An article on commercialisation of education in about 100-120 words
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Commercialization of education has been a fairly recent trend in China resulting from the educational reform in the last two decades. It mainly materializes itself in mushrooming private schools at different levels and public and private universities at high education level. In a sense, it has added a financial element to the qualifications of attending private schools and public and private universities. Undoubtedly, it affects millions of families. As a result, it also changes the traditional concepts of education in Chinese society, including student-teacher relationship, educational purposes, and attitudes towards knowledge. While it is difficult to predict its future, we would certainly benefit from examining the current status of commercialization of education in China. Theoretical probing into it should also shed light on various factors involved in education commercialization. 1
China Rises
Inside the New China
A four-part television series and interactive Web site by The Times, The Canadian Broadcasting Corporation and the ZDF network of Germany.
ISSUES FOR EXPLORATION
A Traditional Perspective
Commercialization of education comes at a time when China is experiencing fast economic development over the recent two decades. Undoubtedly, education commercialization requires structural adjustments, organizational reshuffling, accountability shifts, reconceptualization of whom education is serving, and market oriented running mechanisms.2 This should not be in any substantive way different from commercialization in other areas such as entertainment and service institutions. However, unlike commercialization in other aspects of social life, education commercialization is running against two fundamental concepts in China. First, education in its Confucian and therefore Chinese cultural tradition has never been for profit and profit only. Second, education in China is designed to create opportunities for upward social mobility for those who aspire. Simply put, the first would involve re-thinking of the traditional roles of teachers, students, and purposes of education. The second pertains directly to the role money plays in getting into education in the first place, which may block opportunities for many aspiring poor to start with.
Availability and Accessibility of Education
China has required compulsory/voluntary education of 9 years, though it is yet to be realized, particularly in the vast countryside. Institutions of higher education in China are still limited in number. Access to high education used to be based on
various standards such as political trustworthiness in the latter part of the Cultural Revolution, academic excellence (immediately following the initial restoration of entrance examinations in 1977), and a combination of both during the period between 1949 and 1966. Now the ability to pay also figures into the equation of access in addition to academic acceptability. Tuition costs have skyrocketed, resulting in tuitions as high as dozens of years of annual salary of a city dweller and several dozen years of annual work of a peasant or migrant worker.3, 4, 8. Availability of higher education may not turn into accessibility for many poor youngsters if they and their families don't have the ability to pay for it in the first place.
Stake-Holders Involded
Teachers, students, administrators, parents, and taxpayers are traditionally the highest stake-holders when it comes to education. The relationship among them was not as highlighted in traditional education, when the focus was on student learning. However, commercialization of education may change the relationship among these players through a cost-effect process and product evaluation re-structuring. In a simplistic sense, it changes a vertical relationship to a horizontal
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China Rises
Inside the New China
A four-part television series and interactive Web site by The Times, The Canadian Broadcasting Corporation and the ZDF network of Germany.
ISSUES FOR EXPLORATION
A Traditional Perspective
Commercialization of education comes at a time when China is experiencing fast economic development over the recent two decades. Undoubtedly, education commercialization requires structural adjustments, organizational reshuffling, accountability shifts, reconceptualization of whom education is serving, and market oriented running mechanisms.2 This should not be in any substantive way different from commercialization in other areas such as entertainment and service institutions. However, unlike commercialization in other aspects of social life, education commercialization is running against two fundamental concepts in China. First, education in its Confucian and therefore Chinese cultural tradition has never been for profit and profit only. Second, education in China is designed to create opportunities for upward social mobility for those who aspire. Simply put, the first would involve re-thinking of the traditional roles of teachers, students, and purposes of education. The second pertains directly to the role money plays in getting into education in the first place, which may block opportunities for many aspiring poor to start with.
Availability and Accessibility of Education
China has required compulsory/voluntary education of 9 years, though it is yet to be realized, particularly in the vast countryside. Institutions of higher education in China are still limited in number. Access to high education used to be based on
various standards such as political trustworthiness in the latter part of the Cultural Revolution, academic excellence (immediately following the initial restoration of entrance examinations in 1977), and a combination of both during the period between 1949 and 1966. Now the ability to pay also figures into the equation of access in addition to academic acceptability. Tuition costs have skyrocketed, resulting in tuitions as high as dozens of years of annual salary of a city dweller and several dozen years of annual work of a peasant or migrant worker.3, 4, 8. Availability of higher education may not turn into accessibility for many poor youngsters if they and their families don't have the ability to pay for it in the first place.
Stake-Holders Involded
Teachers, students, administrators, parents, and taxpayers are traditionally the highest stake-holders when it comes to education. The relationship among them was not as highlighted in traditional education, when the focus was on student learning. However, commercialization of education may change the relationship among these players through a cost-effect process and product evaluation re-structuring. In a simplistic sense, it changes a vertical relationship to a horizontal
I hope it is helped you
follow me
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