2024年5月16日发(作者：目前手机处理器排名)

Overview

Education in the People's Republic of China is a state-run system of public

education run by the Ministry of Education. All citizens must attend school for at

least nine years. The government provides primary education for six years, starting

at age six or seven, followed by six years of secondary education for ages 12 to 18.

Some provinces may have five years of primary school but four years for middle

school. There are three years of middle school and three years of high school. The

Ministry of Education reported a 99 percent attendance rate for primary school

and an 80 percent rate for both primary and middle schools. In 1985, the

government abolished tax-funded higher education, requiring university

applicants to compete for scholarships based on academic ability. In the early

1980s the government allowed the establishment of the first private schools.

China has had a major expansion in education, increasing the number of

undergraduates and people who hold doctoral degrees fivefold in 10 years. In

2003 China supported 1,552 institutions of higher learning (colleges and

universities) and their 725,000 professors and 11 million students . There are over

100 National Key Universities, including Beijing University and Tsinghua University.

In 2002, the literacy rate in China was 90.8%; 95.1% of males and 86.5% of

females.

Laws regulating the system of education include the Regulation on Academic

Degrees, the Compulsory Education Law, the Teachers Law, the Education Law, the

Law on Vocational Education, and the Law on Higher Education.

Reform in the 21st Century

Two years before the dawn of the 21st Century the Chinese government

proposed an ambitious plan intended to expand university enrollment to ensure a

greater output of professional and specialized graduates. An adjunct to the plan

aimed to develop an elite of world class universities. Restructuring, through

consolidations, mergers and shifts among the authorities which supervise

institutions, was aimed at addressing the problems of small size and low efficiency.

Higher vocational education was also restructured, and there was a general

tendency there to emphasize elite institutions. This rapid expansion of mass higher

education has resulted in not only a strain in teaching resources but also in higher

unemployment rates among graduates. The creation of private universities, not

under governmental control, remains slow and its future uncertain. The

restructuring of higher education, in the words of one academic "has created a

clearly escalating social stratification pattern among institutions, stratified by

geography, source of funding, administrative unit, as well as by functional

category (e.g., comprehensive, law, medical, etc.)." Thus, although recent reform

has arguably improved over-all educational quality, they have created new,

different issues of equity and efficiency that will need to be addressed as the

century proceeds.

In the spring 2007 China will conduct a national evaluation of its universities.

The results of this evaluation will be used to support the next major planned policy