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In general, perception surveys toward foreign countries tend to focus on urban populations with consistently high levels of education during the analysis phase. This is because they are considered more important in influencing domestic and international politics. This paper seeks to counter these traditional perception surveys and focus on those at the frontline of development. It aims to identify the perceptions of those at the frontline of China's long-standing mining development projects in Zambia toward China and how they view development in the region. Perception surveys and focus group interviews with various social groups were conducted in Chambishi in the Copperbelt, where mining development has long been taking place. The study then identified differences in perceptions and underlying factors among those who are considered to have a high level of education. The survey results show that the public's perceptions toward China are nested. Chambishi residents, who are at the frontline of development driven by China, were found to have a favorable perception toward them. People are acutely aware that China is essential for Zambia's development. On the other hand, the high favorable perception toward China does not mean that they feel that China is psychologically close to them. Although people appreciate the diverse contributions that Chinese companies make to the region, they strongly hold the view that these contributions are "insufficient" when compared to the mining resources in the region that China is enclosing. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the current situation and challenges on the development of medical massive open online courses (MOOCs) in China. A survey was constructed and the statistical analysis was adopted to evaluate the medical MOOCs. The results showed that the medical MOOC-related journal papers, conference papers, books and dissertations have risen dramatically over the past five years. In addition, the top 6 most representative MOOC platforms provide the majority (87%) of medical courses. The statistical analysis showed that PMPH-MOOC was the most influential medical MOOC platform in China. Compared to the foreign medical MOOCs, medical MOOCs in China were urgently in need of systemic planning, interaction activities and international certification. Overall, the findings suggest that the development of medical MOOCs for higher education has been achieved a great success along with a huge challenge. [ABSTRACT FROM AUTHOR]

The credit allocation system, a prevalent element of American higher education, is designed to further general education. This paper assesses the success of transferring this American component into a Chinese context. After a general discussion of higher education and credit systems in their American and Chinese environments, the paper presents a case study. It explores from both a cultural and pedagogic perspective the employment of the credit system at Shenzhen University in southern China. Cultural, environmental and structural factors contribute to the transfer's ineffectiveness. Without systemic and structural changes, the educational reforms discussed will be unlikely to accomplish their stated goals of active learning and individualistic curricula. The narrowness of curriculum is likely to continue, unaffected by the credit system. [ABSTRACT FROM AUTHOR]

Introduction: This study applies Reeve's four-dimensional student engagement framework to a medical education context to elucidate the relationship between behavioral, emotional, cognitive, and agentic engagement and learning outcomes. Meanwhile, we categorize learning outcomes in knowledge and skills, and added taxonomies to the cognitive education objectives for the knowledge part, including memorization, comprehension, and application. Methods: We used the China Medical Student Survey to investigate student engagement, and combined it with the Clinical Medicine Proficiency Test for Medical Schools results as a standardized measurement of learning outcomes. We performed multivariate regression analyses to delve into the effectiveness of different types of student engagement. Moreover, we evaluated the moderating roles of gender and the National College Entrance Examination (NCEE) within the relationships between student engagement and learning outcomes. Results: We observed that emotional engagement is most effective in promoting learning outcomes in basic medical knowledge and basic clinical skills. Emotional engagement and cognitive engagement could effectively contribute to learning outcomes in all three aspects of basic medical knowledge. In contrast, behavioral and agentic engagement showed negative effects on learning outcomes. Besides, we found that the results of the NCEE played a positive moderating role. Conclusion: This study provides robust evidence for the effectiveness of emotional engagement and cognitive engagement in promoting learning outcomes. Whereas behavioral and agentic engagement may not be good predictors of learning outcomes in macro-level general competence tests. We suggest a combined effort by students and institutions to promote student engagement and bridge the distance between general competency tests and daily learning activities. [ABSTRACT FROM AUTHOR]

In this paper I first place the development of Hong Kong's higher education in the larger context of education and governance histories. Next I describe one of the deepest policy quandaries for Hong Kong's government in charting the futures of its higher education system: whether to view the ultimate benefits of higher education for individuals in terms of 'sponsored' versus 'contest' mobility. I then turn to evidence from HK census data about the changing distribution of opportunity for higher education. I discuss trends in educational stratification since 1981, focusing most attention on changes in the opportunity for post-secondary and, especially, for university education to the Bachelors' degree level. I discuss methods for the use of Hong Kong's 1981, 1991 and 2001 census, and I present bivariate and multivariate analysis of the changing impact of family cultural and material resources on the odds of continuing and attending education at the university level. From 1991 to 2001, census data suggest there was a reversal of a trend towards greater equality of opportunity that was observed between the 1981 and 1991 census. I conclude by relating the findings from these analyses to future higher education planning in Hong Kong. [ABSTRACT FROM AUTHOR]

This study aims to investigate the impact of three established approaches to entrepreneurship education, Theory, Competition and Incubation, on entrepreneurial entry and performance. Propensity score matching is used to compare three cohorts from the alumni of a business college in China who completed entrepreneurship courses with their respective matched sample of similar individuals who did not. The findings suggest that Incubation significantly increases the probability of new venture creation. Theory, and participation in entrepreneurial business plan Competition(s) positively affect only those students that are non-management majors. Analysis including multiple linear regression indicates that Incubation has a positive impact on new venture sales revenue, profit before tax and the number of employees. The effect of Theory and Competition on new venture performance is not significant. This study extends the current knowledge of entrepreneurship education by providing new empirical evidence for the proposition that entrepreneurship can be learned, and the relative impact of these three types of education. The findings have direct implications for policymakers, educational executives, researchers, and others interested in encouraging entrepreneurial activity. [ABSTRACT FROM AUTHOR]

Geographic Information Science (GIS) Major in China has been developing and flourishing for nearly 40 years. Chinese educators have made many achievements on major construction in GIS. However, opportunities and challenges coexist under the new situation of 'Double First-Rate' major construction in China. Thus, investigating and analysing the major status comprehensively are necessary for enhancing the development of the GIS major. This study analyses the enrolment magnitude of undergraduate and postgraduate students, student development, construction of teaching team and professional curriculum construction for GIS majors in mainland Chinese universities. The professional survey results showed that there are about 30,000 undergraduates and 4,000 postgraduates who graduate with GIS degrees every year. However, most of the undergraduates in this major do not take gGIS as their first choice in college major selection. In addition, 190 colleges and universities have set up GIS majors, who have played an important role in the development of GIS and industry. These colleges and universities are mostly concentrated in China's central and eastern regions. The Education and Popularization Science Working Committee of the China Association for Geographic Information Society and the Ministry of Education's Education Committee and other institutions have also organized several meaningful activities to strengthen the guidance of the GIS professional construction. A complete education system has been established to train undergraduates and postgraduates for the development of the geographic information industry in China. [ABSTRACT FROM AUTHOR]

The article presents information on the impact of Chinese educational reforms of 1985 on the school system. The Communist Party of China Central Committee issued its decisions on "The Reforms of China's Educational Structure" in 1985. The need for educational reforms was felt as the political problems had severely damaged the confidence and commitment of the many intellectuals who had been vilified during the Cultural Revolution. The Chinese government recognized that future economic development would depend on complementary inputs which would include those from an improved system of education. The reforms included a commitment to a universal nine-year cycle of schooling, to be implemented in stages; to introduce vocational and technical education in the schools; more autonomy for higher education institutions and develop a curriculum which encourages students to think more independently and take more responsibility for their education. The commitment of nine years' compulsory education still has to be extended to other regions, including those with national minorities. Institutes offering higher education can gain autonomy only if time-honored practices are changed, and delegation and staff development become realities.

The article presents an examination of commercial enterprise in higher education in the People's Republic of China. The concept of enterprise becomes a trend in Chinese higher education and is associated with policies in economic development. The Chinese send their young experts abroad to seek skills and experience which accelerate and amplify Chinese transformation. The article concludes that the success of the concept of enterprise is attributed to economic policy and is also dependent on the officially supported dichotomy between economic reform, and social and political reform.

The article focuses on the debate over the development versus redistribution on China's university admissions policies in the 1960s. The mass education efforts had allowed greatly expanded numbers of children into secondary schools increasing the number of candidates for universities. Secondary school student bodies included large numbers of young people from working-class families. In 1966, the government enacted a decree proclaiming the abolition of the university entrance examinations and to be replaced by a combination of recommendation and selection which will favor the proletarians.