The Ministry of Education has released a statement regarding the state of China’s international student market. We have tabulated the figures below to show the top ten Chinese universities by number of international student enrolments, and added three global ranking figures for reference.
Other notable facts:
- In 2008, China hosted 223,500 international students from 189 countries. This number represented a 14% increase on 2007 figures.
- Thirteen universities each hosted 1000 or more international students at degree level (Bachelor or higher).
- Twenty-four universities each hosted 1000 or more international students at degree and non-degree (such as language study) levels.
- 18078 international students were awarded Chinese government scholarships in the 2009/10 school year, up 33.8% from 2008
In a recent article originally written for the US magazine Science, Premier Wen Jia Bao reasoned about an ambitious development plan praising innovation, science and technology as preconditions for further growth of China’s economy until 2020. As one of the implementing bodies, the Chinese Ministry of Education (MoE) followed suit with their education initiative which aims to build the foundation for innovation, research and science - a modern and strong education system. Similar to the approach taken by the Ministry of Commerce (MofCom) when developing China’s basic industries, the MoE avails itself of the knowledge and experience of more developed countries in the area of education.
According to a recent study conducted by the German Council on Foreign Relations - Deutsche Gesellschaft fuer Auswaertige Politik e.V. - (DGAP), Germans have increasing concerns about the economic rise of China and the implications this development has on Germany’s and Europe’s future. Cultural-theory research suggests that these concerns might be a result of Germans generally being less comfortable with uncertainty. Looking at how Europe is perceived through Chinese eyes, a study recently sampled in Shanghai shows that the majority of interviewees see Europe, including Germany, as major economic, though not political, players; Interestingly, despite Europe being the number one trade partner of China, there is a tendency among Chinese to address more importance to the US.
With the Germany-China trade balance being continuously negative in recent history, and with no signs of improvement on the trading horizon, one might ask whether Germany is now seeking to correct the deficit by adding education, and higher education in particular, to the trading equation. What are the motives of promoting the export of German higher education to China? And how does the German higher education system benefit from cooperating with Chinese universities? While conducting a set of interviews, Totuba confronted German planners and decision makers in higher education with these and other questions.
German strategy - changing from Give to Gain
With the ongoing formation of the European Higher Education Area and with the Bologna Process starting in 1999, the necessity to change the then internationally incompatible academic degree system became apparent. However, Bologna not only created room for a Europe-wide compatibility of German degrees but led to universities looking to actively cooperate with higher education institutions to extend their presence beyond Europe. Juergen Werner, Head of the Higher Education Export Department with the German Academic Exchange Service - Deutscher Akademischer Austauschdienst - (DAAD), confirmed that the general higher education export policy also applied to projects planned and operated in China. Its main intention was not to establish profitable business lines but to help internationalise and better position German universities on the international education market. This is a view he shares with Marijke Wahlers, Head of the International Department with the German Rectors’ Conference - Hochschulrektorenkonferenz - (HRK), a lobbying organisation counting around 260 German higher education institutions as their members.
Wahlers stated that, unlike China’s strategy of acquiring targeted competencies from foreign partners to gain competitiveness, the German strategy was to target Chinese students as future partners for Germany - particularly the German industry - and to promote German research in China, thus pursuing the idea of a network of German centers of excellence in science and research abroad. This projection was also conveyed by Rolf Cremer, Dean and Vice President of the China Europe International Business School (CEIBS). According to Cremer, German universities still suffered from the fact that they were barely visible in global rankings - a situation that would only change gradually. CEIBS’s importance as a hub for European management excellence also resulted from strategically planned networks operated by the school’s management as well as through a vivid Alumni community.
Rigorous planning and continuous measuring - preconditions for successful higher education export programs in China
Driven by the German federal government’s policy to internationalise science and research, the DAAD, in 2001, acquired funding to launch a program aiming to financially support German universities with their export endeavors abroad. The program’s 2009 budget amounts to EUR 4 million. From its launch to the present, 50 higher education export projects have been funded by the DAAD, with 38 currently receiving financial support. “Universities planning to launch a collaborative arrangement, branch campus or off-shore institution in China have to undergo a thorough process from feasibility to business planning and funding”, said Werner. “To receive financial aid, the program has to have proof of success in Germany and show enough potential to achieve further innovation in cooperation with a Chinese university; It is also advised for academic and administrative staff to be familiar with societal and educational aspects of the Chinese culture.”
“Initial funding is provided for a period of the first cycle of the program - usually 4 years - where the program has to show its self-sustaining character as projected by the business plan” explained Werner. Thanks to the federal funding of German universities to date, this requirement “forces academic staff to rethink the way they submit proposals”. Werner elaborated further that “the DAAD considers itself a ‘turn-key’ assistant for exporting education, offering free advice throughout the proposal process by bringing in years of experience in overseas education and a strong network of regional offices and lecturers in China.”
“During the period of receiving financial aid, export projects must continually prove that they are on their way from a subsidised to self-sustainable program, and the DAAD will not take fright in prematurely ending the subsidy if a project failed to meet targets”, clarified Werner. Subsequently, a program could receive extended financial aid of up to 10 years, with the DAAD funding proportion decreasing on an annual basis.
“Founded in 1998 and now in its eleventh year of operations, the Sino-German School for Postgraduate Studies - Chinesisch-Deutsches Hochschulkolleg (CDHK) - represents the flagship of German higher education export to China. Our exceptional position is not only visible from the extended financial support we have continued to receive from the DAAD, but also from the now 30 chairs (professorships) solely sponsored by German enterprises.” said Jari Grosse-Ruyken, Vice Director of this joint venture between Tongji University and DAAD in Shanghai. At the CDHK, postgraduate programs in electrical, mechanical, and automotive engineering, economics and economic law are offered to Chinese students.
Initial haste turned into strategic approach - channeling a fresh breeze into stuffy German university administrations
A quick glance at the public database of about 500 higher education cooperations between Germany and China suggests that the strategies sketched above have been successfully implemented so far.
“Experiences professors acquired while operating economically viable export projects are directly taken into the German universities, hence channeling a fresh breeze into stuffy university administrations,” as Werner put it, and he advanced by mentioning that the experience could be used to establish awareness of the funding mechanisms steering higher education operations - a fact shielded from most professors at German universities, even at present.
With the onset of the global financial crisis, the American banking system suffered a reputational shock, particularly in China, where the banking system is still being elevated to international standards. “As a result,” Cremer reasoned “there was an increasing demand for German finance and banking excellence in China, which led to the recent founding of the German Centre for Banking and Finance at CEIBS as a joint finance research and education institute of the Frankfurt School of Finance and Management and CEIBS in Shanghai.” He also stated that “CEIBS further acts as a hub and multiplier for German enterprises and institutions looking to cooperate with China on multiple levels”.
Wahlers emphasised that “the Initiative for Excellence, which is jointly run by the German Federal and state Ministries of Education and Research, contributes to German universities being more strategic and selective when dealing with university partners in China.”
“The CDHK”, Grosse-Ruyken pointed out, “considers itself as bridge in two ways: by serving as intermediary between the German and Chinese higher education system, it helps their German partner universities internationalise their academic body. And, by having German enterprises shoulder part of the educational responsibility, it helps them build a platform for tailoring their products to the Chinese market and gain access to talented people needed for their operations in China. As an integral and obligatory part of studying at the CDHK, an internship guarantees the development of skills that are immediately applicable in the real world.” Proudly, Grosse-Ruyken remarked that CDHK graduates typically ranked best at the German language proficiency exam TestDaF among their peers from other universities in China. And he further stated that the recently launched center for entrepreneurship at the CDHK catered for an increasing number of Chinese students planning to operate their own businesses after they graduate.
Mismatch in expectations and education culture are chief among threats to fail
“With the Chinese still considering global ranking a main criterion for choosing a foreign cooperation partner, smaller German universities, though leading the global academic crowd in their field, sometimes find it difficult to attract an adequate Chinese partner university”, said Werner. He also sees room for improvement with regard to “providing a common contractual framework for German academic staff teaching in China”. In some cases, professors experienced hardships when adding overseas lectures to their already loaded regular schedule at home. Werner indicated that projects encountering temporary staff shortages were eligible to utilise the DAAD network of lecturers in China.
“Initially,” Wahlers stated “projects were often operated by individual professors without integrating the projects into the wider context of internationalising the university, which in some cases led to projects fizzling out when the main driving individual retired.” As a result, the HRK in 2005 developed a set of recommendations for German universities seeking cooperation with their Chinese counterparts. Covering the whole life cycle of higher education cooperation, recommendations span from analysing whether the intended program fits into the long-term strategic plan of participating universities, to quality control during program operations - considering both German and Chinese universities’ interests - evidently targeting a win-win situation. According to Wahlers, these recommendations “have helped to raise basic awareness at German universities of issues, such as higher education export projects requiring continuous resources - a fact that had widely been neglected before”.
“Ignorance of differences in societal and educational culture, as well as unrealistically high expectations of what can be achieved within a set time frame, are chief among difficulties during higher education export projects”, Grosse-Ruyken explained. Sending academic staff with insufficient China experience on a mission would often result in conflicts and eventually fatigue on both sides. He subsequently promoted assigning China-experienced academic staff on higher education export projects.
Integrating academia and industry will help advance Chinese and German education systems
A China-veteran and higher education visionary, Cremer summarised that “by integrating the strengths of both academia and industry, CEIBS will contribute to carrying higher education excellence over to less privileged groups of the Chinese society and less developed areas in China”.
Being asked about her hopes regarding future cooperation with China, Wahlers replied that with China’s higher education system reform further progressing, currently neglected partnerships on subjects such as the humanities and social sciences would become in demand.
“Catering to the increasing demand of German students who wish to study in China,” Grosse-Rukyen said “the CDHK plans to increase its capacity to serve German students at the Shanghai campus.” Considering the experience and lobbying power of the CDHK in China, he further envisages his institution enhancing its catalytic role as a hub and advisor for future higher education export projects.
“With the Chinese government continuing their effort to close the gap between China’s East and West, opportunities to cooperate with Chinese universities are ample”, concluded Werner. It would, however, require creative solutions to attract German academic staff to more remote locations.
The majority of interviewees for this post stressed the importance of teaching in German as an integral component of higher education export programs. Upon being asked why this is the case - in a globalising world where English is accepted as the intermediate language between cultures - Grosse-Ruyken explained that “the leading position Germany holds in science, as well as economically, is based on values deeply rooted in the German educational, business and societal culture”, and that these values could be successfully transferred only by employing an authentic approach: Chinese higher education Made in Germany.
The folks over at onlineschool.net recently published a useful piece outlining free, self-paced online courses with a focus on China. The list includes courses across history, culture, language, economics and politics.
Follow this link to read the full post.
While the number of Chinese scholars is expanding both in absolute terms and as a percentage of authors in high-impact scientific journals, Chinese researchers still find it difficult to make their interests and expertise known to western colleagues.
Recently launched, the Anianet professional network aims to reduce the barriers separating Chinese researchers from their counterparts in the United States and Europe. Anianet allows scholars to create free English-language profiles detailing their professional accomplishments in a format that is optimized for a Western audience. The platform also provides useful information detailing western grants, research partnerships, jobs, fellowships, meetings, publications, and other opportunities. More than 80% of those surveyed by Anianet are not satisfied with the visibility of their research and writing among their European and American colleagues. An equal number would like to be more knowledgeable about western research trends and opportunities.
With statements of support from a number of prominent organizations, including the Royal Society of Chemistry, the Biochemical Society, and the Institute of Physics, Anianet launched in preview mode late this summer, and already thousands of Chinese scholars— in fields ranging from architectural design to zoology— have created Anianet profiles. “Anianet is a valuable resource that helps me connect to the international research community in a new and important way,” says Dr. Lianwen Jin, Dean of the Department of Information Engineering at South China University of Technology.
“We are already seeing how a vibrant English-language professional network can help Chinese scholars connect with western collaborators, get published in top journals, and become more tightly entwined with their international research communities,” says Anianet founder and CEO Greg Tananbaum. “On the western side, Anianet is emerging as a go-to resource to better understand who is who in the Chinese scientific space.”
Tananbaum, with several years experience in the education sector, commented on his motivations for establishing Anianet. “Publishers, information providers, technology companies, libraries - they all were interested in China as both a consumer and producer of content. None had developed a definitive strategy, and none felt comfortable about how to reach individual Chinese scholars.”
To learn more about Anianet, click here.
The sex education debate continues to simmer with calls for a more rounded curriculum that may help reduce teenage pregnancies and the spread of sexually transmitted diseases. China Daily today reports:
Young students in China are dismissive about sex education at schools, complaining it focuses too much on the physical side of sex, including sexual identity and naming parts, but with scarce information on the emotions.
Since 1988, schools across the country have introduced curricula on reproductive and adolescent health.
…
“My middle school teacher just left us a textbook on reproductive health to read on our own,” recalled Tang, who’s now in his late 20s.
As a result, unwanted and teenage pregnancies are on the rise, most of which end in abortion, previous reports say.
These calls are not new, with suggestions by a Moral Education official in 2004 that:
“(Courses have) been focusing on how the body’s sexual system functions and on sexual development and reproduction, but sexual morality and psychology have been ignored,” says Cao.
She feels the latter is more important, because students “need to have information about the physical and emotional changes associated with puberty and sexual reproduction, including fertilization and conception and about sexually transmitted diseases, including HIV/AIDS.”
On a similar theme, an article from 2001 states:
“Sex education in China is not a problem of sex knowledge, but a lack of proper education. Students should be taught about family values, morals and other values related to sex,” said Geng Wenxiu, a distinguished professor from East China Normal University, who studies sex education.
Poor sex education teaching has generated a backlash as students, eager to learn, are turning to other sources, such as newspapers, videos and even the Internet.
This has been suggested to have led to sex-curious young Chinese ’stumbling upon’ X-rated websites, some of which supposedly masquerade as sex health sites, one of the reasons behind a recent government crackdown. Some suggest this may have the effect of further reducing the availability of proper sexual health content.
Also of continuing contention is the time at which sex education should commence. In 2001, Liu Dalin, the vice-president of the Asia Federation for Sexology suggested, “Sex education in China should make adjustments to meet the changing situation. It should expand from middle schools to elementary schools.” This may have inspired Guangzhou officials in 2004 to start sex education classes in a group of that city’s kindergartens. Potentially alarming if executed badly, but at least they are trying something different.
The show rolls on.
First in a series of Totuba 360° Course Reviews of one-on-one Business / Executive Chinese language providers in China, Totuba co-founder Frank Quosdorf investigates MandarinHouse in Shanghai.
Editorial Rating
Editorial Review
Opening MandarinHouse’s website, the targeted course could be easily spotted: “Executive Private Tutoring Course” in Shanghai. Neither a Skype or MSN Messenger option for the provider was available, but a valid telephone number was. On the phone, the receptionist sounded friendly, and in good English arranged for an appointment to receive a short introduction and assessment. Upon entering MandarinHouse’s office, a course consultant promptly presented herself to gauge this reviewer’s Chinese proficiency level. The course consultant conferred a Shanghai-suburbanite-like “your Chinese is really good” judgement, which appeared to be a well trained response from hundreds of previous customer engagements. She then presented a large folder showing different ways to enrol in the course requested. Of the many options available, the course consultant advised to choose a long-term one that guaranteed a teacher of choice, as well as a stable price over the course of time.
Next, she recommended a teacher and arranged a short face-to-face meeting with her. The teacher briefly introduced herself suggesting to undergo a more in-depth assessment within the next hour or so, providing an opportunity to sit down in the waiting area and inspect the facility. Internet was accessible through public computers in the waiting area, water and Shanghai magazines could be self-served from their respective outlets.
The in-depth assessment was carried out in a classroom with breathtaking views of Puxi, which was promptly and appropriately relegated to the background thanks to the detailed and eye-opening assessment. During the whole assessment, no matter the level of imperfect Chinese she had to endure, the teacher calmly and professionally provided guidance to make it a feel-good experience - a natural talent. Some MandarinHouse teaching material was handed out for examination, and no objections were raised about bringing non-MandarinHouse books or printouts to the class.
Finally, after being informed that this was actually an editorial review of their establishment, MandarinHouse’s managing director agreed to meet. Self-review forms were handed over, and received with promises to get them back within a few days. Did MandarinHouse keep to its promise despite being a well established, premium provider of one-on-one tutoring? Well, in addition to this editorial review, statements submitted by MandarinHouse teachers, administrative staff,and managers are printed below. Detailed student reviews can be found at totuba.com which is also the place to write your own reviews of this course provider.
Teacher Reviews
1. Zou Dan
Zou Dan
How would you describe the working environment and conditions in your school?
Located in the most prestigious area of central Shanghai, right on Nanjing Road with many bright classrooms and broad band access, many shopping and recreational areas nearby. Access to transportation is very convenient. The relationship between colleagues is very good.
What opportunities does this school provide to participate in education and training to make learning at your school an even better experience?
Teachers can choose from many different training lessons every month. For example, Hanzi, HSK, Business Chinese training, etc.
We also ask more experienced teachers to give us in-house training. Some training sessions are obligatory, some are elective and can be scheduled according to our needs.
If you had to decide again today, why would you take a job with this school again?
Our school is the best Chinese learning school with many experienced colleagues in Shanghai. I am very proud of being a member of our school.
2. Eric Mei
Eric Mei
How would you describe the working environment and conditions in your school?
Professional. Up-to-date facilities, convenient transportation.
What opportunities does this school provide to participate in education and training to make learning at your school an even better experience?
My school provides a number of different training courses regularly covering MandarinHouse teaching method, designing and carrying out class activities, explaining grammar points of HSK, etc. It helps teachers a lot to improve their skills. I’m training our teachers about MandarinHouse teaching method, which helps teachers learn how to give higher quality lessons.
If you had to decide again today, why would you take a job with this school again?
I’m growing up with my school.
3. Shelley Wang
Shelley Wang
How would you describe the working environment and conditions in your school?
I would say our school has quite a comfortable atmosphere. It is cozy, has good facilities and a relaxing and easy-going ambiance. We have a very central location and it is very easy to get to the school with metro and buses being a 2 minute walk away! Our school is neat and very well-organised with regard to teaching as well as studying. During breaks us teachers can relax in the lounge. We have computers for teachers to check private emails and a dining area where we can take our lunch. I really enjoy working here.
What opportunities does this school provide to participate in education and training to make learning at your school an even better experience?
For teachers, our school provides both regular and irregular training sessions in order to meet our development needs. In additional to general training courses, our teachers are offered education in seminars such as Chinese culture, HSK and so forth. I believe this ongoing reflection and renewal of skills provides an opportunity for teachers to self-asses and further develop their roles as teachers.
If you had to decide again today, why would you take a job with this school again?
MandarinHouse is an excellent school for teaching Mandarin and spreading the Chinese culture. And since MandarinHouse is a leading school, of course, I like working here. In addition, as I stated above, our school provides a good work environment and working conditions, plus regular and irregular trainings to help me grow up in my professional career. Also, from teaching at MandarinHouse, I learnt many things beneficial for life. I really enjoy my work here.
4. Angela Yu
Angela Yu
How would you describe the working environment and conditions in your school?
I usually work from morning to the afternoon. I would say the environment is comfortable and harmonious. The working conditions encourage me to give my best every day.
What opportunities does this school provide to participate in education and training to make learning at your school an even better experience?
The school runs different training courses every year and we can attend when we have time in between courses. This training helps me to improve my theoretical understanding of teaching as well as my practical teaching skills.
If you had to decide again today, why would you take a job with this school again?
1. Flexible. This job offers me the most flexible timetable and allows me arrange my working hours flexibly.
2. Harmony and good relationship. Easy relationship between colleagues, and I have cute students as well 
3. Trendy. MandarinHouse is a modern school and contributes to the society’s development. I feel confident to do this job well.
5. Tia Fu
Tia Fu
How would you describe the working environment and conditions in your school?
The school is located in the heart of Shanghai, it is convenient to reach. As soon as you enter, you can feel the Chinese culture and atmosphere surrounding you. The school has modern facilities, clean and comfortable classrooms, and practical learning material.
What opportunities does this school provide to participate in education and training to make learning at your school an even better experience?
Besides the regular classroom activities, the school also organizes activities such as taking students out on visits throughout Shanghai which means students can grasp the city and engage with native speakers. Furthermore, we do activities like Chinese calligraphy, making dumplings, Kung Fu, or tea ceremonies. These activities are offered all year round.
If you had to decide again today, why would you take a job with this school again?
The working environment is harmonious, the school has a great reputation. A lot of students take classes which fully fills up my work schedule. I really enjoy my life as a teacher. All colleagues are friendly to each other which makes me feel quite comfortable working here.
Management Reviews
Jallina Xu, Product Supervisor
Jallina Xu
What is your educational approach/instructional design and what makes your educational approach/instructional design different from others?
We only focus on teaching Chinese as a foreign language. For students, we combine learning Chinese and getting to know Chinese culture at the same time. Our curriculum focuses on improving students’ language skills based on their needs which we call student-centered teaching. Key curricular elements are functional vocabulary and sentence structure, communicative activities and tasks.
What is special about the learning environment in your school?
The school is located in the heart of the city, provides a professional and friendly atmosphere, comfortable and bright classrooms, and an area for students, teachers and office staff to relax and engage.
How would you describe a good student?
The most important thing is that students are willing to apply in practice what they learn at MandarinHouse. We like students who ask questions when facing difficulties in their daily communication with Chinese. We also think a good student believes in learning Chinese as a daily exercise.
How easy is it to enrol in a course?
Apply and book your course online. We respond to any inquiry within 24 hours.
Can you tell us which cultural and social contributions your school/staff is making to benefit the communities in which it does business?
Many. To give just one example: we attended the Shanghai Kids Expo in March 2009 showing and teaching traditional Chinese Arts such as making Beijing Opera masks, paper cutting, Chinese calligraphy to children, and also a “quiz” about China’s geography and Chinese culture. We also organize activities in communities where our students live.
Student Reviews
1. Corina Hertig
Corina Hertig
Who is your favorite teacher?
Angela and Shelley
What makes working with this teacher unique?
The teachers have a good understanding for both, the Chinese culture and the needs of their students. They can really help to find access to the language.
Read the complete review and rating at totuba.com
2. Christian Reksten-Monsen
Who is your favorite teacher?
Eric Mei
What makes working with this teacher unique?
Flexibility to focus on topics and materials I need/wish to learn. Outstanding ability to remember exactly what vocabulary and grammar I understand (after 2 years), thus able to explain new material using Mandarin I understand. Ability to find lots of interesting supplemental material.
Read the complete review and rating at totuba.com
3. Bernadette Archibald
Who is your favorite teacher?
Tia Fu
What makes working with this teacher unique?
Tia is a very capable teacher, very patient, very interested. She works hard to make the learning experience enjoyable.
Read the complete review and rating at totuba.com
4. Anonymous
Who is your favorite teacher?
Shelley Wang
What makes working with this teacher unique?
Shelley encouraged me in learning characters and was very patient in teaching me. She taught me a lot about chinese culture and still continues to. This is very enriching! We have become friends now and share a lot. Lessons are fun but always serious and Shelley has made me love learning Chinese.
Read the complete review and rating at totuba.com
5. Tania Conforti
Tania Conforti
Who is your favorite teacher?
Zou Dan
What makes working with this teacher unique?
Zou Dan has been my Chinese Teacher for 1.5 years. From the first lesson I knew she was the right teacher for me as she is very patient and very knowledgeable. She could explain on the spot where each character derives from, would give you the history of a character and was very knowledgeable about Chinese history as well, which helped me to get a valuable inside into why things are the way they are in China. You could immediately tell that she is not just teaching because Chinese is her mother language but she actually learned how to teach foreigners by being able to explain the background, which helps to remember things. She was also prepared for every lesson, in form of additional material or by having prepared a structured way to understand what the lesson is about. Last but not least with her friendly and patient nature she encouraged me to speak. I have finished my class in 2006 but ever since Zou Dan has become one of my best Chinese friends in Shanghai.
Read the complete review and rating at totuba.com
While Mandarin (Putonghua) is the language learned by almost all foreign students of “Chinese”, the mainland plays host to dozens of different dialects between its vast borders. Mandarin Promotion Week is an effort to coordinate schools, government offices and the media to enhance awareness of a standard usage of Chinese, and seeks to increase the population of standard Mandarin speakers across China. The government hopes that language standardisation will help open up far-reaching corners of China to more interest and investment from locals and foreigners alike, and will also help administrations to operate with more efficiency and certainty.
Now in its 12th year, Mandarin Promotion Week serves up events, competitions and information sessions. Particular focus is given to rural areas, where the level of education is generally lower, and the predominance of dialects is higher. Several student competitions encourage use of the standardised language, with prizes offered as incentive for participation. The Week of activities has taken on even greater significance in 2009 due to the 60th anniversary of the founding of the People’s Republic, with several events adopting patriotic slogans such as “Love the mother language, love China”.
The Chinese government released an official proficiency test for Mandarin speaking and pronunciation in 1994, and made it compulsory for teachers, actors, and public media personnel to take the test. This effort sought to bring standard Mandarin into village centres and living rooms across the nation. In 2001, the government enacted a law that prescribed a common language and national set of official characters. Going further, and in response to some concerns that the previous 1994 proficiency test did not go far enough, the government released a more comprehensive test of standard Mandarin in early 2009, including common characters and listening in addition to speaking and pronunciation.
There is some debate as to whether these active standardisation efforts across the mainland may eventually render extinct various dialects and their associated cultural nuances. Most children, for example, progress through the school system using Mandarin exclusively, leaving dialectic awareness and education up to parents and relatives. There is also a pragmatic realisation that to effectively participate and compete in China’s growth story, Mandarin knowledge is crucial.
Language standardisation at home is also set to play a role in China’s growing influence abroad. An increasing number of Mandarin speakers on the mainland represents a growing potential pool that will be able to interact with the increasing number of foreign Mandarin speakers (some 40 million and counting, according to government sources), and suggests vast social, political and economic effects in the generations to come.
Editor’s note: This post is a work in progress. At time of publishing, we were unable to include feedback from a number of sources. We are also waiting to see how forthcoming policy directives may address some of the issues related to corporal punishment.
Despite being banned by Chinese law, incidents of corporal punishment continue to be reported. In 2004, China Daily reported that 60% of Chinese children had been subjected to some form of excessive classroom discipline. This country faces various challenges to reduce these incidents from occurring.
In many cases, particularly in less developed areas of China, parents do not equate disciplinary measures towards their children as abuse. Teachers are generally feared and revered, and enjoy a level of authority that is rarely challenged.
Teachers are under immense pressure, with large classes, a need to ensure good grade averages for the reputation of the school, and an education system that demands a certain style of teaching. This style of teaching, in turn, generally fails to engage students in a meaningful way, creating a ripe environment for distraction and misbehaviour - resulting in disciplinary action being required.
The Chengdu Business Daily reported in April that a senior class supervisor named Ms. Yuan in Luzhou’s Shaomin Vocational School ordered an entire class of students to kneel down for a prolonged period after a student refused a teacher’s request to stop playing with her hair.
Students told the reporter that aside from physical pain, they had also suffered psychologically, and found the teacher’s punishment disproportionate to the indiscretion. The supervisor defended her actions, saying she was simply trying to reinforce awareness of their parents’ hard work, and that they should, accordingly, be attentive and studious. We were unable to source parents’ views on the matter.
China is a ratified signatory to the UN Rights of the Child, article 28(2) of which binds nations to “…take all appropriate measures to ensure that school discipline is administered in a manner consistent with the child’s human dignity and in conformity with the present Convention.” Further, China’s own Compulsory Education Law (last revised in 2006), orders that teachers “…must not impose any corporal punishment on students or other acts of insult to human dignity, and must not violate the legitimate rights and interests of students.”
As with many things in China’s vast and complex society, laws are ahead of enforcement mechanisms and logistical realities.
In February, a primary school boy named Taotao (not his real name) was attending basketball practice on a playing field being shared with a middle school running class. Mistaking Taotao for one of his students, the middle school sports teacher enquired as to why the boy was not running as instructed. When Taotao replied that he was not a middle school student, and did not know the teacher, he was pulled by the collar and kicked to the ground. After getting back up, the teacher slapped the boy’s face and again kicked him to the ground. More punitive action followed including a kick to the groin (Chinese press report here).
Taotao suffered facial injuries, minor concussion, hearing impairment and bruising, among others. The boy’s family received 8,000 RMB from the teacher to cover hospital expenses, and Taotao’s parents chose not to take the matter further. As a result, no further action was reported to have been taken to discipline the teacher involved.
In April, a grade one pupil had his left ear twisted by his teacher after chatting with peers in class. According to a hospital report, the boy’s left ear had suffered a 1.5 cm tear as a result of the discipliniary action. The boy’s mother had not intended to press charges, but changed her mind after failing to receive expressions of remorse from the teacher or school.
Meanwhile in Heilongjiang Province, a nine year old girl with the alias of Xiao He was beaten and scolded by her teacher, one Ms Zhao, after blowing her nose in class. After Xiao He’s father had requested his daughter be moved to another class, it was reported that Zhao had ordered other students to bully the girl. It emerged that there had been several complaints against Zhao, but due to her high level of experience and reputation among peers, no remedial action has been taken. The school was also reported to be supportive of strong acts of discipline to maintain order in classrooms.
However, there have been some successful cases of schools being taken to task by authorities.
In 2007, Dadongfang Training School in Chongqing was found to have imposed excessive corporal punishment of a designated “problem student”, causing a public outcry. The Chongqing government announced violations on the part of Dadongfang Training School, revoking its license and issuing penalties. The Ministry of Education has sought to use this an an example for other schools, sounding a directive to strengthen management processes and eradicate excessive acts of discipline, or face closure.
In June of this year, an eight year old pupil at Huipu Experimental Primary School in Taizhou Province had his finger broken by a teacher who was incensed about incomplete homework. Although the teacher later apologised and offered compensation of RMB 5,000, the boy’s parents took the matter further. The results of the investigation are yet to be announced. Meanwhile, the school’s headmaster has assured the boy’s parents that all steps would be taken to help the pupil recover, though no details were released on the fate of the teacher concerned.
In some cases, middle school teachers may be consulted to give references for students applying to certain high schools. Students, therefore, will often submit to a teacher’s demands and actions in fear of harming their prospects for advancing to a good high school. Such fear and submission should not have to be endured.
The incidents conveyed in this post are shocking, however, it should be noted that far fewer incidents occur in China’s larger, cosmopolitan cities. It should also be noted that in a society that strongly values face, where families can use seemingly harsh disciplinary measures themselves, and where student reputations are often made or broken by teachers, many incidents may be going unreported, too.
Traditionally trained teachers in an environment of high demand, large class sizes and increased pressure to perform, need to be trained to effectively deal with rogue students without resorting to physically abusive acts. Further, curriculum that does not engage students encourages distraction and disruptive behaviour, raising the ire of teachers. We have covered the Chinese government’s acknowledgement of this problem in a previous post discussing Premier Wen Jiabao’s calls for inspiring teaching.
China’s education system is undergoing significant systemic reform that may take a generation or more to become effective. This will include an evolution in the nature of relationships between teachers and students across the country, particularly in poorer regions that are growing wealthier.
Ultimately though, China’s vastness will continue to make enforcement challenging, and societal norms and pressures will play a crucial role in effecting widespread change to the attitudes of, and repercussions for, educators who feel it necessary to physically harm children to maintain order.
Having identified creativity, critical thinking, and problem-solving abilities as key deficiencies among new graduates, the Chinese government is seeking to develop a range of policies that increase the relevance and practicality of subjects across the education spectrum.
FACE Interactive Session
While most education policy initiatives are driven out of the national Ministry of Education and provincial Education Commissions, private Chinese citizens are seeking to make a difference in their areas of expertise.
Inspired by the book World Architects in Their Twenties, an account of the University of Tokyo’s hosting of six foreign architects who shared their life experiences with students, Amanda Leung has devised an interesting academic program called Foreign Architect College Experience (FACE) for delivery through colleges and universities across China. Through FACE, Leung - a young Chinese urban designer - places experienced international architects together with local students for a weekend of activities and discussions, providing a platform that she hopes will foster architectural creativity and better awareness of practical issues.
The standard and breadth of architecture education in China varies greatly from university to university. In her interview with the China Education Blog, Leung explained, “At premier institutions in the largest cities, students have opportunities to participate in workshops, lectures and other exchanges that expose them to foreign architectural experience and new ideas. In smaller cities, however, such opportunities are few and far between.” It is in these areas that Leung hopes to make the greatest difference.
Amanda Leung
Seeking to run two programs every month, the FACE agenda includes lectures, student design reviews, and open group discussions held over a full weekend. Leung encourages guest architects to discuss not only general design issues, but their interesting practical experiences, strategies to cope with studying architecture, and how they persisted through an architectural career path to reach their current leadership positions.
Having recently launched FACE, Leung has run two successful programs at Yangtze University in Hubei province and Sichuan’s Southwest University of Science and Technology, featuring James Brearley of BAU International and David Malott of KPF, respectively.
Guest architects are available to review student work and exchange knowledge with the university’s architecture academics. In exchange, they are guided to local architectural landmarks, other sites of interest, and have their travel expenses sponsored by the host university.
Leung has had significant encouragement from students, who see extensive value in the FACE programs. Further, some students have received internships to work at the firms of guest architects.
We applaud Leung’s initiative to make architecture education more practical and interesting, and look forward to tracking the success of FACE over time. Feel free to contact us for more information or to get in touch with Leung.
Mr. Zhang Xinsheng, Chinese Vice-Minister of Education this week met with Dr. Sebastian Paust, CEO of the German human resource development agency Inwent, to review and extend the strong relationship between that organisation and the Chinese Ministry of Education (MoE).
The MoE awarded Dr. Ulrich Popp, former CEO of Inwent, with the title of “Honorary Vocational Education Policy Consultant for the Institute of Vocational and Technical Education of the MoE”, expressing gratitude for the level of cooperation between the two parties.
In 2004, this cooperation yielded two landmark projects: “Sino-German Vocational Education Teacher Training” sessions, and the “Sino-German Seminar for Principals of Vocational Education”. Further, from 2004 to 2006, hundreds of vocational education teachers took pursued further education in Germany thanks to a joint Inwent-MoE program.
Highlighting the Chinese government’s promotion of vocational education opportunities, the parties agreed to deepen cooperation beyond existing successes in the areas of teacher-, headmaster- and education management training, and in scholarship opportunities.
Specific vocational areas of focus (to facilitate training in areas of low workforce supply) for the parties include Numerical Control Technology, Mechatronics, Motor Vehicle Engineering, Applied Electronics, International Business, and Tourism and Hospitality.
