topic 1-China's education

Chapter Five

China’s Education

I

Ancient Private School

Before 1905 there were two kinds of schools in China: the official institutions (官学)，which were open to children of the nobles, and the private schools (私塾)，run by the local scholars, teaching students at home. The official schools began during the western Zhou Dynasty (11th century—770 B. C.), and were sponsored by the official constitution called Guanxue(官学, official institution). Only the children of the nobles were admitted into the schools. During the Spring and Autumn and Warring States periods, the social contradictions became intense and there appeared hundreds of schools of philosophy contending for their theoretical position. As a result, the states allowed scholars to teach disciples, thus the private schools became popular. Great scholars such as Confucius, Mencious, Mo Zi and Han Fei all enrolled students. Take Confucius for example, he had three thousand students. Among them seventy were virtuous talents.This kind of learning was called Sixue (私学, private school), in contrast to the official kind, constituting an important part of school education in feudal China.

This educational system remained almost unchanged for 2,000 years in China. The aim of education was to train students for the civil service examination (科举考试) in which scholars were selected to be officials at various levels of the bureaucracy. At the court exam, the champion, called zhuangyuan (状元), would be granted a high-ranking position in the court, and sometimes, would eve n have the honour of being the bridegroom of the emperor’s daughter. The second winner was called bangyan(榜眼), and the third, tanhua(探花). They were also assigned important posts in the government. Even the last on the honour roll would be magistrate of a county. The continuation and development of Chinese culture owes much to the civil service examination which guaranteed the officials at various levels of the government a solid basis of education or great learning. But the side effects of this system were apparent. They drove the intellectuals in feudal China to seek after riches and honor and regard learning as an only means to break away from productive labour and social practice. Many tragedies arose from this educational system. Some of the scholars went mad after their failures in the exam. After their success in the exam, they became rich and honored. Some of the scholars betrayed and deserted their wives who were a great help in time of difficulty on their road to success. Since proficiency in ancient classics such as the Four Books and Five Classics was required of every candidate in the examination, children from a very early age in these private schools had to recite all those books without interest or understanding.

In 1905 an edict was issued to abolish the civil service examination and the educational system of the past 2,000 years in feudal China came to an end. This dramatic change was brought about by the harsh realities of the country’s repeated setbacks and humiliation from the Western powers and the coming of Western missionaries who set up missionary schools to teach science and practical courses.

In place of the old ones, there appeared a new kind of school called xinxue(新学, new

learning) i.e. public schools which were founded in all parts of the country in which western subjects of study were offered as part of the curriculum, modeled after Western countries. After the revolution of 1911, China began to develop a Western educational system encompassing all levels of education from primary school to university.

II

Present Educational System

After the founding of the people’s Republic of China in 1949, great changes have taken place in China’s educational system which has witnessed, especially in recent years, an unprecedented prosperity in the country’s educational history.

The following is a brief account of the present state of the educational system in China:

Pre-school education

The main form of China’s pre-school education is nursery and kindergarten.

Almost every street in towns and cities of China and every department of the government have their nurseries. China’s nurseries provide care for babies under the age of three. There are day nurseries as well as boarding nurseries, which release their charges for the weekend.

While playing games and gymnastics are the main activities in China’s nurseries, the small children also learn some simple Chinese characters and arithmetical calculations, and, of course, singing and dancing.

Kindergartens enroll children from age three to six. With recreational activities occupying the major part of the children’s daily life, the kindergarten also offers a curriculum composed of physical education, moral education, language skills, science, arithmetic, music and art. In some kindergartens in the city or attached to university, English is taught.

Kindergartens are generally staffed with teachers, nurses and doctors. In China, nurseries and kindergartens may be run by the state, local government, factories, colleges, farms, neighborhood communities, or even by some private homes in recent years.

Nine-year Compulsory Education

China’s Nine-year Compulsory Education is composed of two parts: six-year primary school and three-year junior high school.

Children enter primary school at the age of seven. They study in school five days a week. There are four 40-minute classes in the morning and two in the afternoon followed by outdoor activities. Textbooks are mainly compiled by the State Education Ministry, complemented by some local study materials. Each academic year is divided into two semesters. The first semester is from the beginning of September to late January and the second from mid or late February to early July. Each year students have two months for summer vacation and one month for winter vacation.

The curriculum of Nine-year Compulsory Education is shown in the following chart:

Curriculum of Nine-year Compulsory Education

(九年义务教育课程设置表)

The curriculum is designed to ensure an all-round development of the students morally, intellectually, physically and aesthetically, based upon the cognitive laws and the needs of the development of children at different ages. It lays emphasis on the integrity of the course knowledge, social life and the students’ experi ence. For instance, for the first and second-year pupils, the course “Morals and Life” is designed to equip them with high morals at early age and adapt themselves to study life. From the third to the sixth year, the course “Morals and Society” aims at lea rning about society, for the students’ life extends from family to school, then to society. For the students of the third to ninth year, the goal of the course “Science” is to help them to form a scientific approach and to cultivate the scientific spirit. The “arts” course goes through the nine years of the studying process for the purpose of enriching the students’ art experience, raising their aesthetic temperament and interest, cultivating their good taste and the appreciation of the beautiful.

High School and the Secondary Vocational School

The three-year high school education is a preparation period for the students to go to colleges and universities. The courses include the Chinese language, mathematics, English, physics, chemistry, physiology, history and geography.

In the second or third year the courses are usually divided into two groups: humanities and science. The former includes history and geography, and the latter embraces physics, chemistry and physiology. The students can select either group of courses according to their needs and

interests, for the national entrance examination for colleges practices a system called 3+X. in which 3 stands for the 3 required courses: the Chinese language, mathematics and English while. X represents courses chosen from either humanities or science.

Secondary vocational education is at the same level as high school. In recent years, vocational schools have been developing swiftly in all medium-size and large cities throughout the country. Besides the courses offered in high school, vocational schools have featured some professional courses such as cooking, cosmetology, tailoring, tourism, accounting, computers and so on. After finishing the three-year course, students can go directly to their jobs in the related field.

Education in China, however, goes beyond the regular school curriculum. During the summer vacation, courses are offered in arts and crafts, Chinese calligraphy and painting, music, and dance. Summer programs sponsored by private enterprises also offer English Conversation or athlectic activities such as boating, navigation or other out-door activities.

Higher Education

More than one thousand universities, colleges and institutes in China offer four-or Five-year programs. Students who have earned B. A. or B. S. degree may apply for M. A. or M. S. programs and then three-year Ph. D. programs.

China’s institutions of higher learning operate on a centralized enrollment system through the nationwide examinations which are given in June or July. The tests, sponsored by the Ministry of Education, fall into two categories: humanities and science and engineering. In addition to Chinese language, mathematics and English, which are compulsory, candidates of humanities are to take either history or geography while those of science and engineering are to take either physics, or chemistry or physiology. The candidates may list the institutions and departments they wish to enter in order of preference after the exams. Enrollment is then determined in the light of examination results and a report of their behavior and moral character supplied by the high schools which they have attended. A health certificate must be also attached to the moral report.

A different point of the Chinese universities and colleges from their western counterparts is that the students must live on the campus, which forms an important part of university life. Living on campus, besides offering many conveniences, provides an ideal setting for mutual understanding and cooperation between students and their professors, as well as fostering both independence and sociability. One drawback of this system is that enrollment is limited due to a lack of accommodations.

The system of higher education in China requires that students, except in those institutions where the credit system is adopted, follow a prescribed curriculum and undergo a regular series of examinations. The results of these tests are usually recorded in the percentage system. The final term is devoted to a graduation thesis or a project based on fieldwork or research. A diploma is granted to students who have completed all the required courses and passed all the exams and a bachelor’s degree is conferred on students whose grades exceed the standard plus an assessment by faculty members. Diploma and MA / MS are granted to graduate students in the same manner, but they are required to pass their thesis defence before a committee.

Besides the regular universities and colleges, there are three-year adult vocational schools of higher learning, providing an opportunity for in-service workers to acquire a diploma of higher learning. These forms of school include correspondence, evening school, TV university and

vocational colleges and self-taught programs.

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