Chinese Postgraduate Education Reform Transition From Academical to Professional.docx

1、Chinese Postgraduate Education Reform Transition From Academical to ProfessionalChinese Postgraduate Education Reform： Transition From Academical to Professional A transition from leaping type growth to stable development has happened during the last 10 years of Chinese postgraduate education， but t

2、he growth of scale is still rising rapidly. Expansion of scale brings up a series of problems need to be solved， in which the most prominent problem is excessively focusing on academical postgraduate education and ignoring the training of professional postgraduate at the same time. This paper is aim

3、ed at clarifying the development trend of postgraduate education in China from academical to professional， and tries to explore the direction for further reform. Key words： Chinese postgraduate education； Academical type； Professional type Chen， Q.， & Deng， L. （2015）. Chinese Postgraduate Education

4、Reform： Transition From Academical to Professional. Cross-Cultural Communication， 11（1）， -0. Available from： http/ DOI： http：/dx.doi.org/10.3968/5995 INTRODUCTION Since January 1981， the Regulations of the Peoples Republic of China on Academic Degrees implemented which has illustrated the autonomous

5、 development of Chinese postgraduate education started. For more than 30 years， the Chinese postgraduate education has made a series of remarkable achievements， and the scale of postgraduate education has reached the leading level in the world because of the enrollment expansion for many years. From

6、 1990 to 1997， the average annul growth rate of doctorate awarded in the United States， Britain， Germany， Japan and India respectively are 2.6%， 4.2%， 1.1%， 3%and 0.8%，but in China， there were 2，127 doctor in 1990， and the scale of doctorate awarded increased to 6，793 in 1997， which average annual g

7、rowth achieved 18 percent. By 2003， in total there were nine hundred and twenty-six thousand people awarded a graduate degree， compared with 1982， the amount of enrollment of postgraduate student has increased by twenty-threefold， the number of undergraduate students increased by 25.2 times， and the

8、 degree-conferring number rise 24 times. After this， the scale of Chinese postgraduate education is continued increasing. The total number of recruiting postgraduate student has reached more than five hundred and sixty thousand people， as showed in Table 1 and Table 2， China becomes the real superpo

9、wer in postgraduate education training. In general， the achievement of our country postgraduate education is obvious to all. Because of the increasing investment in science and technology funding， continuing to promote the popularization of higher education， strong market demands for high-level pers

10、onnel， being based on the rapid enhancement of our national economic power， and the government policy which being as the driving power contribute to the rapid development of postgraduate education jointly. However rapid expansion still brings many deficiencies at the same time， in which the most pro

11、minent problem is excessively focusing on academic talents education at the same time ignoring the training of professional talents. In order to further improve the postgraduate education system， and train more and better high-quality talents， it is imperative to transform the main emphasis of Chine

12、se postgraduate education， and needs to complete the transition from academic to professional. 1. ENLARGING THE SCALE OF PROFESSIONAL DEGREE AND ENRICHING PROFESSIONAL DEGREE EDUCATION LEVEL For a long time， the cultivation of postgraduate education in China is training the “academic” talent which b

13、eing as the main purpose. In order to match the demands of high-level and professional talents， in mid and late 1980s， a fringe of postgraduate cultivation units began to explore the cultivation of applied masters and professional masters. But overall， the main body of postgraduate education is stil

14、l a degree and diploma education which is aim of cultivating postgraduate students for the “academic”. Taking doctor cultivation as an example， there awarded 35，628 doctorates in 2006， including 394 professional degrees， only 1.1 percent of the total. At the end of 2006， the ministry of education an

15、d the academic degrees committee of the state council approved for training professional postgraduate degree units in 402， there are 610，000 persons in the admission of professional postgraduate degree and 100，000 persons in learning the professional postgraduate degree through a variety of ways lik

16、e full-time or on-the-job learning. In general， the setting range of professional degree， the scale of enrollments in professional degree and the proportion of professional degree is significantly lower. Although the professional degree education has a great development in recent years， but， with th

17、e further enrollment scale expansion of postgraduate education and the continued demands for compound and applied talents， there is still a gap between the postgraduate education scale and the actual demands. Therefore， completing the transformation from academic to professional on the training scal

18、e will be the top priority in the reform of postgraduate education in China. At present， the number of fresh students for professional degree in our country accounts for only about 25% of the total number. According to the data from the United States department of education National Center for Educa

19、tion Statistics （NCES） shows that， since 1980s， the United States has named more than 660 kinds of master degrees， and the masters program has involved more than 2，000 different subject areas. Of all the master degree， there is 85% the application direction of master degree， only 15% purely academic

20、 master degree， in which the science and engineering degrees accounted for a quarter of the whole degree awarded in the United State， and the enrollments in setting are widely distribute in all kinds of professional school. In order to gear to the international standards and response to the society

21、demands effectively， in Chinese postgraduate education， there should reduce a reasonable quantity academical degree education training in the future， and improve the professional degree education proportion gradually. Second， enriching the setting level of professional degree， combining the key cons

22、truction with the classified development， building a multilevel and comprehensive professional degree postgraduate education. At present， the professional degree postgraduate students enrollments are focussed on research universities basically which comprehensive strength is relatively strong. In th

23、e theory， the professional degree talents cultivation and academic degree talents training both are the two important aspects of cultivating high-level talents， but there is a tendency that our universities generally value academical than professional in the implementation process. In recent years，

24、the government has highlighted the strategic position of professional degree education in higher education and the development of economy and society by arranging the institution and designing the top layer. At the same time， the market economic development also requires training and relying on a la

25、rge number of application-oriented high-level specialized personnel. Therefore， we should highlight the important position of professional degree education in the strategic orientation， system designing and the deployment. Our government should increase investment in construction funds， provide the

26、supporting conditions and institutional guarantees for school development， especially for the school that has its local characteristics， industry characteristics and its own school-running mode features. On the one hand， it has the advantages of innovation that the research university should focus o

27、n academical degree while construct high-level professional degree education emphatically； on the other hand， local colleges and universities hold the academical degree， at the same time， should consider own capacity and conduct professional degree education with own features actively. Local governm

28、ent needs to provide appropriate policy support combined with local demands and the characteristics of school， invests in school construction hierarchically and systematically in order to show the features and school-running orientation. 2. INCREASING THE FUNDS INVESTMENT， AND IMPROVING THE PROFESSI

29、ONAL DEGREE EDUCATION CULTIVATION QUALITY On the Postgraduate training pattern reform in China high-end forum in 2009， there issued the quality of postgraduate education subject investigation report formally which is finished by the scholars from Wuhan university and Wuhan science and technology uni

30、versity. In this report， 62.7% of surveyed postgraduate students thought that the quality of postgraduate was lower slightly or significantly than five years ago， only 37.6% of surveyed thought the existing teaching conditions can match the demands of recruit postgraduate students scale year-by-year

31、 expansion， and there are 60.7% of surveyed postgraduate students believing the enrollment scale of colleges and universities should be compressed or decreased， it is undeniable that there is a decline in the quality of postgraduate matriculate. On the one hand， with the rapid enlargement of postgra

32、duate admission scale， the investment from government for education has a long stagnation； on the other hand， the teaching conditions of postgraduate education in colleges and universities and the development speed of faculty can not consistent with the scale enlargement. These are the reasons that made quality of postgraduate education declined. According to the current development trend in postgraduate education， there needs a reform that the development of postgraduate education in China should be changed from expansion to improve the quality. Because cultivation of professional deg