Reporting from STE Section, Swiss Embassy in Beijing: Positioning UA

EMBASSY OF SWITZERLAND IN CHINA

Reporting from STE Section, Swiss Embassy in Beijing: Positioning UAS in Higher Education in China In a Nutshell 

University of Applied Sciences in China is positioned as vocational education at university level, conferring bachelor degree and admitting students on the basis of college entrance examination (gaokao).

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Practical skill training, entrepreneurship education and applied research are the core mandates of universities of applied sciences.

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UAS reform is policy-driven rather than market-driven. Provincial government is to play a key role in governing and financing universities of applied sciences.

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More analysis on opportunities and risks for Switzerland in page 4.

The New Education System in China, What has happened and the Status of Tertiary Level VET It’s been one and a half year since the State Council, or China’s Parliament announced the Plan to Accelerate the Establishment of Modern VET System. 13 different policy papers and guidelines have been published by the Ministry of Education to consolidate the education system, especially at the tertiary level. The new system, as illustrated in chart 1, aims at: -

Placing University of Applied Sciences (UAS) on the higher education landscape

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Separating gaokao (college entrance examination) and admission procedure between academic and VET track to give VET track students better opportunities for higher education

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Offering various programs at tertiary VET level, all with opportunities to pursue further education to increase permeability

According to official Ministry of Education statistics, in 2014 there are 1’327 vocational colleges in China hosting 10 million students, accounting for 40% of the students in higher education. In the long term, the goal is to enroll 14.8 million students in tertiary VET track by 2020. In the meantime, 15.4 million students are studying in 1’202 universities in 2014.

The Ministry did not specify how many universities of applied sciences are expected to be established1. The student admission goal was not announced either. So far the most authoritative source comes from the Association of Universities of Allied Sciences AUAS2 which claimed to have 101 member universities by the end of 2014.

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Vice Minister LU Xin once mentioned that 600 local universities should be transformed into UAS. The number was later denied by the Director General of the Vocational and Adult Education Department of the Ministry at the press conference on June 22. More information on the press conference: http://news.sciencenet.cn/htmlnews/2014/6/297292.shtm 2 Official website of AUAS: http://www.auas.org.cn/

Chart 1: The New Education System in China

University of Applied Sciences: Positioning, Who does What and Next Steps The new education map positions UAS as “university level vocational education with bachelor degree”, something in between universities and VET colleges. It differentiates from university by focusing more on practical skill training that meets job market demands. It differentiates from VET colleges by admitting students through Gaokao, implying a higher academic requirement on the prospective students.

The guideline outlines the mandates of the UAS as the following: -

Offer degree education, continued education and training

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Foster talents with applied skills, strong employability and strong entrepreneurial competence

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Support local (provincial/municipal) socio-economic development and local industry technology advancement

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Conduct applied research, technology transfer and application

At central government level, governance of UAS is the responsibility of the Department of Planning at the Ministry of Education—the fact that UAS is placed neither at the Department of Higher Education nor the Department of Vocational and Adult Education within the Ministry shows its uncertain positioning within the Chinese education system.

For the next steps, the main tasks of the Ministry of Education will include: -

Establish legal framework by amending of the existing National VET Law

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Set up UAS accreditation standards and procedure

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Steer reforms on admission and examination procedure, governance of university, qualification procedure for teachers, curriculum development and revision procedure.

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Establish UAS qualification framework (collaboration with industry, faculty qualification, apprenticeship/internship opportunity, etc.)

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Provide additional finance and policy support to pilot projects

The responsibility of governing and financing UAS is primarily with provincial governments (equivalent to cantonal government). Specifically, local governments will focus on: -

Identify pilot project universities to start the transition process

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Publish local measures and regulations to support transition and reform based on the inputs of the Ministry of Education

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Play the coordinator role, work with new UAS and industry to re-design curriculum that fits the needs of the local industry

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Rally enough industry support to work actively with UAS on education, applied research and technology transfer

For individual UAS in transition period, efforts are to be made to adapt quite a lot of areas: -

Set up advisory board. More than 50% of the board members should come from local government, industry association and companies.

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Attract projects (e.g. training center, research project, further education, etc.) from local government, industry association and companies—especially SMEs.

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Work with fellow universities, vocational colleges and secondary level VET schools to ensure student mobility.

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Establish internal quality control system and publish annual quality report on education, research (evaluation based on technology transfer, innovation and applied research) and student employability.

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Include hands-on skills training in the curriculum. More than 30% of the core courses should be devoted to internship/on-the-job training (qualification standards to be set up to guarantee the quality of training).

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Teaching methods are to be changed from classroom-based teaching to students-oriented, project-based learning. ICT (MOOCs, VR, online learning sites, online monitoring system, etc) should be embedded in the learning process.

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Change semester-based curriculum into module-based and credit-based to meet the demand of part-time students.

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Improve faculty’s industry experience by hiring more part-time lectures from companies and by setting up a mandatory training scheme for VET lectures (minimum 6 months every 5 years)

Not to Forget the Potential Competitors: Vocational Colleges Also at tertiary level vocational education, Vocational Colleges (in Chinese: gaozhi) are also at a critical moment to re-position themselves. Historically vocational colleges have been considered by students and parents as “the alternative to universities” and are struggling to find better quality students and faculty. To address the challenges, the Ministry of Education published an Action Plan for Innovation and Development of Tertiary Vocational Education (2015-2018)3 to give vocational colleges a quality boost.

Internationalization of VET is placed as a priority, especially in light of China’s “Belt and Road” national strategy. Colleges are encouraged to import standards, regulations, course materials, curriculum and digital education resources from their counterparts abroad. Joint-venture/double degree programs are also highly welcomed. In terms of industry collaboration, VET colleges should also work with Chinese companies expanding abroad on skill training and degree education for their expats and local employees.

“Made in China 2025” national strategy also raises the bars for tertiary VET. Adequate number of skilled talents are expected in sectors such as next generation IT, high-end CNC and robotics, aviation and aerospace equipment, marine equipment, high tech marines, advanced railway transportation equipment, energy-saving and new energy vehicles, power equipment, agricultural equipment, new material, bio-tech and high-performance medical devices.

Designed to provide students in vocational track an opportunity to pursue higher education and also to conduct applied research, vocational colleges— especially those with direct access bachelor degree programs—will eventually become a competitor of the University of Applied Sciences. For the moment, the differentiation between UAS and vocational colleges will primarily lie in student admission. Differences in curriculum, training and expectations on applied research are not yet specified.

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Action Plan for Innovation and Development of Tertiary Vocational Education (2015-2018): http://www.moe.edu.cn/srcsite/A07/moe_737/s3877/201511/t20151102_216985.html 4/7

Implications for Switzerland: Opportunities and Risks -

Switzerland’s experience in setting up UAS is of high interest to the Chinese, experience sharing & consulting can be highly value-adding. “First mover advantage” is important as it gives first comers the possibility to shape the collaboration towards own interests. Switzerland will risk “missing out” if it is not part of the China reform story, especially considering Switzerland as a leader in VET and UAS. For some of the existing cooperation project between EU and China, see Annex 1.

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UAS Reform in China is policy-driven rather than market-driven. Therefore the commitment of the provincial government and the motivation of the Chinese UAS are the keys to a good collaboration.

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The AUAS-swissuniversities agreement signed in June 2015 provides framework for further cooperation. AUAS serves as an information platform to disseminate information and collaboration interests.

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Opportunities for Swiss stakeholders: 1) “Working with/in China” business and cultural experience for faculty and students 2) Industry engagement and network expansion opportunities for professors and students using the strong link between UAS and local government/industry 3) Expertise transfer in training/consulting/visiting scholars program: strong interest and possibility for funding from Chinese side

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Different approaches to help you get started: 1) Small scale engagement: study trip, faculty exchange, joint workshop 2) Bottom-up, project-driven approach led by professor interested in working with China 3) Top-down approach led by institution, with high-level visit to engage local government and partners directly

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Lack of knowledge on local universities and governments is the biggest risk. Due diligence and small-scale trial projects are important before committing to partnership.

Contact for further information: Chenchen Liu/刘晨晨 (Mrs.) Project Officer Science, Technology and Education Section Swiss Embassy in the People's Republic of China Sanlitun Dongwujie 3,100600 Beijing Tel. : +86 10 8532 88 12 Fax : +86 10 6532 43 53 chenchen.liu@eda.admin.ch https://www.eda.admin.ch/beijing

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Annex 1: A Few Existing Cooperation Projects with China 

Tianjin Sino-German Vocational Technical College/Sino-German UAS: http://ev.zdtj.cn/

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GIZ’s tailored training program for Chinese UAS/Vocational Schools: https://www.giz.de/en/worldwide/377.html

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Centrale Pekin: A Sino-French engineering school: http://ecpkn.buaa.edu.cn/french

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Sino-Netherland Government Level Education Policy Dialogue: http://china.nlembassy.org/organization/organisation-chart/education.html

Annex 2: A Few Pilot Projects from MoE 

UAS Reform Research Program, coordinated by the Ministry of Education

The Ministry of Education initiated a UAS Reform Research Program in 2013 as a feasibility study of UAS transition. 33 universities from 13 provinces are invited to participate in five project teams: research team, pilot program guideline drafting team, pilot project design and management team, international project team and transition project team. Based on the research results, pilot reforms on national level hasve rolled out in 2014. 

“ VET to University” 7 years degree program in nursing, Shanghai

Since 2014, Nursing School affiliated to Shanghai Jiaotong University Medical College partners with Shanghai Traditional Chinese Medicine University for a 7 years degree education program for nursing. Students are firstly enrolled in a 3 year VET program offered by the nursing school and finish with a VET diploma. A qualification exam is organized at the end of the VET training with 50% general knowledge test (organized by Shanghai Municipal Education authority) and 50% skill test (organized by Shanghai Traditional Chinese Medicine University). Qualified students will continue with 4 years university education and finish with a bachelor degree. The program enrolls 40 students per year. 

“Professional gaokao”, Zhejiang Province

Zhejiang Province announced its Gaokao reform implementation plan in 2014 that separates academic gaokao from professional gaokao. The professional gaokao will consist of general knowledge (Chinese Language and Math are mandatory, English is optional, depending on the requirement of the occupation) and skill test organized by the provincial government. Scores of professional gaokao is valid for vocational colleges and UAS. In addition, top students in VET schools have the opportunity to be enrolled directly in vocational colleges (and potentially UAS) based on skill test organized by the Provincial government.

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Annex 3: Policy Papers concerning VET/UAS since 2014 (In Chinese) 1. Development Plan for a Modern Vocational Education System, Ministry of Education, June 2014 2. State Council’s decision to Accelerate the Development of modern Vocational Education, State Council, June 2014 3. Name List of Industry Experts Nominated for National Industry VET Guidance Committee (20152019), Ministry of Education, June 2014 4. Opinion on Starting Pilot Projects on Modern Apprenticeship, Ministry of Education, August 2014 5. Opinion on the Role of Vocational Schools in Supporting Economic Transformation and Further Training, Ministry of Education, Ministry of Human Resources and Social Security, May 2015 6. Opinion on Promoting Vocational Education Groups, Ministry of Education, June 2015 7. Several Opinions on Deepening Reforms and Further Improving Quality of Education at VET, Ministry of Education, July 2015 8. Action Plan on Improving Management of VET Schools (2015-2018), Ministry of Education, August 2015 9. Action Plan on Innovation and Development of Tertiary VET, Ministry of Education, October 2015 10. Guiding Opinion on Leading Selected Local Universities to Transit into Universities of Applied Sciences, Ministry of Education, Ministry of Finance, National Development and Reform Commission, October 2015 11. List of Occupations at Tertiary Vocational Education 2015, Ministry of Education, October 2015 12. Procedures on Establishing New Occupations at Tertiary Vocational Education 2015, Ministry of Education, October 2015 13. Regulations on VET School Teachers’ Engagement with Industry, Ministry of Education, October 2015

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