analysis of Chinas higher eucation in the period of social transition.docx
- 文档编号:24692781
- 上传时间:2023-05-31
- 格式:DOCX
- 页数:9
- 大小:21.86KB
analysis of Chinas higher eucation in the period of social transition.docx
《analysis of Chinas higher eucation in the period of social transition.docx》由会员分享,可在线阅读,更多相关《analysis of Chinas higher eucation in the period of social transition.docx(9页珍藏版)》请在冰豆网上搜索。
analysisofChinashighereucationintheperiodofsocialtransition
AnalysisofChina’sHigherEducationinthePeriodofSocialTransition
Abstract:
Asanintegralpartofsocialtransition,China’shighereducationhasachievedsubstantialandcomprehensivetransformation,andatthesametimeplungeintoadilemma,withvariousproblemsandchallengesemerging,whichmustbeappropriatelysolvedsothathighereducationcanplayamorecriticalroleinsocialdevelopmentandprosperity.ThisthesiswillanalyzethecharacteristicsofChina’shighereducationunderthebackgroundofsocialtransitionandtrytofigureoutmajorproblemsandtoproposesuggestedsolutions.
Keywords:
Socialtransition,Highereducation,Problems,Solutions
Background
TherecentdevelopmentofChina’shighereducationisbasicallyunderthebackgroundofsocialtransition,whichinChinaexclusivelyreferstothespecialhistoricalperiodsincetheimplementationofthereformandopeningpolicy.Thesocialtransitionisguidedbyideologicalemancipation,initiatedwitheconomicsystemandfacilitatedbycenteringoneconomicconstruction.Fromtheperspectiveofideologicaltransition,itmeansabolishingthefeudalconsciousnesswhileopeningeyestotheoutsideworld.Atthesametime,asthemainaspectofthetransition,economicsystemhastransformedfrompreliminarysocialistmarketeconomicsystemtorelativelyperfectsocialistmarketeconomicsystem.Onthepathofreformthatbeganmorethan30yearsago,Chinahasmadegreatstrideswithhigheconomicgrowthrateeveryyear,andboththesocialeconomicsystemandpeoples’thinkingpatternshaveundergoneprofoundandin-depthalterations.
Despiteofthegreatachievements,China’ssocialandeconomicdevelopmenthassteppedintoacriticalstageaswellasaperiodfullofvarioussharpcontradictionsandincreasingproblems.Challengesandopportunitiescoexistsimultaneously.Overall,atpresentandinthenearfuturetocome,contradictionsandtroublesChina’ssocialandeconomicdevelopmentistoencountercanbemuchmorecomplicatedandprominent.Forexample,thegapofincomeallocationtodifferentlayersofthesocietyhasbeenwidened,thesocialimparityhasbeenintensified,andresourceshavebeeninshortage,etc.
Withitscross-cutting,far-reachingandlong-durationfeatures,socialtransitionextendsitsreachintoeverycornerofthesociety,andbeingacrucialcomponent,China’shighereducationsystemisinevitablyaffected.HighereducationisofgreatimportanceinChinaanddevelopsmostrapidlyinthewholeeducationsystem.Inthenewera,bycreatingasocialisteconomicconstruction,thestatealsocreatedaconsiderableneedforlargenumbersofhigher-qualityblueandwhitecollarworkers(Ouyang2004).Andhighereducationhencehasachievedboomingdevelopment.
TransitionofChina’sHigherEducation
SocialtransitiongivesrisetotransitionofChina’shighereducation.Firstly,highereducationstartstoplayavitalroleinsocialprogressandhasmoveditselffromtheperipheralareatothecenterofthesociety.Inthenewcentury,highereducationoccupiesimportantpositionandstatusineverysocietyaroundtheglobal,shoulderingtheresponsibilitiesandfunctionsofcultivatingtalents,developingscienceandtechnology,aswellasservingthesociety.Itisthemoststraightforwardwaytospreadknowledgeandbasicstimulusforproductivitygrowth.Thediffusion,exploitationandutilizationofknowledgeplayamuchmoresignificantroleinfosteringeconomicgrowththaneverbefore,andasthecoreelementofproducingandspreadingknowledgeinthiscomplexprocess,highereducationisbecomingthedrivingforceforsocialproductivityandprogress,thusmovingfromtheperipheralsidetothecenterofthesociety.
Secondly,intermsofeducationscope,highereducationextendsquicklyinChina,transformingfromeliteeducationtomasseducationinjustfewyears.Chinabegantoenlargetherecruitmentofhighereducationscalefromthelate1990s,especiallytherecruitmentofundergraduate,atthesametimeaccompaniedbyenrollmentexpansionofcollegesandnewtrendsofconstructionsofnewcampus.Forexample,from1998to2008,thenumberofhighereducationinstitutionsrosefrom1022to2263,thenumberofundergraduatefrom34.08millionto202.1million,andgraduatestudentsfrom0.19millionto1.28million,withgrossenrollmentratereaching23%.Chinahasbecomethelargesthighereducationsystemintheworld(China’sMinistryofEducation,2010).
Thirdly,China’sformerhighereducationsystemwascentralizedduetothehighly-centralizedfeatureoftheeconomicsystembeforetheimplementationofreformandopeningup.Underthatcircumstance,highereducationisprovidedbythecentralandlocalgovernmentandundertheiradministration,withlessflexibility,autonomyandefficiency.Sincethemid1980s,however,fundamentalreformsconcerninghighereducationsystemhavebeencarriedout,inordertodevelopeducationconsistentlywiththesocialistmarketeconomy.Majorcharacteristicsincludethedecentralizationandmarketizationofeducationalprovision,increasingresponsibilityandautonomyoflocalgovernmentsinfinancing,provisionandregulationofeducationandmuchemphasishasbeenputonefficiencyoverequityineducation.Overall,therecruitmentsystem,financingsystem,managementsystem,andjobemploymentsystemofhighereducationallexperiencedradicalchanges(C,2006).
However,duringtheprocessoftransformation,owingtothefrictionoftraditionalfactorsanddistinctlymodernfactors,andtheintensificationofvariouscontradictions,highereducationreformbringsaboutvariousproblemsandchallenges.
MajorProblemsofHigherEducationduringTransitionPeriod
Problemsinthefieldofhighereducationemergewiththesocialtransition,andinordertosufficientlyandeffectivelytackletheproblemsandpromotethedevelopmentofChina’shighereducationwhichisthebasisofeconomicgrowthandsocialprosperity,itisessentialtoexplorethemajorproblemshighereducationhaveencounteredinthistransitionalperiod.
Contradictionbetweeneducationdemandandpublicfundingsupplybecomeintense.Therapidexpansionofscaleofuniversitiesandcolleges,theincreasingscaleofenrollment,andthedevelopingtendencyofhighereducationfromeliteeducationtomassonegiverisetotheincreasinglytighteninghighereducationfinance.Althoughin1997,China’shighereducationsuccessfullytransformedfromfree-educationsystemtocost-compensationsystem,thereisstillaseverecontradictionbetweenthesupplyanddemandofeducationfund.Beforethe1980s,thecostsofrunninghighereducationaroundthewholecountrywerecoveredbystaterevenueandschoolsdidn’tchargeanytuitionfeesfromstudents,onthecontraryevenofferinggovernmentgranttohelpstudentcoverpartoftheirlivingexpenses,whichwasconsideredtobeconsistentwithsocialethics,likejusticeandequalityofopportunities.Whereasgraduallymoreandmoresurveysindicatethatsucheducationsystemhasdrawbacksandinadequacies,forinstance,state’scoveringallhighereducationcostsleadtoover-demandforprivatehighereducation,andtendstocauseinequity,etc(Winkler,1990).Theeducationsystemthenexperiencedsomereforms,fromtheprologueoftryingtochargepartofthefees,tothecombinationofstate-financedstudentandself-financedstudent,tothefullimplementationoftuitionfeechargingsystem.However,thesystemreformdoesn’tsatisfytheboomingexpansionofhighereducation.Theexpansionofhighereducationmustrelyontheincreaseoffinancialinput,otherwise,iftherelevantmaterialconditionsandthesupportmechanismofinvestmentareignored,thiswillgreatlyinfluencedthequalityanddevelopmentofhighereducation.Furthermore,oneofthemainfactorstolimitthehighereducationdevelopmentisinadequatefundingwhichisaworldwideproblem.Foralongtime,China’stotalamountofeducationalinputisinsufficient,what'sworsearetheseriouswasteandunreasonableallocations.In2006,China’sfinancialeducationalexpenditureonlyaccounted3%ofthetotalGrossDomesticProduct,muchlowerthanthatoftheworldaverage(4.5%)(ChenLi,2007).Mostofthelimitedfundinginputflowintothetopuniversitiesinthe“211program”and“985program”,leavinglittletootherordinarycolleges.
Educationalinequityspreadswidely.Sincethe1990s,China’shighereducationhaveachievedstridingdevelopmentandsteppedintothestageofmasseducation.Moreandmorepeoplehaveaccesstohighereducationandtosomeextenthavemitigatedtherelativelyunfairphenomenonduringtheeliteeducationperiod.Besides,throughcontinuousreformofeducationalmanagementsystem,relativelyreasonableadmissionpolicieshavebeenestablished,discardingthetraditionaladmissionbasedonclassidentificationorpoliticalperformance.However,ontheotherhand,educationalinequitybegantospreadastheresultofimbalancebetweentheincreasinglyhigheducationaldemandsandtherelativelystrainededucationalresources.Asadevelopingcountry,theeconomicandsocialdevelopmentamongdifferentregions,betweentheurbanandruralareasisimbalanced.What’sworse,withlimitededucationalresourcesandbigschool-agepopulation,onlyasmallnumberofstudentshaveaccesstohighereducation.Educationinequityisunavoidableduringthetransitionperiod.Forexample,students’chancesforadmittancetohighereducationaredifferentamongdifferentregionsandbetweenurbanandruralareasandimbalancedallocationofeducationalresourcesbetweendifferentregionsisalsoaquitecommonphenomenon.Furthermo
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- analysis of Chinas higher eucation in the period social transition
链接地址:https://www.bdocx.com/doc/24692781.html