DOCSLIB.ORG

Exploring Chinese Education in Beijing in June 2016, a Delegation

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Exploring Chinese Education in Beijing in June 2016, a Delegation Exploring Chinese Education in Beijing In June 2016, a delegation of nine school principals from different parts of Finland visited Beijing, exploring Chinese education and experiencing Chinese culture. This delegation was organized by the Confucius Institute and led by Kauko Laitinen, former Director of the Institute. During their one-week stay in Beijing, the delegation visited the Confucius Institute Headquarters, two high schools and two universities. At the Confucius Institute Headquarters, the principals visited the Chinese Culture Exhibition Hall. They excitedly experienced Chinese calligraphy and tried on the Chinese traditional costumes, for the first time in their life. After learning about the development of the Chinese teaching materials and network resources, the principals showed great interest in Finnish-Chinese textbooks and expressed their hope of offering Chinese courses in Finnish high schools. Pic. 001 At Hanban /Confucius Institute Headquarters Pic. 002 Experiencing Chinese costumes at Chinese Culture Exhibition Hall The principals were well received at both Renmin University of China (RUC) and Beijing Normal University (BNU). They got opportunities to talk with university leaders and students and teachers, learning about higher education in China. They also toured around the campuses, visited libraries and teaching buildings. Pic. 003 Visiting RUC library Pic. 004 Meeting local principals and teachers at BNU During their visits to the High School Affiliated to Renmin University of China, and Shijingshan District Middle School Affiliated to Beijing Institute of Education, the principals exchanged with the local principals and teachers their views on the educational systems, the curriculums and students' learning styles in the two countries. At the same time, the two sides also explored the possibilities for further cooperation and exchanges in the future. Since their visits coincided with Chinese traditional festival Dragon Boat Festival, the principals also joined the students in making Chinese traditional food Zongzi. Pic. 005 Visiting the High School Affiliated to Renmin University of China Pic. 006 Visiting Shijingshan Middle School Pic. 007 Making Zongzi together with students at Shijingshan Middle School The principals' delegation consisted of nine experienced professionals and for most of them, it was the first time to visit China. They all said that the programme was excellent and they were all very satisfied with the visit. Pic 008 Principals on top of the Great Wall Words of Ms. Tuula Okkonen, Vice Principal at Laivakangas Middle School in Oulu (Northern Finland) “Our visit to Beijing was great. I was impressed to see the modern capital of China (this was my first visit to your country). The program was perfect from top cultural and historical sites to school and university visits. Meeting Chinese principals and teachers was interesting - and we found out that the work is essentially same in China and in Finland. We were lucky to have the great scholar Kauko Laitinen with us, and also our guide was very professional. I might have added to program some time for actual planning the China-related courses/studies and co-operation for Finnish schools. Once again, thanks for the Confucius Institute for this opportunity. And Chinese visitors are welcome to the Laivakangas school in Oulu!” Words of Ms. Eija Paukkuri, principal of Emäkoski School, Nokia (Southern Finland) “Thank you again for a wonderful week in Beijing! I could not be more satisfied with the visit! It was so well organized. What pleased me the most was visiting the Renmin University, Confusious Institute, Normal University and the schools where we could see how the Chinese schools work. I was impressed with the school connected with the Renmin university, their Digital learning laboratory and classroom with driving simulators. Also the laboratory where students could make their own movies and animations was impressive. I felt respect with the teachers who still teach the students about their own culture. Everything we saw was well chosen. Food and the sights were wonderful, too. If you want to work with me and my school on the future, you are more than welcome to pay a visit at Emäkoski school in Nokia.” .
Load more

Recommended publications
  • TRANSITION from ELITE to MASS HIGHER EDUCATION in CHINA By
    TRANSITION FROM ELITE TO MASS HIGHER EDUCATION IN CHINA by YANQINGXUE submitted in fulfilment of the requirements for the degree of MASTER OF EDUCATION in the subject COMPARATIVE EDUCATION at the UNIVERSITY OF SOUTH AFRICA SUPERVISOR: PROF S G PRETORIUS ~ t I JUNE2001 f II I Student number: 3247-339-7 I declare that TRANSITION FROM ELITE TO MASS HIGHER EDUCATION IN CHINA is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of complete references. -LL _j .~ti ... ~ .... ~(./.~/.~/ .. SIGNATURE DATE (MR YQXUE) Acknowledgements I wish to convey my sincere thanks to Professor S. G. Pretorius, my supervisor, for his capable, patient and friendly guidance; Appreciation is also extended to Mrs. Mattie Verwey for her kind helpfulness in many ways; To Professor E.M. Lemmer for language editing and checking the qualitative research; To Professor Y. J. Wang and Professor G.D. Kamper for their warm assistance; To all the informants for their time and energy;. To UNISA library staff for their high quality services; At last, my dedication to Jin and Y angyang, my dear wife and son, for their love and encouragement. SUMMARY The research focuses on the strategies for the transition from elite to mass higher education in China. The expansion of Chinese higher education has accelerated since 1998. The Chinese government plans to increase its gross enrolment rate in higher education to 15% by 2010. According to Trow's (1974:63) phase development theories, this increase of enrolment would lead to fundamental changes in higher education.
    [Show full text]
  • China's Special Education: a Comparative Analysis
    DOCUMENT RESUME ED 361 947 EC 302 414 AUTHOR Mu, Keli; And Others TITLE China's Special Education: A Comparative Analysis. PUB DATE Apr 93 NOTE 9p.; Paper presented at the Annual Convention of the Council for Exceptional Children (71st, San Antonio, TX, April 5-9, 1993). PUB TYPE Reports Research/Technical (143) Speeches /Conference Papers (150) Tests/Evaluation Instruments (160) EDRS PRICE MFO1 /PCO1 Plus Postage. DESCRIPTORS Attendance; Compulsory Education; *Delivery Systems; Differences; *Disabilities; Early Intervention; Educational History; Educational Legislation; Educational Needs; *Educational Practices; Elementary Secondary Education; Foreign Countries; Foreign Culture; Higher Education; Incidence; Inservice Teacher Education; Mainstreaming; Parent School Relationship; Regional Characteristics; *Special Education; Teacher Exchange Programs; Teacher Shortage; Vocational Education IDENTIFIERS *China ABSTRACT This paper, written in outline form, summarizes the history and current situation of special education in China. The paper begins by listing milestones in Chinese special education from 200 B.C. to 1990 A.D. and noting that currently there are an estimated 6,500,000 children (ages 7-15, with disabilities, of whom 70,000 are being served in special classes and special schools. Contemporary legislation pertaining to special education are noted, followed by a description of current education practices in the areas of regular education, special schools, higher education, and inservice teacher training. Current examples of educational research are also described, including experiments in service delivery options (such as mainstreaming), early intervention and education, and parent/school collaboration. Activities in the areas of international exchange are briefly noted. Major problems identified include the following:(1) low school attendance rate by children with disabilities, (2) large regional variances in school attendance, (3) limited vocational training options, and (4) shortage of teachers.
    [Show full text]
  • Current Thinking and Liberal Arts Education in China
    Current Thinking and Liberal Arts Education in China Author: Youguo Jiang Persistent link: http://hdl.handle.net/2345/bc-ir:104094 This work is posted on eScholarship@BC, Boston College University Libraries. Boston College Electronic Thesis or Dissertation, 2013 Copyright is held by the author, with all rights reserved, unless otherwise noted. Boston College Lynch School of Education Department of Education Administration and Higher Education Current Thinking and Liberal Arts Education in China You Guo Jiang, S. J. Submitted in partial fulfillment of the requirement for the degree of Doctor of Philosophy March 2, 2013 © copyright by YOU GUO JIANG 2013 Conceptions about Liberal Arts Education in China Abstract Liberal arts education is an emerging phenomenon in China. However, under the pressure of exam-oriented education, memorization, and lecture pedagogy, faculty, university administrators and policy makers have not embraced it whole-heartedly. Through qualitative methodology, this study explores the current thinking of Chinese policy makers, university administrators, and faculty members on liberal arts education and its challenges. A study of the perceptions of 96 Chinese government and university administrators and faculty members regarding liberal arts education through document analysis and interviews at three universities helps in comprehending the process of an initiative in educational policy in contemporary Chinese universities. This research analyzes Chinese policy making at the institutional and national levels on curriculum reform with particular emphasis on the role of education in shaping well-rounded global citizens, and it examines how the revival of liberal arts education in China would produce college graduates with the creativity, critical thinking, moral reasoning, innovation and cognitive complexity needed for social advancement and personal integration in a global context.
    [Show full text]
  • How Uneven Elementary School Education Quality Leads to Social Stratification in Beijing, China
    How Uneven Elementary School Education Quality Leads to Social Stratification in Beijing, China A Thesis Presented to the Faculty of Architecture, Planning and Preservation COLUMBIA UNIVERSITY In Partial Fulfillment of the Requirement for the Degree Master of Science in Urban Planning By: Shasha Zhu Advisor: Nadia Mian May 2016 Abstract Studies on (un)evenly distributed compulsory elementary education range from inter-regions, urban-rural areas, social classes and inter-schools. The purpose of this study is to examine stratifications derived from uneven compulsory elementary education quality in Beijing, mainly about inter-school and inter- social class comparisons. Key schools, which will be illustrated in detail later, break the balance among schools, leading to many social issues, such as education stratification among students from different socio-economic classes, and among schools. Also with the unique context of Beijing, School District System adds up to problems caused by uneven compulsory elementary education quality across eight counties in Beijing City. This study is divided into three parts, the first part is the stratification in schools, mainly about their financial statistics which reflects the financial power. Financial data for two elementary schools, one key school and one ordinary one, in Haidian County demonstrates key schools attracts more money, either from parents or government. The second part is education stratification among students. To reveal that families’ socio- economic status plays a role in students’ education choices, I use hedonic pricing model to analyze school quality1’s influence on real estate market in Beijing City. Further, broad survey centering on parents’ opinions in Beijing City could provide better understanding of the status quo of compulsory elementary education stratification among students.
    [Show full text]
  • School Choice Guide 2017-2018 5 Perfectfinding the Right Curriculum Fit: for Your Child by Nimo Wanjau, Andy Killeen, and Vanessa Jencks
    January 2017 Fresh Look Recent Profiles: 58 of Beijing’s finest schools SCHOOL CHOICE GUIDEGUIDE Comparing Apples Stats and Questions for your Search by Vanessa Jencks *Statistics are based on schools included in this guide. Experience Matters Percentage of Schools…. Boarding Students: 25% Oldest School Age: Accredited by Ministry of Education: 81% years Accepting Foreign Passport Holders: 98% 52 Accepting Chinese Locals: 70% Staffing Nurses or Doctors: 94% Median Age of School: 14 years Median Class Size: Most Common Curriculum Characteristics: 22 IB (at any level) 31% Median Max Ratios: Bilingual 64% 1:9 Chinese National 22% Median Number of Total Students: 600 Montessori 23% Talking about Tuition Don’t forget to ask schools at the Beijing International School Expo: Most Inexpensive: RMB 36,000 What is your school homework policy? Who acts as substitutes during teacher maternity leaves or long-term emergencies? RMB RMB RMB Does tuition include textbooks and supplies? What is the school library policy? Most Expensive: RMB 360,000 Is the school library open after classroom hours for student research? Is the community allowed to use school facilities? RMB RMB RMB RMB RMB RMB How many school events involving parents take place during the workweek? During RMB RMB RMB RMB RMB RMB RMB RMB RMB RMB RMB RMB weeknights? During the weekend? RMB RMB RMB RMB RMB RMB What is the student illness policy? RMB RMB RMB RMB RMB RMB RMB RMB RMB RMB RMB RMB What is the student vaccinations policy? What is the youngest/oldest age allowed for each extra curricular
    [Show full text]
  • Shadow Education in China: What Is the Relationship Between Private
    Iowa State University Capstones, Theses and Graduate Theses and Dissertations Dissertations 2016 Shadow Education in China: What is the relationship between private tutoring and students’ National College Entrance Examination (Gaokao) Performance? Ran Li Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/etd Part of the Higher Education Administration Commons, and the Higher Education and Teaching Commons Recommended Citation Li, Ran, "Shadow Education in China: What is the relationship between private tutoring and students’ National College Entrance Examination (Gaokao) Performance?" (2016). Graduate Theses and Dissertations. 15754. https://lib.dr.iastate.edu/etd/15754 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. Shadow education in China: What is the relationship between private tutoring and students’ National College Entrance Examination (Gaokao) performance? by Ran Li A dissertation submitted to the graduate faculty in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Major: Education (Educational Leadership) Program of Study Committee: Linda Serra Hagedorn, Major Professor Larry H Ebbers Yu (April) Chen Liang (Rebecca) Tang Amy Froelich Iowa
    [Show full text]
  • Estimating Parents' Valuation on Elite School in China
    Estimating Parents' Valuation on Elite School in China∗ Fangzhu Zhou June 2021 1 Introduction The Chinese economy has rapidly developed over the past 25 years. While the poverty rate declined from 60% in 1978 to 10% in 20141, disparities have grown as people from different socioeconomic classes have benefited from the growth at different rates, leading to an increase in income inequality (Dollar, 2007). As Doepke and Zilibotti (2019) argued, greater income inequality has driven parents to be more attentive toward their children's educational success. Since the quality of primary education is a key determinant of later academic achievement (Hoekstra et al., 2018), competition for places in the best primary schools in China is increasingly intense. Furthermore, though admission to public primary schools is residence-based in urban areas, homeowners have precedence over renters in the admissions process. In practice, parents must own a property within the school attendance ∗We thank the UCLA Ziman Center for Real Estate's Rosalinde and Arthur Gilbert Pro- gram in Real Estate, Finance and Urban Economics for generous funding. 1Data Source: World Bank. 1 zone to send their kids to the most desirable schools, which contributes to skyrocketing housing prices (Chan et al., 2020). There is substantial literature exploring how much parents value school qual- ity. Most studies have found a positive relationship between school quality and house prices; one standard deviation increase in school test scores usually raises local housing prices by 2{4%. (Black and Machin, 2011; Nguyen-Hoang and Yinger, 2011). However, in China, there are no standardized tests at the pri- mary and middle school level, and schools are forbidden to release the test scores to the public.
    [Show full text]
  • School Mental Health Education in Beijing: a Survey of Practitioners Paul CALDARELLA, Peter CHAN, and Lynnette CHRISTENSEN Brigham Young University, USA
    New Horizons in Education. Vol. 61, No.2, May 2013 School Mental Health Education in Beijing: A Survey of Practitioners Paul CALDARELLA, Peter CHAN, and Lynnette CHRISTENSEN Brigham Young University, USA Xiuyun LIN, Yan LIU Beijing Normal University, China Abstract Background: With over 222 million youth below the age of 15 in China, the need for psychological services in schools is receiving increasing attention. School mental health education has been developing over the past 20 years to meet this need and evidence shows it is being implemented, particularly in urban areas. However, no empirical studies have explored the profession from the view of practitioners. Aims: The purpose of the present study was to conduct the first systematic survey of practitioners regarding the current practice of mental health education in Beijing. Sample: This study surveyed 292 mental health educators in elementary and secondary schools in 6 of the 14 districts in Beijing. Method: Participants completed a 52-item questionnaire assessing their demographics and job responsibilities including teaching, assessment, counseling, professional organization involvement, supervision, and training needs. Results: Participants were predominantly females with undergraduate degrees in psychology or education. Most of the participants reported that mental health education was only part of their full-time job as educators. Participants reported spending time counseling students, consulting with parents and teachers, and assessing students. Participants mentioned lack of a professional organization, too many responsibilities unrelated to mental health education, and the need for more recognition for the profession. Many participants also indicated a need for better training and supervision, particularly in counseling and mental health assessment.
    [Show full text]
  • The Chinese Higher Education System and the Impact of Gender
    The Chinese higher education system and the impact of gender The structure of Chinese education system and previous research and an empirical study Von der Carl von Ossietzky Universität Oldenburg – Fakultät I Bildungs- und Sozialwissenschaften – zur Erlangung des Grades eines Doktor der Wirtschafts- und Sozialwissenschaften (Dr.rer.pol.) genehmigte Dissertation von Frau Hua, Jiang geboren am 19.08.1975 in Beijing, China Erste Gutachterin: Prof. Karin Flaake Zweite Gutachterin: Prof. Heike Fleßner Tag der Disputation: 29.10.2010 The Chinese higher education system and the impact of gender The structure of Chinese education system and previous research and an empirical study Von der Carl von Ossietzky Universität Oldenburg – Fakultät I Bildungs- und Sozialwissenschaften – zur Erlangung des Grades eines Doktor der Wirtschafts- und Sozialwissenschaften (Dr.rer.pol.) genehmigte Dissertation von Herrn Jinsong, Gu geboren am 15.02.1976 in Beijing, China Erste Gutachterin: Prof. Karin Flaake Zweite Gutachterin: Prof. Heike Fleßner Tag der Disputation: 29.10.2010 The Chinese higher education system and the impact of gender The structure of Chinese education system and previous research and an empirical study Gu Jinsong Jiang Hua Carl von Ossietzky Universität Oldenburg, Germany 1 Table of Contents Abbreviations……………………………………………………………6 Introduction……………………………………………………………..7 Part I The Chinese higher education system and the impact of gender – The structure of Chinese education system and previous research Chapter 1 Chinese education system (Hua Jiang)…………………….9 1.1. Main forms of Chinese education system………………………………………9 1.1.1. Basic education…………………………………………………………...11 1.1.2. Secondary schooling……………………………………………………...13 1.2. Higher education……………………………………………………………….16 1.2.1. History of Chinese higher education……………………………………16 1.2.2.
    [Show full text]
  • Educational Reform and the Emergence of Modern Libraries in China with Special Reference to the Metropolitan Library of Beijing, 1909Œ1937
    Educational Reform and the Emergence of Modern Libraries in China With Special Reference to the Metropolitan Library of Beijing, 1 0 "1 37 By Jinhong Tang A Thesis Submitted to the University of Western Sydney in fulfilment of the Requirements for the Degree of Doctor of Philosophy School of Humanities University of Western Sydney November 2004 Statement of Authentication The work presented in this thesis is, to the best of my knowledge and belief, original except as acknowledged in the text. I hereby declare that I have not submitted this material, either in whole or in part, for a degree at this or any other institution. Jinhong Tang __________________ ( ignature) __________________ (Date) i Abstract This thesis examines the rise of modern Chinese libraries between the 1840s and the 1930s in the context of educational reform, intellectual development, national regeneration, and state building. It focuses on how educational reform and other factors influenced the way in which modern libraries came into being in China. It argues that the establishment of modern libraries in China was a complicated and long process, as China followed neither the *industrialisation and democracy+ model of the ,nited tates nor the *modernisation+ model of -ei.i Japan. Rather, modern libraries were introduced into China in the closing years of the 0ing Dynasty (114421911) to facilitate educational reform and national regeneration. The Nationalist government, established in 1928, further stimulated the expansion of Chinese libraries as part of the government5s state building efforts. Therefore, this thesis examines the Chinese case in the emergence of modern libraries6 the case of *underdevelopment+ with distinctive Chinese characteristics.
    [Show full text]
  • Special Planning of Innovative Development of Qianhai
    前言 RESEARCH TEAM OF PLANNING Tan Guozhi, Pan Zhihui (Hongkong Wangdong Architects) Johnny Kwan Chun Wah (Chairman of Junior Chamber International Hong Kong 2014 and Executive Director of Real Education) Eugene Ho (Executive Director of Real Education) Special Planning of Innovative Li Kelang (Shenzhen University) Development of Qianhai Educational Li Yiwen (Postgraduate of Department of Education of Hong Kong Baptist University) Facilities 2015 – 2030 前言 Contents Preface ......................................................................................................................................................................................... 1 Chapter I Planning Background .................................................................................................................................................. 2 1.1Planning Significance ................................................................................................................................................ 4 1.2 Planning Objective .................................................................................................................................................... 4 1.3 Planning Contents ..................................................................................................................................................... 4 1.4 Technical Route ........................................................................................................................................................ 5 Chapter 2 Current Situation
    [Show full text]
  • Teacher Views of Support for Inclusive Education in Beijing, China
    INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol. 30, No: 3, 2015 TEACHER VIEWS OF SUPPORT FOR INCLUSIVE EDUCATION IN BEIJING, CHINA XU Xiaoli University of Jyväskylä MALINEN Olli-Pekka Niilo Mäki Institute This study reports teachers’ views and experiences about the support they receive for their teaching in inclusive classrooms focusing on support from families, resource teachers, and school leaders and administration. The results are based on 16 individual and focus group teacher interviews that were conducted in four different schools in Beijing municipality. The teachers identified the lack of family support as a major challenge for their work. Several teachers reported collaboration with resource teachers bur the scope of that cooperation was quite limited. The teachers expressed satisfaction with the support from school leaders both directly and indirectly through opportunities for professional development. Despite receiving different forms of support the teachers expressed that it did not adequately address to the challenges they face when teaching inclusive class of learners. Introduction In mainland China, the first high-profile efforts to place children with disabilities in regular classrooms began in the 1980s (Deng & Zhu, 2007) even though there are anecdotes about individual cases of children with disabilities in mainstream schools already in earlier years (Deng & Zhu, 2007; Xu, 2012).In 1980s the Chinese educational legislation also became more supportive for inclusive education (Deng &Manset, 2000; Deng, Poon-Mcbrayer, & Farnsworth, 2001; Liu & Jiang, 2008; McCabe, 2003; Qian, 2003) and in the next decade the new policy of accepting children with disabilities in mainstream classes was given the name Learning in Regular Classrooms (LRC),or suibanjiudu in Chinese (Xu, 2012).
    [Show full text]