Enhancing China's Competitiveness Through Lifelong Learning ...

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Table 2.2. Current role of government in China versus new role in the knowledge economy Policy issue Current role Role in the knowledge economy Integration and coordination at the national level Administration and regulation Coordination across vertical levels Government as an enabler Link between education and the labor market and society Qualifications assurance system Compartmentalized in different ministries including education, labor, personnel, and such line ministries as agriculture, post, and communications Provides rules and regulations Controls number of students who can receive degrees One-way control and regulation from top down, little flexibility for experimentation Controller and regulator Strong bias toward being the main provider of formal education and training, little recognition of private providers Supply is institution driven, little adjustment by the public sector to changing demands, some adjustment by spontaneous rise of private providers Major preoccupation with training millions of agricultural migrants and retraining workers laid off from state-owned enterprises, much less focus on gigantic task of reskilling employed workers for new skill requirements National standards linked with curriculum and student assessments Insufficient links to market and social needs Need a coordinated multisectoral approach with multiple pathways to learning and flexible system of recognizing learning and linking to labor market needs Creates incentives Facilitates diverse providers Encourages self regulation by fostering more timely and transparent information on changing needs, performance of students, and education and training providers Career counseling Accountability to parents, students, employers, and society Two-way mutual support and partnerships Willingness to pilot and experiment with new approaches Create choices Provide information and incentives Facilitate cooperation and provision, including those by nongovernment partners Demand is market and learner driven Moving toward a new bimodal system Strong basic public education and core skills, including learning how to learn throughout lifetime and just-in-time specialized learning depending on changing needs Diverse systems of recognition and quality control, including links between different levels of vocational and academic qualifications that recognize formal and informal education and training and integrate learning, qualifications, and labor market needs 26 Enhancing China’s Competitiveness Through Lifelong Learning Source: Adapted and expanded from World Bank (2003d, table 4.2).
Developing a System of Lifelong Learning for China and the New Role for Government 27 Figure 2.2. Rising inequality in rural incomes and illiteracy 35 30 Percent 25 20 15 10 5 Illiteracy Income 0 1975 1980 1985 Year 1990 1995 2000 Source: China State Statistical Bureau 2000, various issues, cited in Zhang and Kanbur 2003. Note: The income inequality measure is the Gini coefficient, calculated based on populationweighted per capita expenditure at the provincial level in rural areas. The illiteracy inequality measure is also the Gini coefficient, calculated from population-weighted province level data on rural illiteracy rates. Many problems stemmed from the decentralization of financial responsibility to the provinces, leaving poorer provinces unable to finance compulsory education. Teachers in public rural schools started charging fees to students, which is very regressive because the children from the poorest families could not afford to pay these fees or buy textbooks, so they dropped out of school. The new policy abolishes school fees for rural compulsory education, provides free textbooks and financial aid for boarding for poor families, clarifies responsibility at all levels, shares financing between the central and local governments, and guarantees funding for rural compulsory education. This is a very positive development. The key now is to ensure that the new policy is properly implemented. The new role for government The lifelong learning system and the new dynamism in the education and training market require that the government do more than provide public goods and ensure equity. It must coordinate government agencies and other nongovernment players, building an effective governance system and providing quality assurance. Coordinating government ministries The Ministry of Education is the main body in charge of formal education from preschool to higher education, including responsibility for the part of adult education that is conducted in the formal educational system (such as some of the vocational education and training). Before the late 1990s, many specialized colleges or universities directly belonged to line ministries, but they all have been transferred under the Ministry of Education. As a result of the former planned economy, the Ministry of Education still has strong control of the enrollment quota, disciplinary
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Making China’s Lifelong Learning
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Annex 1 China’s Changing Populati
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The Bologna Process: Creating a “
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The Bologna Process: Creating a “
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Instrument Description Main Variabl
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Annex 12 Cisco Learning Institute:
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Annex 13 Tecnológico de Monterrey
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Tecnológico de Monterrey Virtual U
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Annex 14 CIBT School of Business an
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CIBT School of Business and Technol
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Shanghai Aerospace Computer Enginee
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Annex 17 The Challenge of Massive I
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The Challenge of Massive Industrial
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References and Other Sources Adey,
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Following on the World Bank’s 200
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