Analysis Report on Eduction and Publication Industry

Section one. Status quo of education industry

Since the foundation of PRC, the government attaches great importance to education. The Party and government ensure the people's right of receiving education, especially the right of minorities, children, women and disabled. After 5 decades of effort, Chinese education has achieved great progress.

China 's education can be divided into academic degree education and non-academic degree education: professional education is the education aiming at training professional talents in a certain field and the goal is the education of professional skill and to make the trainee expert in a certain field. It is ordinarily divided into academic degree and non-academic degree education. Academic degree education is an important part of professional education and the main path of raising professional talents. The professional education in China includes middle level and high level professional education. Non-academic degree education is a post-degree education which adopts various ways of training and teaching and is strongly vocational. The biggest feature of this education is that it does not have diploma, and at most provides a studies prove. It includes vocational qualification and skill training. Most of such exams and assessments are administrated by vocational societies and independent administrative organizations. Common training institutions are in charge of training and organizaing exams and do not shoulder the responsibility of assessment.

Table 1. Standard of professional education classification

Table 2. Standards of non-professional education

1. Status quo of education in 2004

In 2004 education of all levels has achieved much progress.

The popularization and consolidation of nine-year compulsory education. In 2004, the Nine-year Compulsory Education was basically popularized, illiterates of young and middle aged were basically eliminated, and the covering area was 93.6%. The gross enrollment rate was 94.1%.

In high school education, the enrollment in 2004 was 36.49 million, and enrollment of ordinary high school was 22.2 million, 1.9 times of 2000; that of middle vocational education was 14.09 million. The enrollment of ordinary high school took 60.8% of the total number.

Table 3. Ratio of enrollment structure of high school eduction in 2004

Due to decline in school age children and school distribution restructuring, the number of primary schools was reduced by 31,700 in 2004, that of junior high school by 973, and middle vocational schools 142. In 2004, the senior high school entrance rate was 62.9%, 3.3% higher that that of 2003; the gross enrollment rate was 47.55%, nearly 3% more than that of 2003. The average education year of population above 15 was 8.3 years, and the average education level of laborers improved from primary school granduates to junior school graduates.

The recruitment of post-graduate students in 2004 was 326,300 (53,300 Phd candicates and 273,000 master degree candidates), and underaduate students 4.4734 million (undergraduate 2.0991 and associated students 2.3743 million). The enrollment of HEIs in 2004 was over 20 million, among which ordinary undergraduate and associate students were 13.33 million, and post-graduates 0.82 million, 2.4 times and 2.7 times of that of 2000. The gross enrollment of higher education was 19% which showed that the higher education had entered the “popular” period.

In 2004 there were 785,000 private run education institutes, among which private run ordinary HEI and adult HEI 228 with an enrollment of 1.3975 million (students of independent colleges included), 10.47% of the enrollment of HEIs and 3.16% more than 2003. Enrollment of private run ordinary senior high schools and middle vocational schools was 2.9468 million, 8.21% of that of ordinary senior high and middle vocational schools and 1.36% more.

In 2004, the national budgeted education compensation was 420 billion RMB, 1.7 times that of 2000 and the per capita compesation of primary and middle school students increased. But the reform of “county oriented” basic education management system basically solved the default of teacher's salary. The “one expense” system in compulsory education schools standardized the charge of education.

Table 4. Number of schools of all types in 2004

2. Education development in 2005

In 2005, the covering rate of population of “Two basic” increased to over 95%. The number of counties (cities, districts) reached 2890 (including 205 county level administrative regions), and provinces 12 and Xijiang Production and Construction Troop.

1) Compulsory education

Because primary school age children decline in number, the number of primary school and enrollment are declining year by year. In 2005, there were 366,200 primary schools, 28,000 fewer than 2004; the recruitment was 16.7174 million, 0.7525 million fewer; enrollment 108.6407 million, 3.8104 million fewer. The entrance rate of primary school age students reached 99.15%, among which male 99.165 and female 99.14%. The difference between male and female was only 0.02%. The dropout rate was 0.45%, and female 0.47%. The rate of junior high school entrance was 98.42%, 0.32% higher than 2004.

Teaching staff and professional teachers of primary schools decline in number. But the qualification of teachers increases year by year. There were 6.1322 million primary teaching staff, 39,200 fewer; among which 5.5925 million professional teachers, 36,400 fewer. The qualification of professional teachers was 98.62%, 0.31% higher than 2004, and the ratio of pupil to teacher was 19.43: 1, a little big lower than 19.98:1 of the previous year.

With the realization of “Popularity of Nine-year Compulsory Education” and the decline of school age children, the number of junior high school, recruitment and enrollment all declined, but graduates increased. There were 62486 junior high schools in 2005 (including 601 vocational middle schools), 1271 fewer. The recruitment was 19.8758 million, 1.0706 fewer; enrollment 62.1494 million, 3.1257 million fewer; graduates 21.2343 million, 0.3613 million more. The gross enrollment rate of junior high school was 95%, 0.95 higher. The dropout rate was 2.62%, and female was 2.31%. The senior entrance rate was 69.68%, 6.78% higher.

The professional teachers were 3.4921 million, 8,400 fewer. The qualification rate was 95.22%, 1.47% higher. Student to teacher ratio was 17.8:1, lower than the 18.65:1 of the previous year.

The teaching equipment improved. The floor space of schools was 1274.8893 million m2, 42.0481 million m2 more. The qualification of primary school playground was 53.04%, the equipment of musical instrument was 41.8%, art instrument was 39.91%, and experiment instrument 52.29%. The qualification of junior high school playground was 67.61%, musical instrument 56.58%, art instrument 55.2% and experiment instrument 71.84%. All indexes were higher than that of the previous year.

2 ） Pre-school education and special education

In 2005, there were 124,400 kindergartens in China , 6,500 more; 21.7903 million children, 0.8963 million more. The number of kindergarten keepers and teachers was 836,100, 76,500 more.

There were 1593 special schools in 2005, 33 more than 2004; the recruitment of disabled children 49,300, 1,500 fewer; the enrollment was 0.3644 million, 7,400 fewer. Enrollment of blind school was 42,300, of deaf and mute school was 115.200 and of the retarded school was 206,900. Recruitment and enrollment of disabled children attending ordinary schools or special classes in ordinary schools occupied 61.34% and 63.13% of the total recruitment and enrollment of special education. The graduates of disabled children were 43,200, 3,500 fewer.

3) Senior high school education

There were 31532 of senior high schools, 125 more; the recruitment was 15.3339 million, 1.4568 million more; enrollment was 40.3095 million, 3.8197 more. The gross entrance rate was 52.9%.

There were 16092 ordinary senior high schools, 94 more; recruitment 8.7773 million, 0.5622 and 6.84% more; enrollment 24.0909 million, 1.8872 million and 8.5% more; graduates were 6.6157 million, 1.1463 million and 20.96% more.

Prefessioanl senior high school teachers were 1.2995 million, 0.1088 million more. The student to teacher ratio was 18.54:1, lower than 18.65:1 of the previous year. The qualification of professional teachers was 83.46%, 3.87% higher; the qualification of playground was 76.38%; sports facilities 76.785; musical instrument 70.05%; art instrument 70.22%; experiment facilities 81.28%; and schools that have established campus network took 59.79%.

There were 974 adult high schools, 19 more; enrollment 0.2181 million, 0.0244 million more; graduates were 0.1241 million, 0.0145 million fewer.

There were in 2005 14466 middle level vocational education schools (including middle level professional schools, vocational senior high schools, technology schools and adult middle professional schools), 12 more. The recruitment was 6.5566 million, 0.8946 million more; enrollment 16.0005 million, 1.9081 million more.

There were 3207 middle level professional schools, 160 more than the previous year; the recruitment was 2.4113 million, 0.3729 million more; enrollment was 6.2977 million, 0.753 more; graduates were 1.5671 million, 0.1613 million more. The teaching staff was 0.3348 million, 2000 more; professional teachers 0.203 million, 5900 more.

There were 5822 vocational senior high schools, 41 more; the recruitment was 2.4821 million, 0.3555 million more; enrollment was 5.8243 million, 0.6554 million more; graduates were 1.5309 million, 0.2753 million more. Teaching staff was 0.3893 million, 12,100 more; professional teachers 0.2825 million, 11.900 more. The qualification of professional teachers was 67.74%, 3.97% higher.

There were 2855 technology schools, 29 fewer; the recruitment was 1.1937 million, 86,700 more; enrollment was 2.723 million, 0.408 million more; graduates were 0.69 million, 0.155 million more. Teaching staff was 0.204 million, and professional teachers 0.1611 million.

There were 2582 adult middle professional schools, 160 fewer; the recruitment was 0.4795 million, 0.0795 million more; enrollment was 1.1255 million, 92,000 more; graduates were 0.3939 million, 1,600 million fewer.

4) Higher education

In 2005 there were 2273 HEIs and adult universities, 37 more. There were 1792 ordinary higher education institutes, 61 more, among which undergraduate colleges 701, and higher professional colleges 1091. There were 481 adult HEIs, 24 fewer. There were in total 766 post-graduate institutes, 450 HEIs and 316 research institutes.

The recruitment and enrollment of HEIs were increasing. The recruitment of HEIs in 2005 was 23 million, and the entrance rate was 21%. The recruitment of post-graduate students was 0.3648 milion, 38,500 and 11.8% more; among which were 54,800 Phd candidates, and master candidates 0.31 million. The enrolled post-graduates were 0.9786 million, 0.1587 million and 19.36% more; among which Phd candidates 0.1913 million and master candidates 0.7873 millon. Graduates were 0.1897 million, 38,900 and 25.8% more; among which Phd candidates 27,700 and master candidates 0.162 million.

The recruitment of HEIs was 5.0446 million, 0.5712 million and 12.77% more; the enrollment was 15.6178 million, 2.2828 million and 17.12% more; graduates were 3.068 million, 0.6768 million and 28.3% more. The recruitment of adult higher education was 1.9303 million, enrollment 4.3607 million and graduates 1.6679 million.

Scales of HEIs improved a lot. The average enrollment of HEIs increased from 6903 to 7666; the student to teacher ratio was 16.85:1.

Teaching staff was 1.7421 million, 0.1314 million more; professional teachers 0.9658 milion, 0.1074 million more. Teaching staff of adult HEIs was 0.1489 million, 6100 fewer and professional teachers 84300, 1800 fewer.

6) Adult training and illiterate elimination education

The graduates of adult education in 2005 were 3.7339 million person-times, and registered students 2.3994 million. Graduates of middle level adult education were 67.4387 million person-times, and registered students 52.8376 million. In these, graduates of middle level non-academic degree held by middle vocational schools were 8.0968 million person-times, registered students 4.0104 million; graduates of vocational training were 59.3419 million person-times, registered students 48.8272 million. There were 0.1986 million vocational technology training schools (institutions) teaching staff 0.5262 million and professional teachers 0.256 million.

There were 17,900 adult primary schools, 4,300 fewer; graduates 1.2759 million, 0.2645 million fewer; enrollment 1.1532 million, 0.2633 million fewer; teaching staff 26,700, 5,200 fewer and professional teachers 13,000, 1,400 fewer.

In 2005, the national eliminated 1.6905 iliterates, 0.3553 million and 17.41% less; 1.9244 million were participating the illiterate elimination courses, 0.501 million fewer and 19.51% less. The teaching staff of illiterate elimination were 89,400, 19000 fewer and professional teacher were 31,700, 2,800 fewer.

7) Private education

Private education developed continuously. There were 86,200 private schools (education institutions) (excluding 29,000 private training institutions) with an enrollment of 21.681 million. In these: there were 68,800 private kindergartens with an enrollment of 6.6809 million; 6242 private primary schools with an enrollment of 3.8894 million; 4608 private junior high school with 3.7242 million students; 25 private vocational junior high school with 14,900 students; 3175 private senior high schools with 2.2678 million student; 2017 private middle vocational schools with 1.5414 million students beside 0.1491 million non-academical degree students; 252 private HEIs with 1.0517 million students, among which were 0.1041 million undergraduates and 0.9476 associate undergraduates and 0.1918 million of other education types; 259 independent colleges with 1.0746 million students, among which were 0.9009 million undergraduates, 0.1737 million associate undergraduates, and other 3300 students of other education types; 1077 private higher education institutions with registered students of 1.0915 million.

Besides, there were 29,048 private training institutions with 8.895 million person-times.

Table 5. Number of schools of major types of eduction in 2005

Table 6. Comparison of enrollement in major schools in 2005

3. Education development in 2006

The year 2006 was an unusual year for education development. The good opening of education work of the “Eleventh Five-year Plan”is exhibited in the following:

First, the reform of education compensation of rural compulsory education. This is a big event in the history of China 's education. The compulsory education has achieved new breakthroughs and the rural education turns on a new look. The problem of “Difficult and expensive education” has been basically solved. The coverage of “Two Basics” is further increased.

Second, the implement of newly revised “Compulsory Education Law” has decided the responsibility and duty of all governments to promote compulsory education in the legal form. This is a new milestone of China 's education.

Third, the development of vocational education. The recruitment of vocational education schools expanded to 7.5 million and the enrollment exceeded 17 million to the historical height. The proportion of middle vocational education and ordinary senior high school education developed toward ration and the recruitment was 4.6:5.4.

Fourth, speed, profit and reform of development of higher education cooperate. The increase of higher education recruitment is reasonably controlled. The function of HEIs in the building of innovative country is more and more important.

Fifth, reform of basic education subjects had success and the reform of college entrance exam recruitment and quality education progressed.

Sixth, in accordance with the 8 th and 16 th documents of the CPC Central Committee, the mental building of primary and high school students and college student has been strengthened.

Seventh, the deepening of disorderly education charges and the normalization of charging subjects and standards enabled the strengthening of anti-corruption work and changed the situation of “Difficult and expensive education.”

Eigth, more compensations to students from poor families and the implementation of education reform.

Ninth, the emerging of good teachers and students such as Meng Erdong and their deeds aroused great response in the education system.

Tenth, the central committee of CPC and state council enlarged investment is education and the percentage of financial education expenses in GDP grew. Besides, the research of “Outline of Education Development of China (2006-2020)” and “Eleventh Five-year Plan for National Education Development” was progressing smoothly and the education development plan had new achievements.

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