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China Educational Investment
Many of the problems that had hindered higher educational
development in the past continued in 1987. Funding remained a major
problem because science and technology study and research and study
abroad were expensive. Because education was competing with other
modernization programs, capital was critically short. Another
concern was whether or not the Chinese economy was sufficiently
advanced to make efficient use of the highly trained technical
personnel it planned to educate. For example, some observers
believed that it would be more realistic to train a literate work
force of low-level technicians instead of than research scientists.
Moreover, it was feared that using an examination to recruit the
most able students might advance people who were merely good at
taking examinations. Educational reforms also made some people
uncomfortable by criticizing the traditional practice of rote
memorization and promoting innovative teaching and study methods.
The prestige associated with higher education caused a demand
for it. But many qualified youths were unable to attend colleges
and universities because China could not finance enough university
places for them. To help meet the demand and to educate a highly
trained, specialized work force, China established alternate forms
of higher education--such as spare-time, part-time, and radio and
television universities.
China cannot afford a heavy investment, either ideologically or
financially, in the education of a few students. Since 1978 China's
leaders have modified the policy of concentrating education
resources at the university level, which, although designed to
facilitate modernization, conflicted directly with the party's
principles. The policies that produced an educated elite also
siphoned off resources that might have been used to accomplish the
compulsory nine year education more speedily and to equalize
educational opportunities in the city and the countryside. The
policy of key schools has been modified over the years.
Nevertheless, China's leaders believe an educated elite is
necessary to reach modernization goals.
Data as of July 1987
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