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China New Directions
The May 1985 National Conference on Education recognized five
fundamental areas for reform to be discussed in connection with
implementing the party Central Committee's "Draft Decision on
Reforming the Education System." The reforms were intended to
produce "more able people"; to make the localities responsible for
developing "basic education" and systematically implement a
nine-year compulsory education program; to improve secondary
education develop vocational and technical education; to reform and
the graduate-assignment system of institutions of higher education
and to expand their management and decision-making powers; and to
give administrators the necessary encouragement and authority to
ensure smooth progress in educational reform.
The National Conference on Education paved the way for the
abolition of the Ministry of Education and the establishment of the
State Education Commission, both of which occurred in June 1985.
Created to coordinate education policy, the commission assumed
roles previously played by the State Planning Commission and the
Ministry of Education. As a State Council commission, the new State
Education Commission had greater status than the old Ministry of
Education had had and was in charge of all education organizations
except military ones
(see The State Council
, ch. 10). Although the
State Education Commission assumed a central role in the
administration of education, the reform decentralized much of the
power previously wielded by the Ministry of Education and its
constituent offices and bureaus, which had established curriculum
and admissions policies in response to the State Planning
Commission's requirements.
The State Education Commission, with its expanded
administrative scope and power, was responsible for formulating
guiding principles for education, establishing regulations,
planning the progress of educational projects, coordinating the
educational programs of different departments, and standardization
educational reforms. Simplification of administration and
delegation of authority were made the bases for improving the
education system. This devolution of management to the autonomous
regions, provinces, and special municipalities meant local
governments had more decision-making power and were able to develop
basic education. State-owned enterprises, mass organizations, and
individuals were encouraged to pool funds to accomplish education
reform. Local authorities used state appropriations and a
percentage of local reserve financial resources (basically township
financial revenues) to finance educational projects.
Data as of July 1987
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