Developmentstatus
In2010,Chinahad2,723regularcollegesanduniversitiesandadultcolleges;therewereatotalof797postgraduatetrainingunits,including481collegesanduniversitiesand316scientificresearchinstitutions.Fromtheperspectiveofassetscale,fixedassetsofcollegesanduniversitieshavethecharacteristicsofdiverseforms,varioustypes,largequantities,andhighvalues,andthefundsinvestedinvariousformsoffixedassetswillbecomelargerandlarger.
Z pohledu fakulty v roce 2010 byla fakulta a zaměstnanci běžných vysokých škol a univerzit 2 156 600, z toho 1 343 100 učitelů na plný úvazek. podrobnosti naleznete v části "Zpráva o analýze výhledu trhu a investiční strategii plánování čínského odvětví vysokého školství".
Indomestichighereducation,thereisnotonlythecompetitionbetweenpubliceducationandprivateeducation,thecompetitionbetweengeneraleducationandvocationaleducation.Atthesametime,withtheboomofstudyingabroad,thedomestichighereducationindustryisalsofacingforeignhighereducation.compete.Tothisend,theMinistryofEducationhascontinuouslystrengthenedandpromotedthecooperationbetweenChineseandforeignhighereducation.Forexample,the"OutlineofthePearlRiverDeltaPlanning"expresslystatedthat"tosupporttheestablishmentofhighereducationinstitutionsinthePearlRiverDeltaregionbyfamousuniversitiesfromHongKongandMacao,andtorelaxtherighttocooperatewithforeigninstitutionsinrunningschools."
Undertheguidanceofnationalpolicies,highereducationfocuseson"improvingthequalityoftalenttraining"and"improvingthelevelofscientificresearch."KeyregionssuchasBeijingandGuangdongProvincehavetakentheleadindevelopingcollege-runindustriesandstrengtheningschoolsandenterprises.Aftermorethan20yearsofdevelopment,universitiesandcollegeshaveusedtheirownadvantagestoestablishtechnologyenterprises,andhaveplayedanimportantroleinthetransformationandindustrializationofscientificandtechnologicalachievements,andthedevelopmentofhigh-techindustries.Manyofthemhaveemergedsuchas"PekingUniversityFounder"and"TsinghuaUniversity"."Tongfang"isawell-knownuniversity-runenterprisebrand.
OnOctober22,2017,ChenBaosheng,SecretaryofthePartyLeadershipGroupandMinisteroftheMinistryofEducationofChina,statedinBeijingthattheproportionofinclusivekindergartenswillbeincreased,andtheproblemofreducingschoolburdensandincreasingburdensoutsidetheschoolwillberesolved;by2020,Completelyeliminatethe"largeclasssize"andbasicallypopularizehighereducation.
V roce 2020 bude 2 738 běžných vysokých škol a univerzit v celé zemi. Mezi nimi je 1 270 vysokoškolských vysokých škol (včetně 21 odborných škol na bakalářské úrovni); 1 468 vyšších odborných (vysokých škol) a 5 univerzít. nebo vysoká škola zapsala celkem 9 674 500 studentů s celkovým počtem 32 852 900 studentů. mezi nimiž je 3 139 600 postgraduálních studentů.Celkem 3,6376 milionů dospělých vysokých škol a nižších vysokých škol bylo zapsáno v celé zemi a ve školách bylo zapsáno 7 772 900 studentů.
Od Romelite k popularizaci
Mezinárodně se obecně věří, že když je celková míra návštěvnosti vyššího vzdělávání nižší než 15 %, patří to do fáze elitního vzdělávání a 15 % ~ 50 % je fází popularizace vysokoškolského vzdělávání.
Elitní vzdělávání před rokem 2002
V období elitizace vysokého školství údaje z Ministerstva školství Číny ukázaly, že v roce 1978 byla celková míra náboru vyššího vzdělávání v Číně pouze 1,55 %. 01 a 15 % v roce 2002.
Popularizationfrom2002to2018
Thepopularizationofhighereducationintheworldbeganinthe1970s.However,thebeginningperiodofpopularizationwasactuallyafterWorldWarII.AfterWorldWarII,theworldhadarelativelypeacefulperiod.Popularizationwastomeettheneedsoftheincreaseinsocialproductivityandtheneedsofproductiontransformation,andalsotomeettheneedsoftheincreaseinthelevelofemployeesinthesocialtertiaryindustry..
DatafromtheMinistryofEducationshowthatChinastartedtoexpandcollegeenrollmentin1999,andthegrossenrollmentratereached11%in2001and15%in2002.In2014,thenumberofstudentsatschoolreached35.59million,rankingfirstintheworld,withagrossenrollmentrateof37.5%.In2017,thetotalenrollmentratereached37.79million,andthegrossenrollmentratereached45.7%.Thetotalenrollmentofvarioustypesofhighereducationnationwidereached3833.Tenthousandpeople(includingpostgraduates,generalundergraduates,adultundergraduates,networkundergraduates,andhighereducationself-studyexaminationundergraduatesandotherformsofhighereducationenrollment),thegrossenrollmentrateofhighereducationreached48.1%.
Universaleducationwillstartin2019
OnFebruary26,2019,theMinistryofEducationheldapressconferencetointroducethedevelopmentofeducationin2018.FanHailin,deputydirectoroftheHigherEducationDepartmentoftheMinistryofEducation,saidthatmycountryhasbuilttheworld'slargesthighereducationsystem.In2018,mycountry'shighereducationenrollmentratereached48.1%,anditisabouttomovefromthestageofpopularizationofhighereducationtothestageofpopularizationofhighereducation.
In2019,theenrollmentofhighervocationaleducationwasexpandedby1million,andthegrossenrollmentrateofhighereducationinmycountryexceeded50%andenteredthestageofpopularizationofhighereducation.
Úroveň vzdělání
Vyšší vzdělání
Vyšší vzdělání zahrnuje akademické i neakademické vzdělání.
Akademické vzdělávání zahrnuje především čtyři úrovně: všeobecná juniorská nebo vysoká škola (vyšší odborná a technická vysoká škola), bakalářský (včetně postupu na vysokou školu), magisterský titul a doktorský titul.
Úroveň vzdělání | Období základní studie | Hlavní tělovzdělávání |
Specializované vzdělávání | Dva tři roky | Vyšší technická škola |
Vysokoškolské vzdělání | čtyři pět let | Univerzity, nezávislé vysoké školy ScientificresearchinstitutionsapprovedbytheEducationAdministrationDepartmentoftheStateCouncil |
Magisterské vysokoškolské vzdělání | Dva tři roky | |
Doktorandské vzdělání | Tři až čtyři roky | |
Zdroj: „Vysokoškolské zákony v Čínské lidové republice“ |
Kód vzdělání
Pořadí obecné vyšší úrovně vzdělání z horního níže je:kód diplomu doktora(01),kód hlavního diplomu(02),druhý kód diplomubakalář(04),kód bakaláře 6.stupeň vzdělání nebo kód nohy(05).
Číslo certifikátu
Forma studia je prezenční (studium bakaláře), plný nebo částečný úvazek (stupeň postgraduálního vzdělávání) akademický certifikát, každý z nich je prvních pět číslic.
Všimněte si šestého místa v čísle certifikátu. Další kód typu školy:1:Všeobecné vysokoškolské vzdělání (univerzální nábor);5:Vzdělávání dospělých;6:Vyšší samostudium a diplomová zkouška vyššího vzdělání;7:Onlinevzdělávání je otevřené;8:Celostátní (otevřené)
Maineducationmethodcategories
Generalhighereducation
GeneralhighereducationreferstothemainrecruitmentofhighschoolgraduatesUndergraduatedegreeeducationforfull-timestudyorfull-timeorpart-timepostgraduateeducationforgeneralpostgraduatesenrolledthroughtheunifiednationalenrollmentexaminationforpostgraduates.Ordinarycollegesanduniversitiesrefertopublicundergraduateuniversitiesandindependentcollegesthathavepassedthenationalgeneralcollegeentranceexamination(collegeentranceexamination)asthemaintrainingobjectsandareapprovedtoorganizeinaccordancewiththenationalstandardsandapprovalprocedures.Colleges,privateuniversities,vocationalandtechnicalcolleges,andtechnicalcolleges.Accordingtothedifferentadmissionbatchesofthecollegeentranceexamination,undergraduatesarealsodividedintoone,two,andthree,buttheybelongtothesamelevelandlevel(ie,undergraduateeducationlevel).Atthesametime,undergraduatesaredividedinto"keyundergraduateuniversities"("world-classuniversitiesandfirst-classdisciplines"constructionuniversities)and"generalundergraduateuniversities"."Keyundergraduatecollegesanduniversities"and"ordinaryundergraduatecollegesanduniversities"onlyfocusondifferent,noessentialdifference.Theformerfocusesontheoreticalresearch,whilethelatterfocusesontheoreticalpracticalapplications.Generalhighereducationisoneofthemeasuresofthe"ChinaHigherEducationReservoirTrainingProgram"andthemainmeasureofthe"ChinaHigherEducationHigh-levelTalentTrainingProgram".
Vysokoškolská univerzita – Pekingská univerzita (2 fotografie)
Dúroveň vysokoškoláckého vzdělávání v rámci čínského rezervního školícího programu pro vyšší vzdělávání (ministerstvo, provincie, město) různý systém vysokoškolského vzdělávání a povaha (veřejný a soukromý), různé poplatky za vysokoškolské studium určené systémem, úrovně vysokoškolského studia (jednoho, dvou, tří) úrovně univerzit, které mají "jednoho, dvou, třístupňového" stupně "knihy" úroveň "diplomu", brzy, dvě a tři vysoké školy jsou univerzity se stejným bakalářským titulem a diplomem, ale zaměřují se na jiné, klíčové vysokoškolské vysoké školy(" dvojité "prvotřídní" stavební univerzity kladou důraz na teoretický výzkum, běžné vysokoškolské univerzity (obyčejné univerzity na jedné, dvou a třech univerzitách) kladou důraz na teoretickou aplikaci a talentované školicí programy na vysoké úrovni v čínských institucích 2. aplikace.Peking | Pekingská univerzita | Pekingská univerzita Jiaotong | 33 |
RenminUniversity of China | Technologická univerzita v Pekingu | ||
Univerzita Tsinghua | Univerzita vědy a technologie v Pekingu | ||
Pekingská univerzita aeronautiky a kosmonautiky | Pekingská univerzita chemických technologií | ||
Beijing InstituteofTechnology | Pekingská univerzita pošty a telekomunikací | ||
Čínská zemědělská univerzita | Beijing ForestryUniversity | ||
BeijingNormalUniversity | PekingUnionMedicalCollege | ||
Centrální univerzita pro národnosti | Pekingská univerzita tradiční čínské medicíny | ||
CapitalNormalUniversity | |||
BeijingForeignStudiesUniversity | |||
Komunikace Čínská univerzita | |||
Ústřední finanční a ekonomická univerzita | |||
University of International BusinessandEconomics | |||
Čínská univerzita pro zahraniční záležitosti | |||
Univerzita čínské veřejné bezpečnosti | |||
Sportovní univerzita v Pekingu | |||
Ústřední hudební konzervatoř | |||
Čínská konzervatoř hudby | |||
CentralAcademyofFineArts | |||
CentralAcademyofDrama | |||
Čínská univerzita politických věd a práva | |||
UniversityofChineseAcademyofSciences | |||
Čínská univerzita Petroleum (Peking) | |||
Čínská univerzita geověd (Peking)) | |||
Čínská univerzita těžby a technologie (Peking) | |||
Jiangsu | Univerzita v Nanjingu | Univerzita v Suzhou | 15 |
Jihovýchodní univerzita | Univerzita letectví a kosmonautiky Nanjing | ||
Vědecko-technologická univerzita Nanjing | |||
Čínská těžební a technologická univerzita | |||
NanjingUniversity of Postsand Telelecommunications | |||
Univerzita Hohai | |||
Univerzita Jiangnan | |||
Lesnická univerzita Nanjing | |||
NanjingUniversityofInformationTechnology | |||
Zemědělská univerzita Nanjing | |||
Univerzita tradiční čínské medicíny Nanjing | |||
ChinaPharmaceuticalUniversity | |||
NanjingNormalUniversity | |||
Šanghaj | Univerzita Fudan | Východočínská univerzita vědy a technologie | 14 |
Univerzita Tongji | Univerzita Donghua | ||
Univerzita Šanghaj Jiaotong | ShanghaiOceanUniversity | ||
Východní ČínaNormalUniversity | Šanghajská univerzita tradiční čínské medicíny | ||
ShanghaiInternationalStudiesUniversity | |||
Šanghajská finanční a ekonomická univerzita | |||
Shanghai InstituteofPhysicalEducation | |||
ShanghaiConservatoryofMusic | |||
Šanghajská univerzita | |||
Lidové osvobozeníArmádaNámořní lékařská univerzita | |||
S'-čchuan p> | Univerzita Sichuan | Jihozápadní univerzita Jiaotong | 8 |
ElectronicTechnologyUniversity | SouthwestPetroleumUniversity | ||
ChengduUniversityofTechnology | |||
SichuanAgriculturalUniversity | |||
ChengduUniversityofTraditional Chinese Medicine | |||
Jihozápadní finanční a ekonomická univerzita | |||
Shaanxi | Xi’anJiaotongUniversity | Severozápadní univerzita | 8 |
Severozápadní polytechnická univerzita | Univerzita Xidian | ||
NorthwestA&FUuniverzita | Chang'anUniversity | ||
ShaanxiNormalUniversity | |||
Čínská PLAAirForceMilitary MedicalUniversity p> | |||
Hubei | Univerzita Wuhan | Čínská univerzita geověd | 7 |
Univerzita vědy a technologie Huazhong | Wuhanská technologická univerzita | ||
Zemědělská univerzita Huazhong | |||
HuazhongNormalUniversity | |||
ZhongnanUniversityofEconomicsand Law | |||
Tianjin | Univerzita Nankai | Polytechnická univerzita Tianjin | 5 |
Univerzita Tianjin | Lékařská univerzita v Tianjinu | ||
TianjinUniversityofTraditional Chinese Medicine | |||
Guangdong | Univerzita SunYat-sen | Jinanská univerzita | 5 |
Jihočínská univerzita technologie | GuangzhouUniversity of Chinese Medicine | ||
Jižní ČínaNormalUniversity | |||
Liaoning | Technologická univerzita v Dalianu | Univerzita Liaoning | 4 |
NortheasternUniversity | Univerzita DalianMaritime | ||
Heilongjiang | Harbin InstituteofTechnology | HarbinEngineeringUniversity | 4 |
NortheastAgriculturalUniversity | |||
Lesnická univerzita na severovýchodě | |||
Hunan | Univerzita středního jihu | HunanNormalUniversity | 4 |
Lidové osvobozeníArmádaNárodní univerzita obrany Technologie | |||
Univerzita Hunan | |||
Shandong | Univerzita Shandong | Čínská univerzita Petroleum | 3 |
OceanUniversity of China | |||
Jilin | JilinUniversity | YanbianUniversity | 3 |
NortheastNormalUniversity | |||
Anhui | Čínská univerzita vědy a technologií | Univerzita Anhui | 3 |
HefeiUniversityofTechnology | |||
Zhejiang | Univerzita Zhejiang | Univerzita Ningbo | 3 |
ChinaAcademyofArt | |||
Chongqing | Univerzita Chongqing | Jihozápadní univerzita | > 2 |
Fujian | Univerzita Xiamen | Univerzita Fuzhou | > 2 |
Henan | Univerzita Zhengzhou | Univerzita Henan | > 2 |
Sin-ťiang | Univerzita Xinjiang | Univerzita Shihezi | > 2 |
Hebei | NorthChinaElectricPowerUniversity | 2 | |
HebeiUniversityofTechnology | |||
Yunnan | Univerzita Yunnan | 1 | |
Gansu | Univerzita Lanzhou | 1 | |
Shanxi | TaiyuanUniversityofTechnology | > 1 | |
Jiangxi | Univerzita Nanchang | > 1 | |
Hainan | Univerzita Hainan | > 1 | |
Guizhou | Univerzita Guizhou | > 1 | |
Qinghai | Univerzita Qinghai | > 1 | |
Ningxia | Univerzita Ningxia | > 1 | |
Vnitřní Mongolsko | Univerzita vnitřního Mongolska | > 1 | |
Kuang-si | Univerzita Guangxi | > 1 | |
Tibet | Tibetská univerzita | > 1 |
Poznámka: Pořadí v seznamu podléhá dokumentu Ministerstva školství Čínské lidové republiky.
Appliedhighereducation
Underthehistoricalconditionsofmycountry’sreformandconstructionofasocialistmarketeconomy,thedevelopmentofappliedhighereducationisthetrendofChina’shighereducationreformanddevelopment.
Forthedevelopmentofapplieduniversitiesinmycountry,thetrainingofappliedtalentsshouldalsoemphasizetheintegrationandversatility.Governmentpoliciesshouldguideandimprovetheschoolgovernancestructure.Appliedhighereducationdoesnotexcludedisciplineconstructionandenhanceeconomicaccessibilityandversatility.Channelflexibilitycanincreasethesocialattractivenessofapplication-orientedtalenttraining.Notaskingforeverythingbutseekingwhatisusedisanimportanttrendinteacherconstruction.
TheHigherEducationDepartmentoftheMinistryofEducation:The19thNationalCongressoftheCommunistPartyofChinaproposedtorealizetheconnotativedevelopmentofhighereducation.Deepeningtheintegrationofproductionandeducation,theintegrationofproduction,educationandresearch,andschool-enterprisecooperationaretheonlywaysforthedevelopmentofhighereducation,especiallyappliedhighereducation.
Adulthighereducation
Adulthighereducationbelongstotheseriesofnationaleducationandisanimportantpartofhighereducation.Thestaterecognizesacademicqualifications,participatesinthenationalentranceexamination,andallprovincesandautonomousregionsorganizeadmissionsinaunifiedmanner.Adulthighereducationeducationisdividedintothreetypes:startingfromjuniorcollegetoundergraduate(referredtoasundergraduate),startingfromhighschooltoundergraduate(referredtoasGaoqiben),andstartingfromhighschooltopromote(higher)(referredtoashighervocational,college).[1]
Theteachingmethodsofadulthighereducation(adultcollegeentranceexamination)areroughlydividedintothreeforms:full-time(full-time),amateurandcorrespondencecourses.Candidatesshouldchooseaccordingtotheirowncircumstances.Choosethelearningformthatsuitsyou.
Self-studyexamforhighereducation
Continuinghighereducationneedstopassthehigherself-studyexam.Highereducationself-studyexaminationisanationalexaminationofhighereducationforself-students,mainlyforacademicqualifications.Itisaformofhighereducationthatcombinesindividualself-study,socialassistanceandnationalexaminations.ItisanimportantpartofChina'ssocialisthighereducationsystem.Itsmissionistopromoteawiderangeofpersonalself-studyandsocialassistanceactivitiesthroughnationalexaminations,promoteon-the-jobprofessionaleducationandpost-universitycontinuingeducation,trainandselectprofessionaltalentswithbothabilityandpoliticalintegrity,improvetheideological,moral,scientificandculturalqualityofthewholenation,andadapttosocietyTheneedsofthemodernizationofsocialism.
OpenEducationofTVUniversity
OpenEducationofTVUniversityisaformofeducationrelativetoclosededucation.Itsbasiccharacteristicsare:centeredonstudentsandlearning.Restrictionsandobstacles.Forexample,openeducationdoesnothavetoomanyrestrictionsontheage,occupation,region,andacademicqualificationsoftheenrollees.Anyaspiringlearnerwithacertainculturalfoundationcanapplyforadmissionwithouttakingtheentranceexamination;studentscanchoosecoursesThereisacertaindegreeofautonomyintheuseofmedia,andstudentscanalsodecideonlearningmethods,learningprogress,timeandlocationaccordingtotheirneeds;useavarietyofmediateachingmaterialsandmoderninformationtechnologymethodsinteaching.
Distancenetworkeducation
Distancenetworkeducationisanemergingeducationmodel.Thereare68pilotnetworkschoolsapprovedbytheMinistryofEducationnationwidewithenrollmentqualifications.Distanceonlineeducationisdifferentfromtraditionalteachingmethods.Teachingismainlyimplementedthroughdistanceeducation.Studentsclickonlinecourseware(orCD-ROMcourseware)tocompletethecourse,andsubmithomeworkorinstantcommunicationtoteachersbyemailorpost.Therearesomeintensiveface-to-faceinstruction.
Porovnání
Porovnání několika metod vyššího vzdělávání, jako jsou samostudium, přijímací zkoušky pro dospělé, online vzdělávání, soukromé školy, rozhlasové a televizní univerzity, postgraduální přijímací zkoušky atd.:
Vzdělávání | Vstupní práh | Metoda učení | Cíl pro registraci | Roky učení | Zlatý obsah certifikátu |
Samostudium | K samostudiu se nekoná žádná přijímací zkouška. Kandidáti skládající zkoušku z jednoho předmětu. Po absolvování všech předmětů bude vydán adiplom. Každý rok se konají dvě zkoušky. | Samostudium je především samostudium a můžete se zúčastnit i lekcí s asistencí samostudia organizovaných jinými sociálními školícími silami nebo hlavní zkušební školou. | Neomezeno pohlavím, věkem, etnickým původem, rasou a úrovní vzdělání, je zcela otevřené vzdělávání. | Samostudium se dělí na kurzy, nasbírané kredity a nakonec získané diplomy. Není omezeno systémem semestrů a školních roků. | Získejte celostátně uznávané samostudium pro vysokoškolské studenty nebo vysokoškolské diplomy.Vysvědčení o vzdělání je nejtěžší k získání a stupeň uznání je nejvyššípokračující>vzdělání. |
Vyšetření pro dospělé na vysoké škole | Přijímací zkouška pro dospělé je jednotná národní přijímací zkouška, kterou vybírá škola podle výsledků zkoušky. Jednotná zkouška se koná jednou ročně v říjnu. | Přijímací zkouška pro dospělé na vysoké škole zahrnuje především studium na plný úvazek, na částečný úvazek a odpovídající výuku. | Přijímací zkouška pro dospělé akademie je založena hlavně na hlavní misi studentů s registrací domácností a zahraniční studenti se mohou učit na základě korespondence. | Doba studia přijímací zkoušky pro dospělé vysoké školy je stejná jako přijímací úroveň a hlavní. Trvá 2 roky, krátce 5-6 let. | Podle celostátně uznávaného vysokoškolského diplomu pro dospělé je stupeň uznání na druhém místě než samovyšetření. |
Online vzdělávání | Online univerzity zadávají otázky nezávisle a organizují zkoušky na vysokých školách. Přihlásit se mohou pouze kvalifikovaní. | Dvě výukové metody, jedna jediná výuka přes internet a další intenzivní výuka tváří v tvář. | Zavedení, praktici a další členové společnosti. Neexistuje žádné geografické omezení rozsahu registrace. | Online vzdělávání obecně zavádí flexibilní akademický systém, z nichž většina trvá 2–6 let. | Získaný celonárodně uznávaný vysokoškolský diplom. |
soukromá škola | Škola absolvuje zkoušku na zadané položky a ti, kteří projdou testem, se mohou po zaplacení školného přihlásit k přijetí. | Studenti soukromých škol navštěvují celodenní kurzy podle uspořádání jejich učitelů. | Zavedení, praktici atd. Neexistuje žádné geografické omezení rozsahu přijímání. | Soukromé školy jsou dva akademické roky a vysokoškoláci čtyři roky. | Na konci studijního období obdržíte absolventský certifikát vydaný soukromou školou. |
Vysílací a televizní univerzita | Musíte absolvovat přijímací zkoušku organizovanou místní televizní univerzitou a před registrací k přijetí musíte mít požadovanou akademickou kvalifikaci. | Rozhlasová a televizní univerzita má také dvě metody: online třídu a osobní výuku. | Zavedení, praktici atd. Neexistuje žádné geografické omezení rozsahu registrace. | Vysílací a televizní univerzitní vzdělávání implementuje kreditní systém, školní systém je dvou a půlroční a studentský status je platný osm let. | Získejte celonárodně uznávaný vysokoškolský diplom z rozhlasové a televizní univerzity. |
Integrace kurikula
Vyhlídky
Vývoj moderních technologií a výroby je založen na integraci, která se odráží ve vyšším vzdělávání je integrace kurzů. V dnešní době je integrace vysokoškolských osnov oceňována mnoha zeměmi. Díky řadě účinných opatření dosáhlo vyšší vzdělávání pozoruhodných výsledků v reformě osnov.
Development
TheUnitedStatesmainlyestablishestheintegrationofcurriculumintheformofgovernmentdecree.In1991,theU.S.governmentpromulgatedthe"PlanonDevelopingHigherEducationandImprovingtheQualityofSpecializedTalents."Theplanbelievesthat“strengtheningtheabilityofspecializedtalentstoworkindependentlyintheproductionandscienceandtechnologysectorsisthebasicpolicyofthecurrentdevelopmentofhighereducationinthedirectionofmodernization.”Forthisreason,“itisrequiredtobreaktheoriginalcurriculumboundariesandframeworksincurriculumreform.Implementcross-disciplinarycomprehensiveresearchandcreatenewcomprehensivecourses.”Forexample,inengineeringeducation,manyuniversitiesintheUnitedStatesfocusontheserviceofengineeringtosociety,usingengineeringtheorytosolvemodernurbanmanagementandconstructionproblems,protecttheenvironment,anddeveloptheeconomy.Asaresult,engineeringeducation,socialsciences,andnaturalscienceshaveestablishedacloserelationshipthathasneverbeenseenbefore,leadingtotheemergenceofmanyemergingedgecomprehensivecourses.Forexample,environmentalengineering,earthquakeengineering,trafficengineering,commercialengineering,educationalengineering,etc.Thistypeofcoursebreaksthroughthelimitationsoftraditionalprofessionalfieldsanditscontentismultidisciplinaryandcomprehensive.
TheUniversityofTsukubainJapanhasincorporatedintegratedscienceintoitsteachingplanandreorganizedthecurriculumcontenttostrengthenthecomprehensivenessofthecurriculum.Thishasattractedtheattentionoftheinternationalhighereducationcommunity.OtheruniversitiesinJapanhavefollowedsuitoneafteranother,andreformedcurriculumintegration.
Economyteaching
Theintegrationofscientificresearch,teaching,andproductionistheproductofthecomprehensivedevelopmentofhighereducation,scienceandeconomyintheworldtoday.Fromamacroperspective,theestablishmentofaconsortiumthatisdominatedbyhighereducationandcloselyintegratedwithscientificresearchandproductionwillbeacommonmodeofhighereducationreformanddevelopmentpromotedbyallcountriesintheworld,anditsemergencehasitsobjectiveinevitability.Thenewtechnologicalrevolutionandtherapiddevelopmentofmodernsocietyandeconomyreflecttheguidingroleofscientifictheoriesonnewtechnologiesandtheroleofscienceandtechnologyinpromotingthedevelopmentofmodernsocietyandeconomy.Thetalentsofuniversitiesandtheirintensiveintelligencearemostcapableofgeneratingnewknowledgeanddevelopingnewtechnologies.Cooperatingwithenterprisescantransformthepotentialproductivityofuniversitiesintoactualproductivity,whichcangreatlypromotetheestablishmentofemergingindustriesandthedevelopmentofnewtechnologies.effect.Highereducationmustfacetheactualsocialeconomyandservethemodernsocietyandeconomy.Thishasbecomeamajortrendinthereformofhighereducationintheworld.
Klasifikační systém
Dne 25. ledna 2017 vydalo ministerstvo školství"Názory ministerstva školství na zřízení institucí vyššího vzdělávání v průběhu 13. pětiletého plánu klasifikačního období" lze rozdělit do tří typů: výzkumné, aplikační a odborné dovednosti: výzkumné vysoké školy, aplikované vysoké školy a odborné vysoké školy a univerzity založené na dovednostech.
Typesofcolleges
ItisstatedinChapter8ofthe"HigherEducationLawofthePeople'sRepublicofChina"thatcollegesanduniversitiesrefertouniversities,independentcollegesandtechnicalcolleges,includinghighervocationalschoolsAndadultcollegesanduniversities.
TheNationalEducationDevelopmentResearchCenterdividesChina'shighereducationinstitutionsintofourtypes.
(1)Researchuniversity.Itreferstoauniversitythatprovidesacomprehensivebachelor'sdegreeprogram,putsresearchinthefirstplace,andiscommittedtohigh-leveltalenttrainingandtechnologyresearchanddevelopment(thatis,auniversitywiththesamenumberofgraduatestudentsasundergraduates,oralargeproportionofgraduatestudents).
(2)Teachingandresearchuniversity.Theteachinglevelofsuchuniversitiesisdominatedbyundergraduatesandmastersstudents,andcertainprofessionswithstrongindustrynaturecanrecruitsomedoctoralstudents,butdonottrainjuniorcollegestudents.
(3)Teaching-orienteduniversities.Themainbodyofthistypeofschoolistheteachingofundergraduates,andunderspecialcircumstancesthereareasmallnumberofgraduateorjuniorcollegestudents.
(4)Technicalcollegesandhighervocationalschools.Thistypeofschoolembodiesthemostflexiblepartofhighereducationintermsofschoolandprofessionalsettings,mainlytomeettheneedsoflocaleconomicconstructionandsocialdevelopment.
EducationCertification
TheNationalCollegeStudentInformationConsultationandEmploymentGuidanceCenter(MinistryofEducationCertificationCenter)isapublicinstitutiondirectlyundertheMinistryofEducation.The"Center"wasestablishedinFebruary1991.In1998,theformer"NationalCollegeGraduatesEmploymentGuidanceCenter"wasrenamedastheformer"NationalCollegeGraduatesEmploymentGuidanceCenter"withtheapprovaloftheCentralOrganizationOfficein1998.TheDepartmentofCollegeStudentsoftheMinistryofEducationisresponsibleforcontacting.Thecenter'sinformationconsultingworkwasofficiallylaunchedin2001.Itsmainresponsibilityistointegrateandin-depthdevelopmentofvariousdataandinformationresourcesprovidedbytheMinistryofEducationforenrollment,schoolstatusandacademicmanagement,andgraduateemployment,soastoservethesocietyandmakedecisionsforeducation.Thepurposeoftheservice.Since2001,thestatehasimplementedanelectronicregistrationsystemforhighereducationdiplomas,andtheMinistryofEducationhasentrustedthe"center"toberesponsibleforthetechnical,transactional,onlineinquiryandcertificationservicesoftheelectronicregistrationreviewandfilingofacademicqualifications.The"center"isaspecializedinstitutionauthorizedbytheMinistryofEducationtoprovideChina'shighereducationqualificationcertificationservices.ChinaHigherEducationStudentInformationNetworkistheonlywebsitedesignatedbytheMinistryofEducationtoreleasehighereducationqualificationsinformation.
"Centrum" poskytuje dva způsoby dotazování na akademické kvalifikace
(1)Onlinequeryofacademicqualifications:thesystemprovidestwoservicemodes,oneisforscatteredInquiryuserscaninquireaboutnationalhighereducationrecognizedbythestate,suchaspostgraduates,generalundergraduates,adultundergraduates,onlineeducation,andself-studyexams,after2001(inclusive)bypayingtheinquiryfeebymobilephonetextmessages,168voicemessages,PHS,etc.Informationonacademiccertificates;second,foruserswhowanttoinquireinbatches,userscanpurchaseacademiccreditcardsforonlineregistrationandrechargeandlogintoacademiccreditemploymenttoqueryacademicdatasince1991.
(2)Certificationofacademicqualifications:Themainbasisforthecertificationofthe"center"isthenationalhighereducationacademicinformationdatabasesince1991authorizedandmanagedbytheMinistryofEducation.Afterreview,the"ChineseHigherEducationCertificationReport"(Academicqualificationcertificationreport),andelectronicallyregisterthereport,andprovideonlinequery.Thescopeofacademiccertificationincludes:postgraduatediploma,generalundergraduatediploma,adultundergraduatediploma,self-studyexamgraduationcertificate,nationaldiplomaexamgraduationcertificate,andonlineeducationgraduationcertificate.The"center"providesacademiccertificatesforjobhunting,goingabroad,furtherstudies,lostcertificates,etc.,andissuesauniformlyprintedanduniformlynumbered"ChineseHigherEducationCertificationReport".Anyunitorindividualcanauthorizethe"center"orthe"center"Theagencysubmitsanapplicationforcertification.Onlyoneapplicationisrequiredforcertification.The"center"providesbothwrittenandonlinecertificationresults.UserscanusethecertificatenumberandreportnumberonthecertificationreporttoinquireonlineforinformationonChinesehighereducationstudents.
Historie rozvoje vyššího vzdělávání v Číně
Konverze režimu
Celkově lze konverzní proces modernizace vysokého školství v Číně za minulé století rozdělit zhruba do tří období.
Thefirstperiod(1862-1894).BeforetheSino-JapaneseWarof1894-1895,China'smodernhighereducationwasinabrewingperiod.Sincethe1860s,anumberofspecializedschoolshaveemergedtotrainforeignlanguagetalentsandmilitarytechnicaltalents.Theyaredifferentfromtraditionalfeudaleducationinstitutions.Theydonotcultivate"talents"asfeudalofficialsatalllevels,butcultivateso-called"artists"whoareproficientinthelanguagesandtechnologies(especiallymilitarytechnology)ofvariouscountries.ThemosttypicalrepresentativesaretheJingshiTongwenMuseumestablishedin1862andtheFujianShippingAcademyestablishedin1867.Around1894,Chinahadestablishedabout30suchschools.Withoutexception,theseschoolswerefoundedundertheinfluenceofexternalfactors.Theso-calledinducementofexternalfactorshastwomeanings.ThefirstlayermeansthattheyaretheproductoftheQinggovernment’semergencyresponseunderexternalcoercion,andaresetuptocultivatetalentsurgentlyneededtocopewiththeaggressionofWesterncolonialists;thesecondlayerThismeansthattheseschoolsallclaimtotaketheWestasanexample.However,thespecificlearninggoalsarenotclear,andtheWestisgenerallycalled"Taixi".Fromtheanalysisofalargenumberofdocumentsleftbypeopleatthetime,theso-called"Taixi"includesBritain,France,Germany,theUnitedStatesandothercountries.Itcanbeseenthatinpeople'smindsatthattime,"theWest"wasageneralterm,andtherewasnospecificandcleartargetforimitation.
Thesecondperiod(1895-1911).Theendofthe19thcenturyandthebeginningofthe20thcenturywasanimportantperiodforthedevelopmentofhighereducationinmodernChina.TheTianjinZhongxiAcademy,ShanghaiNanyangCollege,ZhejiangQiushiAcademy,andJingshiUniversityestablishedin1895,1896,1897,and1898,respectively,aregenerallyconsideredtobetheprototypesofmodernChineseuniversities.Atthebeginningofthe20thcentury,theQinggovernmentpromulgatedthefirstnationalschoolsystemofmodernsignificance,includinghighereducation,the"KuiMaoSchoolSystem."InthemorethantenyearsbeforetheRevolutionof1911,thedevelopmentofChina'shighereducation,whetheratthetheoreticallevel,institutionallevel,orpracticallevel,wasfilledwithastrongatmosphereof"learningfromJapan".ThefirststatuteoftheKyōshōUniversityfoundedin1898wasthatLiangQichao"slightlytooktheJapaneserulesofstudyanddraftedmorethan80ruleswithreferencetothedomesticsituation."Thatis,itwasmainlyformulatedwithreferencetotherulesoftheUniversityofTokyoinJapan.Theprovisionsonhighereducationinthe"KuiMaoSchoolSystem"arealmostconsistentwiththerelevantprovisionsintheJapaneseschoolsystem.Comparedwiththepreviousperiod,thegoaloflearninghasbeengeneralizedandconcentrated.Theterm"Taixi"hasbeenreplacedbyaspecificcountry-Japan,andthevalueorientationisclearandsingle.ItcanbesaidthattheinitialperiodofChina'smodernhighereducationwasbasedonJapan.
Thethirdperiod(1912-1927).The1911Revolutionof1912overthrewtheQingDynastyandendedthefeudalmonarchyformorethantwothousandyears,providingarelativelylooseenvironmentforthedevelopmentofmodernChinesehighereducation.Thetenyearsfrom1912to1927canbesaidtobeaperiodofdiversificationofChina'shighereducationdevelopmentmodel.IntheearlyyearsoftheRepublicofChina,theneweducationalsystem"RenziGuichouSchoolSystem"formedundertheauspicesofCaiYuanpei'seducationalreform,madecorrespondingreformstothecontentofhighereducationinthe"KuiMaoSchoolSystem"promulgatedinthelateQingDynasty.Inthemeantime,theMinistryofEducationhassuccessivelypromulgatedaseriesoflawsandregulationsrelatedtohighereducation,suchasthe"UniversityOrder","UniversityRegulations","SpecialSchoolOrder","PublicandPrivateSpecialSchoolRegulations"and"HigherNormalSchoolRegulations".Asweallknow,asthechiefdesignerofeducationreformintheearlyyearsoftheRepublicofChina,CaiYuanpeiwasveryconcernedabouthighereducation,andhepersonallyformulatedthe"UniversityOrder".Hehasrepeatedlysaidthatmanyofthecontentsinthe"UniversityOrder"are"imitationoftheGermansystem"and"imitationoftheGermanuniversitysystem."Inasense,itcanbesaidthatCaiYuanpei'slong-cherishedwishtolearnfromGermanhighereducationhasbeenformanyyears.However,fromapracticalperspective,CaiYuanpei'sidealshavenotbeenrealized.EffortstogetridoftheshacklesofJapan'ssinglemodelhavenotachievedobviousresults.Theprovisionsofuniversityappraisalcouncilsandprofessorialcouncilswereincludedinthe"UniversityOrder",buttheywerenotimplementedinthehighereducationinstitutionsatthattime.ItwasnotuntilCaiYuanpeibecamepresidentofPekingUniversityin1917thathisphilosophyofhighereducation—academicfreedomanduniversitygovernancebyprofessors—waspartiallyimplementedinthePekingUniversityhepresidedover.
AtthesametimethatCaiYuanpeiusedGermanhighereducationasamodeltodeeplytransformPekingUniversity,anothernationaluniversity,SoutheastUniversity,whichdevelopedonthebasisofNanjingHigherNormalSchool,roserapidly.SoutheastUniversity,undertheauspicesofGuoBingwen,adoctorofeducationreturningfromtheUnitedStates,takesAmericanuniversitiesasanexampleandrecruitsagroupofstudentsfromtheUnitedStatestoteachattheschool.Itintegratesbasicresearchandappliedresearch.Itiscomprehensiveintermsofmanagementsystem,departmentsetting,curriculumcontent,andfunding.LearnfromanddrawlessonsfromAmericanhighereducation.Bythemid-1920s,ZhejiangUniversityandSoutheastUniversityhadagrowingreputationandagrowinginfluence,becominganotherimportantcenterofhighereducationinChinathatechoedPekingUniversity'snorthandsouth.
Thisisbecausehighereducation,asanimportantdisseminationplaceofknowledgeandculturecreatedbymankind,asatrainingbaseforhigh-levelprofessionals,hasitsowninherentlawsofdevelopment.Thedevelopmentofhighereducationisnotonlyrestrictedbythespecificnationalconditionsofcountriesandregionsatdifferentstagesofeconomicdevelopmentanddifferentpoliticalandculturalbackgrounds,butalsobythelawofdevelopmentofhighereducationitself.Inacertainsense,itcanbesaidthatforacentury,thetransformationofChina'shighereducationdevelopmentmodelhasbeenprogressingwithdifficultyintheprocessofhowtorecognizeandcorrectlyhandlethispairofcontradictions.Wecannotrefusetofollowthegenerallawsofhighereducationdevelopmentonthegroundsofemphasizingtheparticularityofourcountry’scircumstances,norcanwedisregardourcountry’snationalconditionsunderthepretextofflauntingtocatchupwiththeworldtrend.Thisiswhatweshouldrememberwhenreviewingandsummarizingthisperiodofhistory.Lessonslearned.
Traditionandtransplantation
Themorethantenyearsfrom1894to1911wasthebeginningofmodernChinesehighereducation.TheTianjinZhongxiAcademy,NanyangCollege,ZhejiangQiushiAcademy,andJingshiUniversityestablishedinthelastfewyearsofthe19thcenturyaretheprototypesofmodernuniversitiesasmentionedabove.Inthe"GuimaoSchoolSystem"promulgatedin1904,thereare"ZoudingUniversityRegulations","ZoudingHigherSchoolRegulations"and"ZoudingAgriculture,IndustryandCommerceIndustrySchoolRegulations".Intheseregulations,thereisanewstatementabouttheschool'sphilosophyandtraininggoals:Theuniversity"takesthepurposeoffollowingtheinstructions,correctingthetrend,andfosteringgeneralists.Itiseffectiveforthetalentsofvariousacademicartstobefullyavailableforappointment."TheTongConfucianAcademy(iegraduateschool)"takestheadvantageofthedailyadvancementofChineseacademics,theabilitytoinventnewprinciplestowritebooks,andtheabilitytocreatenewtoolsforcivilianuse."Fromthepreviousperiod,thetrainingof"artists"and"professionals"Inthisperiod,theproposalof"generalist"seemstohavereturnedtothetraditionalviewoftalentsliterally.ThisisbecausetraditionaleducationinChinaalsoemphasizes"generalists",thatis,theso-called"knowledgeofeverything,theshameoftheConfucian".However,the"generalist"hereisbasedonthepremiseofmastering"variousacademicarts".Notonlyisitdifferentinconnotationfromtheidealpersonality"generalist"offeudaleducation,butthegoalraisedbyitselfisalsoimproved.Thestatusof"artist"and"professional".Inacertainsense,itcanbesaidthatcomparedwiththepreviousperiod,moreWesternhighereducationconceptshavebeenaccepted.Ofcourse,thiskindof"generalist"muststill"becarefultoabidebythedecree","basedonloyaltyandfilialpiety,andbasedonthestudyofChineseclassicsandhistory".Here,theinfluenceoftraditionalChinesehighereducationisstillverystrong.Thisisbecausealthoughtheimperialexaminationsystemwasabolishedin1905,thebadhabitsbestowedbytheimperialexaminationsystemarestillpreserved,andthetitlesofXiuCai,JuRen,JinShiarestillveryattractive.Ofcourse,whatismoreimportantisthatthepoliticalframeworkofthefeudalautocraticsystemisstillplayingasupportingrole,andthetransformationofmainstreamsocialvaluesultimatelyrequiresthetransformationoftheeconomicfoundationandpoliticalsystemasaprerequisite.Inlinewiththis,inthepasttenyears,highereducationhasundergonemajorchangesinthecurriculumsystem,teachingcontentandmethods.ThemostobviousmanifestationisthatvariousdisciplinesofmodernWesternsocialscienceshavebeenintroducedintohighereducationclassrooms.Politicalscience,law,pedagogy,philosophy,psychology,economicsandothersocialsciencesareusedastheteachingcontentofuniversitiesorcollegesandpassedthroughJapan.AlargenumberofimportedortranslatedWesterntextbooksarepublished.AcademiaoftenregardsthisperiodasthefirstclimaxoftransplantingtheWestintermsofcurriculumsystemandteachingcontent.Atthesametime,thestudyoftheConfucianclassics"Jingxue",whichhasreceivedspecialattentionintraditionalhighereducation,hasalsobeenpreserved.TheJingshiUniversityHallhastheestablishmentofthesubjectofConfucianism,anditisplacedatthetopofeachsubject.Inthefieldofcurriculumsystemandteachingcontent,theconflictsandcontradictionsbetweentraditionandtransplantationareveryintenseatboththepolicylevelandthepracticallevel.
IntheearlyyearsoftheRepublicofChina,thebourgeoisrevolutionariesandradicaldemocratsfundamentallydeniedtheculturalconceptof"ChineseandWesternlearning",whichdirectlydominatedthetraininggoalsofhighereducation,andproposedtouse"democraticrepublic"."Andthespiritof"scientificdemocracy"totransformChinesetraditionalfeudalismculture,whichalsoprovidesanideologicalbasisforthefurtherdevelopmentandevolutionofhighereducationtraininggoals.Inthenearly40yearsfrom1912to1949,theRepublicofChinagovernmentandlatertheNationalistgovernmentformulatedandpromulgatedseveralimportantlawsandregulationsonhighereducation.Asfarastraininggoalsareconcerned,fromtheperspectiveoflegalprovisions,thebiggestchangeistheabolitionofthepoliticaldirectionofhighereducationinfeudalsociety.The"SpecialSchoolOrder"of1912statedthat"thepurposeofspecialschoolsistoteachhigheracademicsandcultivatespecializedtalents."The"UniversityOrder"promulgatedinthesameyearstipulatedthat"Thepurposeoftheuniversityistoteachadvancedacademics,cultivateoutstandingacademictalents,andmeettheneedsofthecountry."Theemphasishereisonadvancedacademics,whichistocultivate"masteracademics"and"specializedtalents."".Inthefieldofhighereducation,thestandardfordistinguishingbetweenuniversitiesandspecializedschoolsis"learning"and"technique".Theformerfocusesonacademicresearchandthelatterfocusesonappliedtechnology.Politicalandideologicalrestrictionsandrequirements,namelytheso-called"loyaltytotheemperor"and"respectforConfucius",havebeenremovedfromthetraininggoals.EspeciallyintheearlyperiodoftheRepublicofChina,duetoCaiYuanpei'seffortsandhisextensivesocialinfluence,China'smodernhighereducationwasabletomakeabigleapineducationalconcepts.Assomeresearchershavepointedout:"OnlyinthisperioddidChinatrulybegintodevoteitselftoestablishingamodernuniversitywiththespiritofautonomyandacademicfreedom."ThecoreoftheWesternhighereducationphilosophyistheconceptofacademicfreedomanduniversityautonomy.,ThroughCaiYuanpei'stheoreticaladvocacyandpractice,itwasthefirsttimethatitwasmorecomprehensivelyrecognizedandacceptedbytheChinesepeople.CaiYuanpei’stransformationofPekingUniversity,hisrepeatedemphasisonacademicfreedom,theinclusiveschoolpolicy,hisunderstandingandunderstandingofthefunctionsoftheuniversity,thatis,theso-called“universitieswhostudyadvancedknowledge”,etc.,havemademodernChinesehighereducationmoreimportanttotheWest.Thetransplantationrosetoanewlevel.Inacertainsense,itcanbesaidthatitisthroughCaiYuanpei’seffortsatPekingUniversitythatChina’shighereducationhasfundamentallyshakenitseducationalphilosophyandtraininggoalsinordertocultivatethe"magic"and"gentleman"whoare"sagesinsideandkingsoutside".,"Xunli"asthetargetofthemainstreamtradition.WhatIwanttoemphasizehereisthatwhilepromotingandadvocatingtheconceptofWesternuniversities,CaiYuanpeialsomadefulluseofthenon-mainstreamtraditionsofhighereducationinChina’sfeudalsociety.Harmonyandrelativeindependence,etc.In1922,MaoZedongandothers"inviewofthelackofthecurrenteducationsystem,adoptedtheadvantagesofbothancientacademiesandmodernschools,andadoptedautomaticmethodstostudyvariousacademicsinordertoinventtruthandcultivatetalents",andfoundedaself-studyuniversityinHunan.
Afterhearingthenews,CaiYuanpeihappilywroteanarticle"IntroductionandExplanationofHunanSelf-studyUniversity"topromote:Modelsofnewlyestablisheduniversities?"ThetransplantationofWesternuniversityideasandtherejectionandintegrationofmainstreamandnon-mainstreamtraditionsinChinesehighereducationhavebeenmostfullyembodiedinthespecificenvironmentofthe"May4th"newcultureperiod.
In1929,theNanjingNationalistGovernmentformulatedandpromulgatedthe"UniversityOrganizationLaw"and"TechnicalSchoolOrganizationLaw."Amongthem,theexpressionsofthetraininggoalsare"Universitiesshouldfollow.TheeducationalobjectivesandimplementationguidelinesoftheRepublicofChinaannouncedbytheNationalGovernmenttostudyadvancedacademicsandcultivateprofessionals","Collegeschoolsshouldfollow.EducationoftheRepublicofChinaannouncedbytheNationalGovernmentPurposeandimplementationpolicytocultivatetechnicaltalentsbyteachingappliedscience.”In1948,20yearslater,the"UniversityLaw"and"CollegeSchoolLaw"promulgatedbytheNanjingNationalGovernment,theexpressionoftraininggoalswasthesameas20yearsago.Almostexactlythesame.Theabovesituationshowsthatinthenearly40yearsfrom1912to1949,themainlineofhighereducationtrainingisscholarswhostudyadvancedacademicsandtechnicalpersonnelwhostudyappliedscienceshasbeenrunningthroughit.
Intermsofcurriculumsystemandteachingcontent,thebiggestchangebetweentheRepublicofChinaandtheendofQingDynastyistheabolitionofsubjectsthatreflecttraditionalfeudalcultureandtheadditionofalargenumberofnewsubjectsthatreflectthespiritofWesternculture,suchasthehumanitiesandsocialsciences.,Especiallyinnaturalsciencesandtechnicalsciences.Accordingtostatistics,thetotalnumberofcourseslistedinthe"UniversityRegulations"intheearlyyearsoftheRepublicofChinawasmorethan300morethanthatspecifiedinthe"GuimaoEducationSystem"inthelateQingDynasty;thecoursesofthejuniorcollegealsoincreasedby1-2timescomparedwiththecorrespondingcoursesinthelateQingDynasty.ManyofthecoursesofferedbyPekingUniversityinthe1920sundertheauspicesofCaiYuanpeiwerejustgettingstartedinfamousuniversitiesinEuropeandAmerica.AnothernotablechangeinthecurriculumsystemisfromreferringtoJapantodirectlylearningfromthecurriculumofWesterninstitutionsofhigherlearning.Thetextbooksofmanyuniversitiesandcollegesdirectlyusetheoriginaltextbooksofwesternuniversities.Itseemsthatintermsofcurriculumsystemandteachingcontent,thetransplantationofWesternhighereducationhaditssecondclimaxinthe1920sand1930s.Itwasn'tuntilthelate1930sthattextbookscompiledbyChinesescholarsbegantobeadoptedinuniversitiesandcollegesunderthename"UniversitySeries",andtheywerestillmainlylimitedtohumanitiesandsocialsciences.
AfterthefoundingofthePeople’sRepublicofChina,theclearexpressionofhighereducationtraininggoalswasfirstseeningovernmentregulationsanddocumentsinthe“InterimRegulationsforHigherEducation”approvedbytheStateCouncilinJuly1950.Itstipulates:"ThepurposeofhighereducationinstitutionsofthePeople'sRepublicofChinaistocultivatehigh-levelculturalachievements,mastermodernscienceandtechnologyachievements,wholeheartedly,inaccordancewiththeprovisionsofChapter5oftheCommonProgramoftheChinesePeople'sPoliticalConsultativeConference,anduseeducationalmethodsthatareconsistentwiththeoryandpractice.Constructiontalentsservingthepeople."Here,apartfromthepoliticalorientationrequirementsatthebeginningandtheend,thecorecontentis"trainingconstructiontalentswithadvancedculturallevelsandmasteringmodernscientificandtechnologicalachievements."ComparedwiththetraininggoalsofhighereducationintheRepublicofChina,differentrequirementswereputforwardinpolitics,whichisverynatural;itshouldbesaidthatasacharacteristicofhighereducation,itisreflected.Theterm"seniorconstructiontalents"canalsobesaidtocoverTheacademictalentsandspecializedtechnicaltalentshavebeenestablished.Ofcourse,duetothespecificinternationalanddomesticenvironment,so-calledacademicfreedom,universityautonomy,etc.,willnotreceiveattentionunderthesocialconditionsofjustgainingpower.Onthecontrary,thetransformationoftheoldintellectualsintheuniversitywasquicklyputontheagenda.Intermsofthecurriculumsystem,specialemphasiswasplacedonabolishingthepoliticaleducationcurriculumofferedbytheKuomintanggovernmentandreplacingitwithanewcurriculumsystembasedonMarxist-Leninisttheoreticalworks.TheresultoffurtherdevelopmentisafullcopyoftheSovietcurriculumsystem.Accordingtostatisticsin1955,ofthe153coursesofferedbyZhejiangNormalUniversityatthattime,41werebasedontextbooksdirectlytranslatedfromtheSovietUnion,and79coursesusedtextbooksbasedontheSovietmodel.Adapted.Itcanbesaidthatinthishistoricalperiod,thetransplantationofforeignhighereducationhasseenthethirdnewupsurgeinthecurriculumsystem.
From1956to1957,therewasawaveofpursuitofacademicfreedomanduniversityautonomyinthefieldofhighereducationinChina.InresponsetothecalloftheChineseCommunistPartyto"letahundredflowersbloomandahundredschoolsofthoughtcontend",intellectualshavemadefiercecriticismsofthemechanicalcopyingoftheSovietmodel,thenarrowsetofmajorsinuniversities,theneglectofsocialsciencesinhighereducation,andthebeliefinMarxism-Leninismasadogma.ThefamousrepresentativeisMaYinchuofPekingUniversity.Thiscanbeseenasatenaciousconfrontationbetweenthenon-mainstreamChinesehighereducationtraditionandthetransplantedSoviethighereducationmodel(highlycentralizedandunified).Aseveryoneknows,theresultofthiswavewas"atotalvictoryintheanti-rightiststruggle."In1957,inhisfamousspeech"OnCorrectlyHandlingContradictionsamongthePeople",MaoZedongputforwardtheeducationalpolicyguidingChinafornearly30years,thatis,"theeducatedshouldbedevelopedinmoraleducation,intellectualeducation,andphysicaleducation.Educatedworkerswithsocialistconsciousness."InSeptember1958,theCentralCommitteeoftheCommunistPartyofChinaandtheStateCouncilaffirmedMaoZedong’sspeechintheformofgovernmentlawsinthe"InstructionsonEducationalWork":"TheParty’seducationalworkpolicy,Itiseducationthatservesthepoliticsoftheproletariatandcombineseducationwithproductionandlabor.Inordertorealizethispolicy,educationmustbeledbytheparty."Sincethen,thispolicyhasbecomethepurposeofalleducationalinstitutionsinChina,includinguniversities,middleschools,andprimaryschools.
In1961,the"InterimRegulationsontheWorkofHigherEducationInstitutionsDirectlyUndertheMinistryofEducationofthePeople'sRepublicofChina(Draft)"(referredtoas"SixtyArticlesofHigherEducation")waspromulgated,whichsetunprecedenteddetailedregulationsonthetrainingobjectivesofhighereducationinstitutions:"Thetraininggoalsofcollegestudentsare:tohavethespiritofpatriotismandinternationalism,havecommunistmoralqualities,supporttheleadershipoftheCommunistParty,supportsocialism,andbewillingtoservethecauseofsocialismandservethepeople;throughMarxism-LeninismandMaoZedong'sworksThestudy,andcertainproductionlaborandpracticalworkexercises,graduallyestablishtheproletariat’sclassviewpoint,laborviewpoint,massviewpoint,anddialecticalmaterialismviewpoint;masterthebasictheories,professionalknowledgeandpracticalskillsrequiredbytheprofession,asmuchaspossibleUnderstandthenewdevelopmentofsciencewithinthescopeofthismajor;haveasoundbody."Itcanbesaidthatthisisthemostword-countingexpressionofthetraininggoalsofhighereducationsincemoderntimes.ItshouldbesaidthatcomparedwithMaoZedong'sexpositionin1957andtheprovisionsintheinstructionsoftheCentralCommitteeoftheCommunistPartyofChinaandtheStateCouncilin1958,thetrainingobjectivesareclearerandrequirecertainprofessions.ConsideringtheinternationalanddomesticenvironmentChinawasininthe1960s,thiswasabigchange.Moreover,itdidhaveapositiveimpactonpractice.However,thissituationdidnotlastlong.Withtheslogan"Neverforgettheclassstruggle",thepan-politicizationofhighereducationtraininggoalsbecamemoreandmoreintense.Untilthe"CulturalRevolution"tenyears,thehighereducationtraininggoalschangedto""Anti-revisionism,preventionofrevisionism,andtrainingsuccessorstotherevolutionarycause"isanemptyandabstractpoliticalslogan.Inlinewiththis,intermsofcurriculumsystem,teachingcontent,etc.,whilehighlightingpoliticallearning,touchingthesoul,andideologicalreform,professionalknowledgeisreducedtoaminimum,anduniversitieshavebecomeshortcourses.
Inthe20yearsfrom1957to1977,thechangesinChinesehighereducationintermsoftraininggoalsandeducationalconceptscanalsobeexplainedbytheconflictbetweentransplantationandtradition.IfwesaythatduringtheoverallSovietizationperiodfrom1949to1956,thehighereducationtraininggoalsweputforwardstillemphasizeacademicandprofessionalandtechnicaltalents.TheyareacontinuationofthemainlineformedsincetheRepublicofChinaandreflectthetransplantationofexternalfactors.AtthesametimeIncorporatingtheinfluenceoftradition(politicaldirection,politicalrequirements);then,inthenext20years,traditionfiercelyresistedtransplantationanddefeatedit.Here,theso-calledtraditionincludestwoaspects.Onereferstothedeep-rootedmainstreamtraditionofemphasizingethicsandmoraleducationandcultivatingpoliticaltalentsaccumulatedintraditionalChinesehighereducation;Theconceptsandmethodsformedinthetrainingofcadres.Inthepast20years,thespecialinternationalanddomesticenvironmenthasmadeChina'shighereducationclosethedoortointeractwiththeworld,providingasuitablesoilandclimateforthereturnandpromotionoftraditions.TheNationalEducationWorkConferenceheldinApril1978deniedanddiscardedtheeducationalpurposeofthe"CulturalRevolution"withclassstruggleasthekeylink,andestablishedtherealizationofmodernizationasthemaingoalofeducation.InOctoberofthesameyear,theMinistryofEducationslightlyrevisedthe"SixtyArticlesofHigherEducation"promulgatedin1961,andissuedanationaluniversityorganizationfordiscussion.Thetraininggoalsofhighereducationwerecompletelyoriginal.Nevertheless,atleastitshowsthatintheearlystageofreformandopeningup,theissueoffocusingonprofessionalknowledgehasbeenputontheagenda.InFebruary1980,theNationalPeople'sCongresspromulgatedthe"RegulationsonAcademicDegreesofthePeople'sRepublicofChina",stipulatingthatgraduatesandscientificresearchersincollegesanduniversitiesandscientificresearchinstitutionsshallbesubjecttostrictassessmentandbeawardedbachelor's,master'sanddoctoraldegreesrespectively.Itspurposeistopromotethegrowthofscientificprofessionals,promotetheimprovementoftheacademiclevelofvariousdisciplinesandthedevelopmentofeducationandscience.
InMay1985,theCentralCommitteeoftheCommunistPartyofChinapromulgatedthe"DecisiononEducationSystemReform."The"Decision"pointedoutthat"Highereducationinstitutionsareresponsibleforthemajortaskofcultivatinghigh-levelspecializedtalentsanddevelopingscience,technologyandculture."ThisisthefirsttimesincethefoundingofthePeople'sRepublicofChinathatthetaskofhighereducationissoclearlyattributedtothetraininganddevelopmentofhigh-levelspecializedtalents.Scienceandtechnologyculture.Anothermajordecisionrelatedtotheconceptofhighereducationatthismeetingwastoexplicitlyproposetoexpandtheautonomyofhighereducationinstitutions,changethegovernment’s“overallmanagementsystem”forhighereducationinstitutions,andenablehighereducationinstitutionstoactivelyadapttotheeconomy.Andtheenthusiasmandabilityneededforsocialdevelopment."Althoughtheautonomygainedbyhighereducationinstitutionsintheactualimplementationprocessisfarfromthedegreeoffreedomgiveninthedocument,wecanstillsaythatthe"Decision"hasgivenChinesehighereducationinstitutionsadegreeofautonomythattheyhaveneverhadsincethefoundingofthePeople'sRepublicofChina.Inaddition,the"Decision"alsoemphasizesthatcollegesanduniversitiesareteachingandresearchcenters,ratherthanbeingresponsibleforteachingorprofessionaltrainingliketheSovietmodel;itemphasizesreformingteachingcontent,teachingmethods,andteachingsystems,andemphasizesimprovingteachingqualityandcarryingoutteachingreforms.Experiment,changethesituationofnarrowmajors,increaseelectivecourses,implementthecreditsystemanddualdegreesystem,etc.,andstrivetolearnfromandtransplantthecurriculumsystemandteachingcontentofadvancedcountries’highereducation.
Inthe1990s,withWiththedeepeningofreformandopeningupandthetransformationoftheeconomicsystem,thedevelopmentofChina'shighereducationhasenteredanewhistoricalperiod.InJuly1994,theStateCouncilissuedthe"ImplementationOpinionsonChina'sEducationReformandDevelopmentProgram",whichproposedtofurthergivefullplaytotheroleofhighereducationinstitutionsinChina.Animportantroleinthenationalscienceandtechnologywork,theimplementationofthe"211"project,facingthe21stcentury,focusingontheconstructionofabout100collegesanduniversitiesandanumberofkeydisciplines.InAugust1998,theNationalPeople’sCongressformulatedandpromulgatedthe"HigherEducationofthePeople’sRepublicofChinaTheLawonHigherEducationstipulates:“Thetaskofhighereducationistocultivatehigh-levelprofessionalswithinnovativespiritandpracticalability,developscience,technologyandculture,andpromotesocialistmodernization.”“Highereducationinstitutionsshouldfacethesocietyandorganizetheirowneducationinaccordancewiththelaw.Theimplementationofdemocraticmanagement"emphasizesthetrainingofseniorprofessionalsandtheautonomyofrunningschools.Thisisthefirsthighereducationlawenactedandpromulgatedinthe50yearssincethefoundingofthePeople’sRepublicofChina.,Traininggoals,managementsystems,etc.Atthesametime,withthedevelopmentoftheeconomyandtheincreasingdemandforhighereducationbythepeople,theideaofpopularizationofhighereducationinWesterndevelopedcountriesisincreasinglybeingacceptedandtransformedbypeople.Forthegovernment’seducationalpolicy,thetraditionofChinesehighereducationfacingthesocialeliteisbecominghistory.Itcanbesaidthatafterawholecenturyoftwistsandturns,Chinesemodernhighereducationfinallyhasaclearconceptofkeepingpacewiththedevelopmentofhighereducationintheworld.,Goalsanddirections.
HighereducationisanimportantpartofChina’seducationandamajorforceinthecountry’sscientificresearchdevelopmentand)Atotalof2138,including403independentprivategeneralcollegesanduniversities;atotalof348adultcollegesnationwide,including1privateadultcollege.Inaddition,China'shighereducationenrollmentandthescaleofstudentscontinuetoincrease.Inthe21stcentury,China'shighereducationhasbecomepopularDuringthedevelopmentstage,thereishugeroomfordevelopment.
Chinesecharacteristics
Thereportofthe19thNationalCongressoftheCommunistPartyofChinaannouncedthatChinahasenteredanewera.Inthenewera,China’shighereducationmustembodythepathofsocialismwithChinesecharacteristics.HighereducationwithChinesecharacteristicsTheroadtoastrongcountryinhighereducationistheonlywaytorealizetheself-confidenceoftheroad,theory,system,andcultureofChina'shighereducation.ItisalsothewaytocontributeChinesewisdomandChinesesolutionstothesolutionofhumanproblems.
Forthisreason,thereportofthe19thNationalCongressoftheCommunistPartyofChinaproposedto"acceleratetheconstructionoffirst-classuniversitiesandfirst-classdisciplines,andrealizetheconnotativedevelopmentofhighereducation."Theultimategoaloftheconstructionof"doublefirst-class"istoacceleratetheadvancementofhighereducationwithChinesecharacteristics.TheultimategoalofhighereducationwithChinesecharacteristicsistobuildacountrywithastronghighereducation,andastrongcountrywithhighereducationhastoentertheneweratomeetthepeople’sgrowingneedforhighereducationandhighereducation.ThecontradictionbetweenunbalancedandinsufficientdevelopmentisalsoarealisticneedofhighereducationwithChinesecharacteristics.
Reformní úspěchy
(1)Reforma systému v posledních letech pokročila velmi kupředu. Školní systém postupně narušil starý vzor vládou sponzorovaného běhu škol a běh nových škol v různých formách se sjednotil.
(2)Thereformoftheinvestmentsystemhasgraduallychangedtheoldsystemthatreliedsolelyonfinancialappropriations,andanewsystemofmulti-channelfund-raisingbasedonfinancialappropriationsisbeingformed.
(3)Thereformofthemanagementsystemhasmadegreatprogressinfiveformsofreform,includingjointconstructionandmanagement,cooperativeschoolrunning,schoolmerger,cooperativeschoolrunning,andtransfertolocalgovernmentmanagement,andisgraduallybeingstrengthened.Theoverallmanagementofeducationbythecentraleducationadministrativedepartmentandthelocaleducationadministrativedepartment.
(4)Thereformofcollegeentranceexaminationshasbegun,andthe3+Xexaminationreformplanhasbeengenerallyimplemented.Thecollegeentranceexaminationwillalsobeadmittedonline,andcollegeentranceexaminationsandadmissionwillbemorescientific,Morejustandfairer.
(5)Tato forma vnitřního systému řízení školy byla dále prohloubena a byla posílena schopnost školy aktivně se adaptovat na učení a sebekázeň, kterou společnost sama sponzorovala.
Thesystemreformandstructuraladjustmentofhighereducationarecloselyintegrated,andthehierarchicalstructureandsubjectstructurearegraduallybecomingmorereasonable.Thetotalnumberofundergraduatemajorswasreducedfrom813to504intheadjustmentin1993,andthenadjustedto249in1998,whichbroadenedtheprofessionalscopeandenhancedtheadaptability.Teachingreformscontinuetobecarriedoutinanall-roundandin-depthmanner,andstrivetoimprovethequalityoftalenttraining.
Facingthe21stcentury,thereformofteachingcontentandcurriculumsystemhasenteredasubstantivestage.Manytalenttrainingmodelsthatmeettheneedsofthe21stcenturyaremovingfrompilotprojectstopopularizationandapplication.Itisexpectedthat100newtrainingmodelswillbelaunchedby2002(Teachingplan),compileandpublish1,000kindsof"21stCenturyCourseTextbooks";abatchofbasichumanitiesandsciencetalenttrainingbasesandengineeringbasiccoursesbasesareunderconstructionanddeepeningreformstodeliverexcellentbasictalentsforthenewcentury;strengthenthepilotprogramofculturalqualityeducationforcollegestudentsAchievinggratifyingresults.Atthebeginningof1999,theMinistryofEducationidentified32culturalqualityeducationbasesforcollegestudentsnationwide;thediscussionofeducationalideasandconceptscenteredonenhancingqualityawarenessandestablishingqualityeducationconceptsiscontinuingandhealthy;teachingqualificationevaluationandexcellentteachingThepilotworkschoolevaluationplaysanimportantrole.
Throughcontinuouspracticeandexploration,amacro-monitoringsystemforteachingqualitywithChinesecharacteristicswillbeestablished;allofthesewillcultivateasolidfoundation,broadknowledge,strongability,andhighqualitytomeettheneedsofthe21stcentury.Talentshavelaidanimportantfoundation.
OnJanuary13,1999,theStateCouncilformallyforwardedtheMinistryofEducation’sActionPlanforthePromotionofEducationinthe21stCentury.Thestrategyisformulatedtocomprehensivelypromotethedevelopmentofeducationalreformsandimprovethequalityandinnovationcapabilitiesoftheentirenation.The"Plan"putforward11plansandrequirements.Thespecificimplementationplansfortalenttrainingsuchasthe"YangtzeRiverProgram","Cross-CenturyTalentTrainingProgram"and"ChunhuiProgram"relatedtothe"Plan"havebeeneffectivelycarriedout,andgratifyingresultshavebeenachieved.
Theopeningupofhighereducationandinternationalexchangesandcooperationaregraduallyexpanding.Since1978,thestatehassentmorethan270,000overseasstudentsofvarioustypestomorethan100countriesandregions,andmorethan90,000havereturnedtoChina;morethan210,000internationalstudentshavebeenadmittedtoChina;highereducationinstitutionshavehiredforeignexperts,scholarsandscholars.Morethan40,000teacherscametoChinatoteachorgiveshort-termlectures.Throughopeninguptotheoutsideworld,activelyabsorbingandlearningfromthebeneficialexperienceofforeigncountries,ithaspromotedtheimprovementofteachingqualityandscientificresearchlevel.
Afterthe15thNationalCongressoftheCommunistPartyofChina,China'shighereducationhasadoptedanewattitude,speedingupreforms,steadilydeveloping,improvingquality,andfullyadaptingtothe21stcentury.
Developmentdirection
Diversifiedstructure
Highereducationisdevelopinginadiversifieddirection,evolvingfromasinglestructuretomultiplestructures.Thisisthereformofhighereducationintheworldtoday.Oneoftheimportanttrends.Moderneconomicdevelopmenthasputforwardnewrequirementsforthereformofhighereducation.Thedemandfortalentsinvariouscountriesisincreasingdaybyday.Notonlyhigh-leveltechnicalpersonnelandmanagementpersonnel,butalsoalargenumberofintermediate-leveltechnicalpersonnelareneeded.Thisrequireshighereducationtoestablishareasonabletalentstructurethatmeetstheneedsofmoderneconomicdevelopment,reformthetraditionalivorytowerstructureofhighereducation,andrealizethediversificationofeducationalstructuretypes.Thisismanifestedinvariousformsofrunningschools,inadditiontoexpandingtheoriginaluniversities,vigorouslydevelopingshort-termcollegesandjuniorcollegeswithdifferenteducationalsystems,sothatvarioustypesofinstitutionsofhigherlearningcoexist,withdifferenttraininggoalsandflexibleteachingmethods.
Fromtheperspectiveofthestructurallevelsofhighereducationinmanycountriesintheworld,thethreelevelsofgraduate,undergraduate,andjuniorcollegearepyramid-shaped.Amongthem,juniorcollegesandjuniorcollegeshavebeenparticularlyvaluedinrecentyearsandhavewonGreatdevelopment.Forexample,thenumberofjuniorcollegesorcommunitycollegesintheUnitedStateshasgrowntomorethan1,500,with6.5millionstudentsenrolled,accountingformorethan50%ofthetotalnumberofcollegestudentsintheUnitedStates.Itisthefastest-growingschoolinAmericanhighereducationtoday.Germany'sjuniortechnicaluniversitieshavealsodevelopedrapidlyandhavebecomeanimportantpartofthehighereducationsystem.Accordingtostatistics,thereare850juniortechnicaluniversitiesinGermany,accountingforabouthalfofthetotalnumberofhighereducationinstitutionsinGermany.ThenumberofjuniorcollegesinJapanincreasedfrom270in1980with300,000studentsto625in1994with1.9millionstudents.Becausejuniorcollegesandjuniorcollegesinvariouscountriesareknownfortheircleartraininggoals,shorteducationalsystem,lowfees,strongregionality,andeasyemployment,theyareverypopularintheproductiondepartmentsofvariousenterprisesandthetalentandlabormarket,andpromotetheirownscaleandquantity.Rapiddevelopment.
Basicallyrealizethemodernizationofeducation
Startingfrom2015,theimplementationoftheeducationplanhasenteredthesecondfive-yearperiod,andthebasicrealizationofthemodernizationofeducationhasenteredastageofcomprehensivetackling.Theeducationplanoutlineandthereportofthe18thNationalCongressoftheCommunistPartyofChinaclearlystipulatethatthemodernizationofeducationwillbebasicallyrealizedin2020.Basicallyrealizingthemodernizationofeducationisanimportantpartofbuildingawell-offsocietyinanall-roundwayin2020.Educationisthetoppriorityofthepeople'slivelihood.Ifeducationfailstobasicallyachievethegoalofmodernizationontime,itwilldirectlyaffectthecomprehensiveestablishmentofawell-offsociety.Inthestrategiclayoutofnationalmodernization,thereasonwhyeducationmodernizationhastotaketheleadisbecauseeducationhasabasic,leading,andoverallrole.Ifeducationcannottaketheleadinrealizingmodernization,itwillaffecttheprocessofnationalsocialistmodernization.Wemuststandatthestrategicheightofthe"twocentenary"goalsandtheChinesedreamofthegreatrejuvenationoftheChinesenation.Wemustdeeplyunderstandthesignificanceofacceleratingthemodernizationofeducationfromtheperspectiveofunderstanding,adaptingandleadingthenewnormalofeconomicdevelopment.Enhancethesenseofmission,responsibilityandurgencyofthework.
Aftermorethan60yearsofunremittingeffortsofNewChinaandmorethan30yearsofreformandopeningup,mycountry’seducationhasundergoneearth-shakingchanges,achievedworld-renownedachievements,andachievedahistorictransformationfromacountrywithalargepopulationtoacountrywithlargehumanresources.特别是教育规划纲要实施五年以来，我国教育改革发展明显加速，服务经济社会发展的能力大大增强，与国际教育先进水平的差距不断缩小，为基本实现教育现代化奠定了坚实基础。同时，我们也清醒看到，与基本实现教育现代化要求相比，我国教育还存在明显的短板。教育观念相对落后，内容方法比较陈旧，学生适应社会和创新创业能力不强；教育体制机制不尽完善，学校办学活力不足；教育结构布局不尽合理，城乡、区域教育发展不平衡。特别是我们的教育管理方式还没有发生根本性的变化，管理体系和管理能力还不适应国家经济社会持续健康发展和人民群众接受良好教育的要求。着力解决这些重大问题，是加快推进教育现代化的当务之急。
基本建成高等教育强国
2015年8月18日，中央全面深化改革领导小组会议审议通过《统筹推进世界一流大学和一流学科建设总体方案》，对新时期高等教育重点建设做出新部署，并于同年11月由国务院印发，决定统筹推进建设世界一流大学和一流学科。方案里提到，双一流建设的总体目标是推动一批高水平大学和学科进入世界一流行列或前列，加快高等教育治理体系和治理能力现代化，提高高等学校人才培养、科学研究、社会服务和文化传承创新水平，使之成为知识发现和科技创新的重要力量、先进思想和优秀文化的重要源泉、培养各类高素质优秀人才的重要基地，在支撑国家创新驱动发展战略、服务经济社会发展、弘扬中华优秀传统文化、培育和践行社会主义核心价值观、促进高等教育内涵式发展等方面发挥重大作用。
到2020年，若干所大学和一批学科进入世界一流行列，若干学科进入世界一流学科前列。
到2030年，更多的大学和学科进入世界一流行列，若干所大学进入世界一流大学前列，一批学科进入世界一流学科前列，高等教育整体实力显著提升。
到21世纪中叶，一流大学和一流学科的数量和实力进入世界前列，基本建成高等教育强国。