The Impact of Economic Development on Higher Education in China

I. IntroductionThe development of higher education in China is relatively new in comparison to that inwestern countries; so far it only has a history of over one hundred years. The first institutionsof higher education in China were Jingshi Tongwen House and Zhongxi School. JingshiTongwen House was established in 1862 in Beijing and Zhongxi School was established in1895 in Tianjin. During modern times, they can be regarded as a primitive form of Chinascolleges and universities. In 18…     

Prediction of Labor Force＇s Supply and Demand in Urban Areas of China

In the recent years, with the promotion of reform and the exposing of some profound contradictions, the problem of unemployment is outstanding day by day and becomes an important problem in present China＇s economics. Based on the data offered by China Statistical Yearbook： 2003, the short-term supply and demand of labor force in urban areas of China is predicted in this paper.     

Does Education Still Pay Off in Rural China： Revisit the Impact of Education on Off-farm Employment and Wages

The present study considers how education affects off-farm job participation and wages. We use a nationally representative dataset from a survey conducted in 5 provinces, 101 villages and 808 households by the authors in early 2005. The empirical results show that educational attainment, skill training and years of experience of rural residents have positive, statistically significant effects on off-farm employment. The average return to a year of education is 7percent, which is higher than those observed in previous studies. We also find the return to an additional year of schooling to be higher for post-junior high schooling than for junior high and below schooling： 11.8 versus 3.2 percent. We conclude that not only does education still pays off in rural China, but also the rate of return to education is increasing over time.     

Evaluation of Chinese higher education by TOPSIS and IEW — The case of 68 universities belonging to the Ministry of Education in China

This study uses techniques for order preference by similarity to ideal solution (TOPSIS) combined with information entropy weight (IEW), to investigate the performance of 68 Chinese universities belonging to the Ministry of Education (MOE) from 2002 to 2011. Assessments in teaching & research, and development ability reflect the short-term and long-term performance respectively. Development ability, consisting of human & physical capital, is an essential determinant, which is hardly found in the former evaluation. The performance of universities suggests that current fiscal expenditure allocation mechanism on Chinese universities is unreasonable, and Chinese higher education as a whole is inefficient. Furthermore, the performance of universities within the eastern region is better than the universities within the central and western regions, and that of the comprehensive universities is better than most specialist universities. Research and development ability largely determine the overall performance of universities. And the superiority and inferiority still co-exist in Chinese universities.     

Is China up to the Test？ A Review of Theories and Priorities for Education Investment for a Modern China

This paper reviews the key theories relating to the role of education in economic development and social change and how education, as a critical component of total factor productivity, contributes to sustained economic growth. It examines how China ＂s education policy reflects the country＇s unique dual economy. Focusing on the post-reform period, the paper contends that while progress has been made, there are risks to China＇s future growth prospects from failing to reap the benefits of sound education policy. It argues that if the Chinese education system is to continue to be a driver of rather than a drain on economic growth, and if China is to successfully manage its transition towards more inclusive, sustainable and equitable growth, reforms will be needed to improve the quality of education at all levels and to create an environment in which China＇s extensive human capital is duly recognized and respected. Crucially, the education system should be transformed to ensure it promotes a comprehensive range of human capabilities, including those that go beyond the part humans play in augmenting production possibilities.