a percentage of training fees, and students were to fulfill contractual obligations to the employers after graduation. The small number of students who attended colleges and universities at their own expense could be enrolled in addition to those in the state plan. Accompanying the changes in enrollment practices were reforms, adopted in 1986, in the faculty appointment system, which ended the "iron rice bowl" (see Glossary) employment system and gave colleges and universities freedom to decide what departments, majors, and numbers of teachers they needed. Teachers in institutions of higher learning were hired on a renewable contract basis, usually for two to four years at a time. The teaching positions available on basis were teaching assistant, lecturer, associate professor, and professor. The system was tested in eight major universities in Beijing and Shanghai before it was instituted nationwide at the end of 1985. University presidents headed groups in charge of appointing professors, lecturers, and teaching assistants according to their academic levels and teaching abilities, and a more rational wage system, geared to different job levels, was inaugurated. Universities and colleges with surplus professors and researchers were advised to grant them appropriate academic titles and encourage them to work for their current pay in schools of higher learning where they were needed. The new system was to be extended to schools of all kinds and other education departments within two years. Under the 1985 reforms, all graduates were assigned jobs by the state; a central government placement agency told the schools where to send graduates. By 1985 Qinghua University and a few other universities were experimenting with a system that allowed graduates to accept job offers or to look for their own positions. For example, of 1,900 Qinghua University graduates in 1985, 1,200 went on to graduate school, 48 looked for their own jobs, and the remainder were assigned jobs by the school after consultation with the students. The college students and postgraduates scheduled to graduate in 1986 were assigned primarily to work in forestry, education, textiles, and the armaments industry. Graduates still were needed in civil engineering, computer science, finance, and English
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