Chinese Education Case Study

To understand the driving factor for internationalizing Chinese higher education is imperative to describe the position of education in China which is fundamental starting point. Any society give education due attention to education be call it modern or traditional, in its own way, like wise Chinese society. From their ancient history it is evidenced that the place Chinese give to education is comparatively high. This can be found particularly from the great educator Confucius（孔子）（551B.C~479 B.C）teaching that education is regarded as an important component of social development. I think and believe, Chinese are one of the early people, societies who think social development through education, that show their position for education. With regard

Since then, President Deng Xiaoping set China on a more rational, economic-oriented path towards modernization, the reform agenda was officially inaugurated at the Third Plenum of the Eleventh Central Committee, held in December 1978 (M Li & Yang, 2014a). The leading statement made by Deng Xiaoping “Gearing Education to the needs of modernization, the world and the future” become the driving force for educational reforms and development. In further elaboration of gearing education to the need of the world, (Xu and Mei, 2009:3), write relating to Chinas entry to the world’s development, quoting the visionary president, Deng Xiaoping’s statement “now there are new developments in science and technology and international exchanges of personnel and information have been more and more frequent, our economy should be measured by the world standards and must be competitive

Which is believed to impact the education system in general and higher education in particular. It is believed that education system need to be aligned with the new development and there was a need or new round of reform of education system. Hence under this circumstance reform was issued by central committee of CPC on May 27, 1985, which is considered profound document in the history of Chinese education.

Based on the fertile ground laid in 1970s and 1980s, fundamental change in Chinese higher education landscape started in late 1990s motivated by the desire to realize the “Four Modernizations” which includes industry, agriculture, science and technology through economic reform (M Li & Yang, 2014b). As Li and Yang noted, the Chinese government decided to expand the Higher Education sector to meet demand of the time and the economy, particularly focusing on utilizing its human