Developmentstatus
In2010,Chinahad2,723regularcollegesanduniversitiesandadultcolleges;therewereatotalof797postgraduatetrainingunits,including481collegesanduniversitiesand316scientificresearchinstitutions.Fromtheperspectiveofassetscale,fixedassetsofcollegesanduniversitieshavethecharacteristicsofdiverseforms,varioustypes,largequantities,andhighvalues,andthefundsinvestedinvariousformsoffixedassetswillbecomelargerandlarger.
Fromtheperspectiveoffaculty,in2010,thefacultyandstaffofordinarycollegesanduniversitieswas2,156,600,ofwhich1,343,100werefull-timeteachers.Thestudent-teacherratioinordinarycollegesanduniversitieswas17.33:1;andthefacultyandstaffofadultcollegesanduniversitieswas77,100,ofwhichThereare45,900full-timeteachers.Fordetails,pleaserefertothe"AnalysisReportonMarketOutlookandInvestmentStrategicPlanningofChina'sHigherEducationIndustry".
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.
In2020,therewillbe2,738regularcollegesanduniversitiesnationwide.Amongthem,thereare1,270undergraduatecolleges(including21undergraduate-levelvocationalschools);1,468highervocational(college)colleges.Thetotalenrollmentofvariousformsofhighereducationis41.83million,andthegrossenrollmentrateofhighereducationis54.4%.Thenationalgeneralundergraduateandjuniorcollegeenrolledatotalof9,674,500students,withatotalof32,852,900students.Theenrollmentis1.1666millionpostgraduates,amongwhichthereare3,139,600postgraduates.Atotalof3.6376millionadultcollegesandjuniorcollegeswereenrollednationwide,and7,772,900studentswereenrolledinschools.Enrolled2,779,100networkundergraduatesandcolleges,and8,464,500students.Thereare1.8330millionfull-timeteachersinregularcollegesanduniversitiesacrossthecountry.
Fromelitetopopularization
Internationally,itisgenerallybelievedthatwhenthegrossenrollmentrateofhighereducationisbelow15%,itbelongstothestageofeliteeducation,and15%~50%isthestageofpopularizationofhighereducation.
Eliteeducationbefore2002
Intheperiodoftheeliteizationofhighereducation,datafromtheMinistryofEducationofChinashowedthatin1978,thegrossenrollmentrateofhighereducationinChinawasonly1.55%.In1988,itwas3.7%.Since1999,Chinahasexpandedtheenrollmentofcollegesanduniversities.Thegrossenrollmentratereached11%in2001and15%in2002.
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.
Educationlevel
Highereducationlevel
Highereducationincludesacademiceducationandnon-academiceducation.
Academiceducationmainlyincludesfourlevels:generaljuniorcollege(highervocationalandtechnicalcollege),undergraduate(includingcollegepromotion),master'sdegree,anddoctoraldegree.
Educationlevel | Basicstudyperiod | Themainbodyofeducation |
Specialisteducation | Twotothreeyears | HigherTechnicalSchool |
Undergraduateeducation | fourtofiveyears | Universities,independentcolleges ScientificresearchinstitutionsapprovedbytheEducationAdministrationDepartmentoftheStateCouncil |
Master'sgraduateeducation | Twotothreeyears | |
Doctoraleducation | ThreeUptofouryears | |
Source:"HigherEducationLawofthePeople'sRepublicofChina" |
Educationcode
Theorderofthegeneralhighereducationlevelfromhightolowis:doctoraldegreecertificatecode(01),masterdegreecertificatecode(02),secondbachelordegreecertificatecode(04),Bachelordegreecode(05),juniorcollegedegreecode(06).
Certificatenumber
Theformofstudyisafull-time(undergraduateeducationstage),full-timeorpart-time(postgraduateeducationstage)academiccertificate,thefirstfivedigitsareeachThenamecodeoftheuniversity,thesixth(1)representativeistheformofgeneralhighereducation(universalenrollment).
Notethesixthplaceinthecertificatenumber.Othercodesoftheschooltype:1:Generalhighereducation(universalrecruitment);5:Adulthighereducation;6:Highereducationself-studyexamandhighereducationdiplomaexam;7:Onlineeducationis;8:NationalOpenUniversity(openeducation)
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".
HigherEducation-PekingUniversity(2photos)
TheundergraduateeducationlevelundertheChinaHigherEducationReserveTrainingProgram(Ministry,Province,City)Differentundergraduateeducationsystemandnature(publicandprivate),differentundergraduatefeesdeterminedbythesystem,undergraduate(one,two,three),the"booksandcolors"ofeachuniversitygraduationcertificatearethesameDifferences,etc.havenothingtodowiththelevelofundergraduatecollegesandthelevelof"diploma",soone,two,andthreecollegesareuniversitieswiththesamebachelor’sdegreeanddiploma,buttheyfocusondifferent,keyundergraduatecolleges("double"First-class"constructionuniversities)emphasizetheoreticalresearch,ordinaryundergraduateuniversities(ordinaryone-,two-,andthree-collegeuniversities)emphasizetheoreticalapplication,andhigh-leveltalenttrainingprogramsinChina'sinstitutionsofhigherlearningwillpromotethedevelopmentofthereformofthehighereducationsystem.Highereducationinthe21stcenturyistofocusonundergraduateresearchandgeneralundergraduateapplications.Beijing | PekingUniversity | BeijingJiaotongUniversity | 33 |
RenminUniversityofChina | BeijingUniversityofTechnology | ||
TsinghuaUniversity | UniversityofScienceandTechnologyBeijing | ||
BeijingUniversityofAeronauticsandAstronautics | BeijingUniversityofChemicalTechnology | ||
BeijingInstituteofTechnology | BeijingUniversityofPostsandTelecommunications | ||
ChinaAgriculturalUniversity | BeijingForestryUniversity | ||
BeijingNormalUniversity | PekingUnionMedicalCollege | ||
CentralUniversityforNationalities | BeijingUniversityofTraditionalChineseMedicine | ||
CapitalNormalUniversity | |||
BeijingForeignStudiesUniversity | |||
CommunicationUniversityofChina | |||
CentralUniversityofFinanceandEconomics | |||
UniversityofInternationalBusinessandEconomics | |||
ChinaForeignAffairsUniversity | |||
ChinesePeople’sPublicSecurityUniversity | |||
BeijingSportUniversity | |||
CentralConservatoryofMusic | |||
ChinaConservatoryofMusic | |||
CentralAcademyofFineArts | |||
CentralAcademyofDrama | |||
ChinaUniversityofPoliticalScienceandLaw | |||
UniversityofChineseAcademyofSciences | |||
ChinaUniversityofPetroleum(Beijing) | |||
ChinaUniversityofGeosciences(Beijing)) | |||
ChinaUniversityofMiningandTechnology(Beijing) | |||
Jiangsu | NanjingUniversity | SuzhouUniversity | 15 |
SoutheastUniversity | NanjingUniversityofAeronauticsandAstronautics | ||
NanjingUniversityofScienceandTechnology | |||
ChinaUniversityofMiningandTechnology | |||
NanjingUniversityofPostsandTelecommunications | |||
HohaiUniversity | |||
JiangnanUniversity | |||
NanjingForestryUniversity | |||
NanjingUniversityofInformationTechnology | |||
NanjingAgriculturalUniversity | |||
NanjingTraditionalChineseMedicineUniversity | |||
ChinaPharmaceuticalUniversity | |||
NanjingNormalUniversity | |||
Shanghai | FudanUniversity | EastChinaUniversityofScienceandTechnology | 14 |
TongjiUniversity | DonghuaUniversity | ||
ShanghaiJiaotongUniversity | ShanghaiOceanUniversity | ||
EastChinaNormalUniversity | ShanghaiUniversityofTraditionalChineseMedicine | ||
ShanghaiInternationalStudiesUniversity | |||
ShanghaiUniversityofFinanceandEconomics | |||
ShanghaiInstituteofPhysicalEducation | |||
ShanghaiConservatoryofMusic | |||
ShanghaiUniversity | |||
People'sLiberationArmyNavalMedicalUniversity | |||
Sichuan p> | SichuanUniversity | SouthwestJiaotongUniversity | 8 |
ElectronicTechnologyUniversity | SouthwestPetroleumUniversity | ||
ChengduUniversityofTechnology | |||
SichuanAgriculturalUniversity | |||
ChengduUniversityofTraditionalChineseMedicine | |||
SouthwesternUniversityofFinanceandEconomics | |||
Shaanxi | Xi’anJiaotongUniversity | NorthwestUniversity | 8 |
NorthwesternPolytechnicalUniversity | XidianUniversity | ||
NorthwestA&FUniversity | Chang'anUniversity | ||
ShaanxiNormalUniversity | |||
ChinesePLAAirForceMilitaryMedicalUniversity p> | |||
Hubei | WuhanUniversity | ChinaUniversityofGeosciences | 7 |
HuazhongUniversityofScienceandTechnology | WuhanUniversityofTechnology | ||
HuazhongAgriculturalUniversity | |||
HuazhongNormalUniversity | |||
ZhongnanUniversityofEconomicsandLaw | |||
Tianjin | NankaiUniversity | TianjinPolytechnicUniversity | 5 |
TianjinUniversity | TianjinMedicalUniversity | ||
TianjinUniversityofTraditionalChineseMedicine | |||
Guangdong | SunYat-senUniversity | JinanUniversity | 5 |
SouthChinaUniversityofTechnology | GuangzhouUniversityofChineseMedicine | ||
SouthChinaNormalUniversity | |||
Liaoning | DalianUniversityofTechnology | LiaoningUniversity | 4 |
NortheasternUniversity | DalianMaritimeUniversity | ||
Heilongjiang | HarbinInstituteofTechnology | HarbinEngineeringUniversity | 4 |
NortheastAgriculturalUniversity | |||
NortheastForestryUniversity | |||
Hunan | CentralSouthUniversity | HunanNormalUniversity | 4 |
People'sLiberationArmyNationalUniversityofDefenseTechnology | |||
HunanUniversity | |||
Shandong | ShandongUniversity | ChinaUniversityofPetroleum | 3 |
OceanUniversityofChina | |||
Jilin | JilinUniversity | YanbianUniversity | 3 |
NortheastNormalUniversity | |||
Anhui | UniversityofScienceandTechnologyofChina | AnhuiUniversity | 3 |
HefeiUniversityofTechnology | |||
Zhejiang | ZhejiangUniversity | NingboUniversity | 3 |
ChinaAcademyofArt | |||
Chongqing | ChongqingUniversity | SouthwestUniversity | 2 |
Fujian | XiamenUniversity | FuzhouUniversity | 2 |
Henan | ZhengzhouUniversity | HenanUniversity | 2 |
Xinjiang | XinjiangUniversity | ShiheziUniversity | 2 |
Hebei | NorthChinaElectricPowerUniversity | 2 | |
HebeiUniversityofTechnology | |||
Yunnan | YunnanUniversity | 1 | |
Gansu | LanzhouUniversity | 1 | |
Shanxi | TaiyuanUniversityofTechnology | 1 | |
Jiangxi | NanchangUniversity | 1 | |
Hainan | HainanUniversity | 1 | |
Guizhou | GuizhouUniversity | 1 | |
Qinghai | QinghaiUniversity | 1 | |
Ningxia | NingxiaUniversity | 1 | |
InnerMongolia | InnerMongoliaUniversity | 1 | |
Guangxi | GuangxiUniversity | 1 | |
Tibet | TibetUniversity | 1 |
Note:TheorderofthelistissubjecttothedocumentsoftheMinistryofEducationofthePeople’sRepublicofChina.
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.
Comparison
Comparisonofseveralhighereducationmethodssuchasself-studyexams,adultcollegeentranceexaminations,onlineeducation,privateschools,radioandTVuniversities,postgraduateentranceexaminations,etc.:
Education | Entrythreshold | Learningmethod | Enrollmenttarget | Learningyears | Thegoldcontentofthecertificate |
Self-studyexam | Thereisnoentranceexamfortheself-studyexam.Candidatestakeasingle-subjectexam.Afterpassingallsubjects,adiplomawillbeissued.Therearetwotofourexamseveryyear. | Theself-studyexamismainlyself-study,andyoucanalsoparticipateinself-study-assistedclassesorganizedbyothersocialtrainingforcesorthemainexamschool. | Unrestrictedbygender,age,ethnicity,race,andeducationallevel,itisacompletelyopeneducation. | Self-studyexamsaredividedintocourses,accumulatedcredits,andfinallyobtaineddiplomas.Itisnotrestrictedbythesemesterandschoolyearsystem. | Getthenationallyrecognizedhighereducationself-studyexaminationundergraduateorjuniorcollegediploma.Educationalcertificatesarethemostdifficulttoobtain,andthedegreeofrecognitionisthehighestincontinuingeducation. |
Adultcollegeentranceexamination | Theadultcollegeentranceexaminationisaunifiednationaladmissionsexamination,whichisselectedbytheschoolaccordingtotheresultsoftheexamination.TheunifiedexaminationisheldonceayearinOctober. | Theadultcollegeentranceexaminationmainlyincludesfull-timelearning,part-timelearning,andcorrespondencelearning. | Theadultcollegeentranceexaminationismainlybasedontheadmissionoflocalhouseholdregistrationstudents,andforeignstudentscanalsolearnbycorrespondence. | Thestudytimeofadultcollegeentranceexaminationisthesameastheenrollmentlevelandmajor.Ittakes2yearsasshortas5-6years. | Accordingtothenationallyrecognizedadulthighereducationundergraduateorjuniorcollegediploma,thedegreeofrecognitionissecondthantheself-examination. |
Onlineeducation | Onlineuniversitiessetupquestionsindependentlyandorganizeexaminationsbyadmissionscolleges.Onlyqualifiedcanenroll. | Twoteachingmethods,oneisonlineteachingthroughtheInternet,andtheotherisintensiveface-to-faceteaching. | Incumbents,practitionersandothermembersofsociety.Thereisnogeographicalrestrictiononthescopeofenrollment. | Onlineeducationgenerallyimplementsaflexibleacademicsystem,mostofwhichlastfor2-6years. | Obtainedanationallyrecognizednetworkcollegeundergraduatediploma. |
privateschool | Theschooltakestheexaminationonitsown,andthosewhopassthetestcanregisterforadmissionafterpayingthetuition. | Studentsinprivateschoolsattendfull-timeclassesunderthearrangementoftheirteachers. | Incumbents,practitioners,etc.Thereisnogeographicalrestrictiononthescopeofadmissions. | Privateschoolsarefortwoacademicyears,andundergraduatesareforfouryears. | Attheendofthestudyperiod,youwillreceiveagraduationcertificateissuedbyaprivateschool. |
BroadcastingandTVUniversity | YoumusttaketheentranceexaminationorganizedbythelocalTVuniversity,andyoumusthavetherequiredrelevantacademicqualificationsbeforeyoucanregisterforadmission. | TheRadioandTelevisionUniversityalsohastwomethods:onlineclassroomandface-to-faceinstruction. | Incumbents,practitioners,etc.Thereisnogeographicalrestrictiononthescopeofenrollment. | BroadcastingandTVUniversityeducationimplementsthecreditsystem,theschoolsystemistwoandahalfyears,andthestudentstatusisvalidforeightyears. | Obtainanationallyrecognizedundergraduatediplomaofaradioandtelevisionuniversity. |
CurriculumIntegration
Prospects
ThedevelopmentofmoderntechnologyandproductionisbasedonintegrationReflectedinhighereducationistheintegrationofcourses.Theso-calledintegrationofcoursesmeansthatbasiceducationandprofessionaleducation,appliedresearchanddevelopmentresearcharemutuallyinfiltratedandcrossed.Thepurposeistotrainstudentstoadapttotheneedsofsocialdevelopmentandhavetheskillstosolvecomplextopics.Nowadays,theintegrationofhighereducationcurriculumhasbeenvaluedbymanycountries.Thankstoaseriesofeffectivemeasures,highereducationhasreceivedremarkableresultsincurriculumreform.
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.
Classificationsystem
OnJanuary25,2017,theMinistryofEducationissuedthe"OpinionsoftheMinistryofEducationontheEstablishmentofHigherEducationInstitutionsduringthe13thFive-YearPlanPeriod"(Jiaofa[2017]3No.)proposedtoexploretheconstructionofahighereducationclassificationsystem,basedonthepositioningoftalenttraining,China'shighereducationcanbedividedintothreetypes:research,applicationandvocationalskills:researchcolleges,appliedcolleges,andvocationalSkill-basedcollegesanduniversities.
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.
The"center"providestwowaystoqueryacademicqualifications
(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.
ThehistoryofChina’shighereducationdevelopment
Modeconversion
OverallthehistoricalprocessofChina’shighereducationmodernizationoverthepastcentury,theconversionofitsdevelopmentmodecanberoughlydividedintothreeperiods.
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.
Reformachievements
(1)Inrecentyears,systemreformshavemadegreatstrides.Theschool-runningsystemhasgraduallybrokentheoldpatternofgovernment-sponsoredschoolrunning,andanewschoolrunninginvariousformsisemerging.pattern.
(2)Thereformoftheinvestmentsystemhasgraduallychangedtheoldsystemthatreliedsolelyonfinancialappropriations,andanewsystemofmulti-channelfund-raisingbasedonfinancialappropriationsisbeingformed.
(3)Thereformofthemanagementsystemhasmadegreatprogressinfiveformsofreform,includingjointconstructionandmanagement,cooperativeschoolrunning,schoolmerger,cooperativeschoolrunning,andtransfertolocalgovernmentmanagement,andisgraduallybeingstrengthened.Theoverallmanagementofeducationbythecentraleducationadministrativedepartmentandthelocaleducationadministrativedepartment.
(4)Thereformofcollegeentranceexaminationshasbegun,andthe3+Xexaminationreformplanhasbeengenerallyimplemented.Thecollegeentranceexaminationwillalsobeadmittedonline,andcollegeentranceexaminationsandadmissionwillbemorescientific,Morejustandfairer.
(5)Thereformoftheschool’sinternalmanagementsystemhasbeenfurtherdeepened,andtheschool’sabilitytoactivelyadapttothesociety’sself-sponsoredlearningandself-disciplinehasbeenenhanced.
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。