Internationalization of higher education in China

This article observes the process of internationalization of Chinese higher education system since the end of The Cultural revolution policy in 1976. During this period China had poor potential in the sphere of education and culture, which stimulated the following reforms. With the beginning of “reform and opening-up” policy the PRC entered the new era of educational development. Since 1978 the leadership stimulated sending Chinese students abroad to get qualified education and implement it to China in the future. Economic modernization, entering the World Trade Organization and the so-called “985” and “211” projects propelled joining the world best universities rankings. The process of higher education internationalization has taken several forms such as mobility of students and scientists, sending Chinese students abroad, development of transnational educational programs and language centers, the system of double diplomas and so on. The most widespread is the mobility of students. Nowadays China is the world leader in the number of students studying abroad. The number of foreign students in China is growing as well through the development of Confucius Institutes around the world. The most appealing branches of study are Chinese language, medicine and management. Another direction of internationalization is the development of transnational educational programs, extension of remote education and online-courses by world leading universities. English speaking courses and bilingual educational materials are being implemented gradually. However, there are many problems that need to be solved to make Chinese higher education system competitive and qualitative. For example, there is the unevenness of internationalization. Though some universities are world famous and fully developed, the majority of all institutes are behind this process. To add, the lack of financing is another problem, which causes the slow inflow of foreign students to China. On the whole, Chinese educational services do not satisfy international quality standards. Probably the most important problem is “brain-drain”. Most of those who went abroad do not return to China. They find better work and education conditions or emigrate to countries with better living standards. So, the best specialists stay outside the country. Another thing to mention is that Chinese government appreciates the effectiveness of higher institutions functioning, seeks to quantitative indicators, ignoring the improvement of quality. Internationalization has become an important instrument of Chinese foreign affairs as it is the major element of Chinese “soft power”. The PRC escalates its presence in the Pacific Rim, Russia and on African continent. The development of Confucius Institute net plays a significant role as its activity increases an interest to Chinese language, history and culture. Nevertheless, despite some challenges, there are all marks that China has a huge potential in the progress of internationalization of higher education. Chinese government is interested in escalation of this process, the number of investments from developed countries is growing, and the pace of Chinese economy development has no analogues in the world. All those factors confirm that soon China can reach leading positions in terms of these issues. The authors declare no conflicts of interests.

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