By Carl Dahlman, Douglas Zhihua Zeng, Shuilin Wang
This booklet discusses the problems and steps curious about construction a lifelong studying approach in China, together with: a coherent coverage framework, a valid incentive and institutional framework, a legitimate regulatory atmosphere, a coordinated governance procedure, a well timed and trustworthy administration details method, a dynamic hyperlink with the evolving international process, and the optimum use of constrained assets.
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Extra resources for Enhancing China's Competitiveness Through Lifelong Learning (Wbi Development Studies)
Sample text
And economic objectives. Social objectives are providing basic education for creating national identity, and developing a common educational base to foster good citizenship, moral values, and the basic skills for communicating and interacting in society. In China these are becoming very important because its rapid growth is increasing inequality and segmentation among the population. There are thus important considerations of equity in opportunity to get universal basic education and to get access to further education and training.
The massive training responsibility is undertaken by the Ministry of Labor and Social Security, which provides training to normal workers and those laid off from the state-owned enterprises. This function seems to have some overlap with the Ministry of Education. Coordinating national and provincial levels By far, China is one of the most decentralized countries in the world in public financing. Subnational governments account for 70 percent of total budgetary expenditures, with the bulk of that at the subprovincial levels.
A. 1982 figure. b. 1999 figure. c. 2003 figure. 4. Average educational attainment still low, especially for the working-age population b. OECD: Percentage of the population that has attained upper secondary or tertiary education, 2001 100 120 80 100 Percent Percent a. China: Percentage of the population that has attained upper secondary or tertiary education, 2001 60 40 20 4 6 22 16 0 25–34 3 3 9 7 35–44 45–54 Age group 55–64 Upper secondary 27 24 21 80 60 74 15 69 60 49 40 20 0 25–34 35–44 45–54 Age group Tertiary Source: OECD 2003a.