Thursday, February 21, 2008
[IWS] RAND: INDIA & CHINA EDUCATION SYSTEMS COMPARED [20 February 2008]
IWS Documented News Service
_______________________________
Institute for Workplace Studies----------------- Professor Samuel B. Bacharach
School of Industrial & Labor Relations-------- Director, Institute for Workplace Studies
Cornell University
16 East 34th Street, 4th floor---------------------- Stuart Basefsky
New York, NY 10016 -------------------------------Director, IWS News Bureau
________________________________________________________________________
RAND
Occasional Paper
Education and the Asian Surge
A Comparison of the Education Systems in India and China [20 February 2008]
By: Charles A. Goldman, Krishna B. Kumar, Ying Liu
http://www.rand.org/pubs/occasional_papers/OP218/
or
http://www.rand.org/pubs/occasional_papers/2008/RAND_OP218.pdf
[full-text, 55 pages]
and
Summary
http://www.rand.org/pubs/occasional_papers/2008/RAND_OP218.sum.pdf
[full-text, 5 pages]
China and India have faced similar conditions and challenges in education during their rapid industrial and social transformation. The two countries started building their national education systems under comparable conditions in the late 1940s. However, different policies, strategies, and historical circumstances have led them through different routes. China has outperformed India in primary and secondary education along a broad spectrum of access, quality, and delivery indicators. India, on the other hand, enjoys a competitive edge over China in higher education. Recently, India has begun catching up with China in K-12 education, while China has already overtaken India in terms of the college enrollment and number of graduates. The respective successes and challenges of the Chinese and Indian education systems offer valuable lessons for both countries and for the rest of the developing world. The authors identify issues that deserve further attention of researchers and policymakers.
Contents
Preface ........................................................................................................................................... iii
Figures ...........................................................................................................................................vii
Tables ..............................................................................................................................................ix
Summary ........................................................................................................................................xi
Acknowledgments .........................................................................................................................xiii
Abbreviations ................................................................................................................................ xv
PART ONE
Introduction ....................................................................................................................................1
PART TWO
Historical Development...................................................................................................................3
China................................................................................................................................................4
Early Development (1940s and '50s) ...............................................................................................4
The Great Cultural Revolution (19661976)...................................................................................4
Reform and Opening Up (1976 to the Present) ...............................................................................5
Current Structure of Schooling .......................................................................................................6
India .................................................................................................................................................7
The Years After Independence (19481964) ....................................................................................7
The Kothari Commission and Beyond (19641985) .......................................................................7
The New National Policy on Education (1986) ..............................................................................7
Current Structure of Schooling .......................................................................................................8
PART THREE
Access, Quality, Delivery, and Resources: An Analysis................................................................11
Access ............................................................................................................................................12
Flow and Attainment: Basic Education .........................................................................................12
Flow and Attainment: Higher Education ......................................................................................14
Adult Education...........................................................................................................................16
Disparities in Access......................................................................................................................17
Resources: The Financing of Education............................................................................................21
Funding Versus Provision..............................................................................................................21
Tertiary Education ........................................................................................................................23
Quality ...........................................................................................................................................23
Dropout Rates..............................................................................................................................24
Teacher Quality ............................................................................................................................24
Relevance .....................................................................................................................................25
Delivery ..........................................................................................................................................26
Education Infrastructure...............................................................................................................26
Technology ..................................................................................................................................26
Governance and Implementation ..................................................................................................26
PART FOUR
Conclusions and Future Directions ..............................................................................................29
Important Strengths........................................................................................................................30
Important Challenges ......................................................................................................................31
Important Opportunities .................................................................................................................31
Future Directions............................................................................................................................32
Bibliography..................................................................................................................................35
______________________________
This information is provided to subscribers, friends, faculty, students and alumni of the School of Industrial & Labor Relations (ILR). It is a service of the Institute for Workplace Studies (IWS) in New York City. Stuart Basefsky is responsible for the selection of the contents which is intended to keep researchers, companies, workers, and governments aware of the latest information related to ILR disciplines as it becomes available for the purposes of research, understanding and debate. The content does not reflect the opinions or positions of Cornell University, the School of Industrial & Labor Relations, or that of Mr. Basefsky and should not be construed as such. The service is unique in that it provides the original source documentation, via links, behind the news and research of the day. Use of the information provided is unrestricted. However, it is requested that users acknowledge that the information was found via the IWS Documented News Service.
Stuart Basefsky
Director, IWS News Bureau
Institute for Workplace Studies
Cornell/ILR School
16 E. 34th Street, 4th Floor
New York, NY 10016
Telephone: (607) 255-2703
Fax: (607) 255-9641
E-mail: smb6@cornell.edu
****************************************
_______________________________
Institute for Workplace Studies----------------- Professor Samuel B. Bacharach
School of Industrial & Labor Relations-------- Director, Institute for Workplace Studies
Cornell University
16 East 34th Street, 4th floor---------------------- Stuart Basefsky
New York, NY 10016 -------------------------------Director, IWS News Bureau
________________________________________________________________________
RAND
Occasional Paper
Education and the Asian Surge
A Comparison of the Education Systems in India and China [20 February 2008]
By: Charles A. Goldman, Krishna B. Kumar, Ying Liu
http://www.rand.org/pubs/occasional_papers/OP218/
or
http://www.rand.org/pubs/occasional_papers/2008/RAND_OP218.pdf
[full-text, 55 pages]
and
Summary
http://www.rand.org/pubs/occasional_papers/2008/RAND_OP218.sum.pdf
[full-text, 5 pages]
China and India have faced similar conditions and challenges in education during their rapid industrial and social transformation. The two countries started building their national education systems under comparable conditions in the late 1940s. However, different policies, strategies, and historical circumstances have led them through different routes. China has outperformed India in primary and secondary education along a broad spectrum of access, quality, and delivery indicators. India, on the other hand, enjoys a competitive edge over China in higher education. Recently, India has begun catching up with China in K-12 education, while China has already overtaken India in terms of the college enrollment and number of graduates. The respective successes and challenges of the Chinese and Indian education systems offer valuable lessons for both countries and for the rest of the developing world. The authors identify issues that deserve further attention of researchers and policymakers.
Contents
Preface ........................................................................................................................................... iii
Figures ...........................................................................................................................................vii
Tables ..............................................................................................................................................ix
Summary ........................................................................................................................................xi
Acknowledgments .........................................................................................................................xiii
Abbreviations ................................................................................................................................ xv
PART ONE
Introduction ....................................................................................................................................1
PART TWO
Historical Development...................................................................................................................3
China................................................................................................................................................4
Early Development (1940s and '50s) ...............................................................................................4
The Great Cultural Revolution (19661976)...................................................................................4
Reform and Opening Up (1976 to the Present) ...............................................................................5
Current Structure of Schooling .......................................................................................................6
India .................................................................................................................................................7
The Years After Independence (19481964) ....................................................................................7
The Kothari Commission and Beyond (19641985) .......................................................................7
The New National Policy on Education (1986) ..............................................................................7
Current Structure of Schooling .......................................................................................................8
PART THREE
Access, Quality, Delivery, and Resources: An Analysis................................................................11
Access ............................................................................................................................................12
Flow and Attainment: Basic Education .........................................................................................12
Flow and Attainment: Higher Education ......................................................................................14
Adult Education...........................................................................................................................16
Disparities in Access......................................................................................................................17
Resources: The Financing of Education............................................................................................21
Funding Versus Provision..............................................................................................................21
Tertiary Education ........................................................................................................................23
Quality ...........................................................................................................................................23
Dropout Rates..............................................................................................................................24
Teacher Quality ............................................................................................................................24
Relevance .....................................................................................................................................25
Delivery ..........................................................................................................................................26
Education Infrastructure...............................................................................................................26
Technology ..................................................................................................................................26
Governance and Implementation ..................................................................................................26
PART FOUR
Conclusions and Future Directions ..............................................................................................29
Important Strengths........................................................................................................................30
Important Challenges ......................................................................................................................31
Important Opportunities .................................................................................................................31
Future Directions............................................................................................................................32
Bibliography..................................................................................................................................35
______________________________
This information is provided to subscribers, friends, faculty, students and alumni of the School of Industrial & Labor Relations (ILR). It is a service of the Institute for Workplace Studies (IWS) in New York City. Stuart Basefsky is responsible for the selection of the contents which is intended to keep researchers, companies, workers, and governments aware of the latest information related to ILR disciplines as it becomes available for the purposes of research, understanding and debate. The content does not reflect the opinions or positions of Cornell University, the School of Industrial & Labor Relations, or that of Mr. Basefsky and should not be construed as such. The service is unique in that it provides the original source documentation, via links, behind the news and research of the day. Use of the information provided is unrestricted. However, it is requested that users acknowledge that the information was found via the IWS Documented News Service.
Stuart Basefsky
Director, IWS News Bureau
Institute for Workplace Studies
Cornell/ILR School
16 E. 34th Street, 4th Floor
New York, NY 10016
Telephone: (607) 255-2703
Fax: (607) 255-9641
E-mail: smb6@cornell.edu
****************************************
# posted by SBasefsky : 7:36 AM
