The history of China's higher education system is marred with complex political, social and cultural philosophies and teaching methodology that have influenced and significantly impacted the structure and development of an increasingly Westernized Learning model. China's present educational system is laden by unqualified teachers, an undeserving curriculum, teaching methodology that is the result of a highly governmentalized educational system, inequity in the provision of educational services to meet the demand of their population, and corruption of academic standards in plagiarism, cheating and ethical practices.
In 1949 the Chinese Civil War ended when Mao Zedong declared the People's Republic of China "Communist China". At this time the country's educational system, including higher education came under the control of its communist lead government. The most damaging effects of these political changes were the separation of research and teaching and the implementation of one curriculum, including the degradation of instruction, educational materials, research, education and teaching and learning methodology. China's Westernized higher education system continues to be plagued by the tumultuous political, social and cultural transformations that shape their countries history.
China's educational system has made extraordinary progress since compulsory education was embraced in 1986. China presently has a 9-year compulsory education requirement for all children ages three and up. Children ages 3 to 6 years are required to attend kindergarten programs that focus on language learning and character education. Students complete elementary and middle school programs where they are closely observed to determine their strengths and provide a predetermination for their field of specialization as adults. It is common for children, as young as 5-years old, to be observed by recruiters in their elementary school in an effort to place them in specialized programs that facilitate development of skills that are in high demand by industry and the labor market.
Middle school programs are much different in China and other Asian countries (Japan, South Korea, Indonesia, Taiwan, Malaysia, India, and Lebanon). China's compulsory education system is a significant contributor and determinant of a student's ability and access to post-secondary education. Students are required to complete both primary school (Elementary programs) and "junior middle school" programs. Junior middle schools encompass the last 3 years of the nine-year compulsory education system (13 -15 years of age). During a student's last year of attendance they take examinations that are required for high school admission. Students are tested at every level of education in preparation for the career they will do as adults. Students have two options, they will attend college or will enter a vocational setting where they receive hands-on training in a technical or vocational high school.
Most native Chinese are selected and placed in their professions by the central government. Government industry (Automobile, Modern Medicine, New Materials, and Environmental Energy & Management), agriculture and technology (Biotechnology, Electronic Information, and Logistics) are the leading fields where the majority of the population is placed. Chinese have limited opportunities to move from the place they are bound to by the government (Houkou). As a result of the communist government and the government's control of education and economics, the Chinese have limited choices in regard to their profession, careers, mobility and access to post-secondary and graduate education.
