By Ruiqing Du
Examines and significantly translates the broad reforms and advancements within the administration, constitution, college, scholars, and foreign trade in chinese language better schooling, in the course of a decade of profound political, fiscal, and social turbulence. additionally summarizes the full 3,000-year historical past of
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Extra resources for Chinese Higher Education: A Decade of Reform and Development (1978–1988)
Institutional Autonomy The lessening of governmental control and the expansion of decision-making power made it possible for institutions of higher learning to have considerable autonomy in student enrollment, curriculum design, textbook selection, personnel management, funds disposal and international exchanges. Prior to the 1980s, no students outside the mandated government plan could be admitted. With the autonomy resulting from the reform, students commissioned by enterprises and other government departments and students who were to pay tuition began to be enrolled on the premise that they pass the college entrance examinations and that the institutions of higher learning fulfill the quotas set by the central and provincial government authorities.
Statistics disclosed by the SEC revealed that from 1978 to 1987, 200,000 graduate students were enrolled in China's institutions of higher learning and research organizations. Of those enrolled, 70,000 had completed their studies by 1988 (1989, p. 110). 32 Chinese Higher Education The reinvigorated graduate education in China had two levels-master's and doctorate-and three types of students--doctoral, master's and nondegree. The length of study for master's students was two to three years (with a trend to reduce it to two) and three years for doctorates.
Foreigners, too, were allowed and assisted to set up educational establishments in collaboration with Chinese authorities. In the central province of Henan, a secluded 170-acre former retreat for the top CCP and government leadership became, in 1985, the campus of the Huanghe (the Yellow River) University-a brand-new institution of higher learning with an 18-member board of directors made up of nine local Chinese officials and nine Chinese Americans. In place of the CCPUC, the board formulated basic policies for institutional affairs while the president, nominated by the board and appointed by the provincial government, was entrusted with the responsibility of the management.