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Retrospective and Prospects for China’s International Educational Exchange in the 40th Anniversary Year of Reform and Opening Up
WEI Liqing, HU Yanhua
Front. Educ. China. 2018, 13 (4): 532-552.
https://doi.org/10.1007/s11516-018-0029-6
International exchange is an important part of China’s educational opening up, cooperation, and connection with other countries. It also serves as a unique strategic resource, helping to develop and consolidate mutual political trust, diplomatic exchange, economic and trade relations, cultural exchange and educational cooperation between China and other countries in the world, thereby enhancing China’s international image. We have seen positive contributions made to our progress towards peace among peoples, and noted the irreplaceable role played by China. International educational exchange is an important part of global international student flows. Since the founding of the People’s Republic of China, especially in the 40 years of reform and opening up, China has experienced a development process in education from language students to students at all levels and from quantity to quality. The change in the type of international students studying in China and of Chinese students studying abroad reflects the Chinese spirit and the broadening the appeal of China’s programs. It can be interpreted as the fulfillment of the “Chinese Dream,” contributing to national revitalization. The trade imbalance between exporting countries and destination countries in international educational exchange has been reduced.
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Education and Skills Development in China-Africa Cooperation
Michael Mitchell Omoruyi EHIZUELEN
Front. Educ. China. 2018, 13 (4): 553-600.
https://doi.org/10.1007/s11516-018-0030-0
Education, skills, and the development of an African workforce are at a critical moment. While it is recognized that Chinese firms hire local people, the focus of the debate is more on the position and opportunities for training and advancement. As such, the paper tries to answer the following questions. Does China really contribute to skills development in Africa? Does China employment, education, and skills transfer pattern contribute to Africa’s own structural transformation and benefit African workforce? In attempting to answer these questions, this paper first lays out the current magnitude of demand for skills in Africa and the priorities for education and skills transfer that can successfully address Africa’s skills shortage. Significantly, this will enable researchers and non-researchers to understand the diversity of Chinese firms’ skills transfer patterns and the reasons behind these patterns. In order to present a comprehensive and precise picture as well as understand the context for China and Africa education and skills transfer development, the paper draws from various data collected from diverse sources, including government statistics, firm reports, second-hand academic literature, local and international news media, official government reports, and research studies. The paper suggests that the assessment of skills transfer pattern should not only consider employees’ and employers’ direct interests, but also in the short run, skills transfer should focus on offering short, practical courses to secondary and higher education graduates involving primarily on-the-job training. In the long run, there is a need to change the way employees and students are trained, including curriculum reforms that favor science, technology, engineering, and mathematics. Emphasis should also be placed on critical thinking, problem-solving, discovery, and experiential training.
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Uneven Distribution of Primary and Middle Schools: A Case Study of Changchun, China
YAN Qing, LI Chenggu, ZHANG Jing, MA Zuopeng, LUO Fenglong
Front. Educ. China. 2018, 13 (4): 633-655.
https://doi.org/10.1007/s11516-018-0032-y
Providing further knowledge to and refinement of public facility location theory, this paper focuses on the distribution of basic educational facilities in China. The aim towards an equilibrium in the distribution of education resources has captured widespread attention in recent years. The basis of an education equilibrium is the balanced distribution of teaching facilities. Using the spatial analysis function of ArcGIS, this article discusses the evolution characteristics of education equilibrium and explores its dynamics with reference to primary and middle schools in Changchun City, Jilin Province from 2007 to 2013. The study found the spatial distribution of primary and middle schools in Changchun was uneven and the characteristic of close internal but sparse external has not changed. Low-level equilibrium of primary and middle schools in Changchun has been basically realized, but high-level equilibrium is far from being realized. Although there has been a trend towards suburbanization of these schools in recent years, the high entrance threshold has determined that high-quality school opportunity (schools with high-level resource allocation) has not increased for people. The spatial distribution of primary and middle schools is related to the factors of population, real estate, transportation and the education system itself. Education space, living space, and traffic space all interact and together affect urban spatial structure.
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