Study Abroad in China

Primary and Secondary Education in China

In China, primary and secondary education takes 12 years to complete, divided into primary, junior secondary and senior secondary stages. The 9-year schooling in primary and junior secondary schools pertains to compulsory education. General senior secondary education lasts 3 years.

Implementation of 9-year Compulsory Education

Since the promulgation of the "Compulsory Education Law of the People's Republic of China" in 1986, the 9-year compulsory education has been implemented by governments at various levels and made significant progress. According to the statistics of 2019, the net enrollment rate of primary school age children above 99%. In the urban areas of large cities and economically developed coast areas, the universalization of senior secondary education has been launched. In 2019, there were altogether 166,389 primary schools with an enrollment of 106,034,691 students and there were total 77,270 secondary education schools with an enrollment of 88,323,364 students in China.

Chinese government attaches great importance to the universalization of compulsory education in rural, poor and minority areas. In 1987, the former SEDC and the ministry of Finance jointly issued the "Opinion on Some Issues Concerning the Reform of Administration of Basic education in rural Areas". At present, basic education is provided by the governments at the county, township and administrative villages levels with the administrative power assumed by county and township governments and with major decision made by the county governments. Efforts are made to integrate the development of education and the upgrading of quality of labor force with the development of the local economy and the advancement of culture and ethical and living standard of the people. As a result, the development of rural education and local economy have been promoted.

School Year of Primary and Secondary School in China

The school year of primary and secondary school is divided into two semesters. The school year of primary schools comprises 38 weeks of teaching sessions with an additional week in reserve and 13 weeks for holidays and vacations. The school year for junior secondary schools comprises 39 weeks for teaching with an additional week in reserve and 12 weeks for holidays and vocations. The school year for senior secondary schools comprises 40 weeks of teaching with one or two weeks in reserve and 10 to 11 weeks for holidays and vocations. A five-day week has been implemented in primary and secondary schools.

In the autumn of 1993, primary and junior secondary schools began to implement the "Teaching Scheme (Curriculum) for Full-time Primary and Secondary Schools (Pilot)", and this scheme includes the arrangement of subjects and syllabuses of them. According to the scheme, subjects are divided into two categories: state-arranged subjects and locally-arranged subjects, with the latter determined by the authorities of provincial-level governments in the light of local realities and needs.

The current curriculum of senior secondary schools consists of two parts: subjects courses and activities. Subjects taught in senior secondary schools are divided into obligatory ones and optional ones. Activities include out-class activities and practice activities.

In 1999, MOE began to design the new basic education curriculum system for the 21st century. Any child reaching 6 years of age should enter the primary school and in places where conditions are not available, the age for a child to enter a primary school could be postponed to 7 years old. In areas where junior secondary education has been basically universalized, all primary school graduates should enter nearby junior secondary schools, without sitting for any entrance examinations. However, those gradates from junior secondary schools seeking to continue their education in senior secondary schools have to sit for and pass locally organized entrance examinations before admission.

Throughout compulsory education, students are required to take end-of-term examinations and tests or check-ups at the end of each semester, school year of before graduation. In primary schools, the Chinese language and mathematics are the required examination subjects for graduation, while the other subjects are checkup subjects. In secondary schools, the graduation examination subjects are determined within the scope of the general subjects taught in the graduating class set by the state, while the students' performance in other subjects are only checked up

After-School Education in China

After-school education plays an important role in the all-round development of primary and secondary school students. Under the cooperative administration of departments in charge of education, culture, physics, worker's union, the Communist Youth League, Committee for Women's and Children's Work and science and technology, after-school education is conducted by joint efforts of the concerning central departments. In 1986, the First national Conference on After-school Education was convened and the Second One in 1991, and consequently a number of regulations on after-school education have been formulated, providing guidance to such work.

After-school education always adheres to the policy of integration of schools, the society and families, and strive to give full scope to the unique educational role of after-school activities. After school, children may take part in the scientific, cultural, and recreational activities organized by children's palaces, children's clubs, scientific and technological centers for teenagers, and other similar institutions. After-school education is conducted through rich and colorful extracurricular activities organized in the light of the age and interests of school children, such as stage performances, competitions of aircraft, ship and motor vehicle models, exhibitions of small inventions and handicraft making, literary writing, summer and winter camping and so on, to mould the students' temperament and temper their willpower.

Development of Teaching Materials

After the founding of the People's Republic of China in 1949, the government began to pay great attention to the preparation and production of school textbooks and other teaching materials. In 1950, the Ministry of Education formulated curricular standards for primary schools. Afterwards, in 1956, 1963, 1978 and 1986, four conservative sets of syllabuses of subjects taught in primary and secondary and secondary schools were formulated, and eight sets of school textbooks were complied and published by the People's Education Press for nationwide use in compliance with the requirements set in these syllabuses.

In 1992, syllabuses of various subjects taught in full-time primary and secondary schools were drawn up under the guidance of the former SEDC to provide guidance for teaching and complying the textbooks used in primary and secondary schools within the 9-year compulsory education. The new textbooks for regular senior secondary education linking the 9-year compulsory education which was implemented in 1993 in under pilot exercise in Shanxi Province, Jiangxi Province and Tianjin.

As China is a vast country with significant regional disparities in economics, and social development, it is quite understandable that the conditions of different schools vary a deal lot, and consequently it is desirable to develop multiple sets of textbooks at various levels to meet the needs of different localities and with their own specific characteristics and styles. For this reason, in 1986, the former SEDC adopted a policy of diversifying the preparation and production of school textbooks in the whole country under the condition that unified basic requirements must the complied with. In areas where conditions permit, regional educational departments, educational institutions, experts, scholars and individual teachers are encouraged to compile textbooks for subjects taught in primary and junior secondary schools in compliance with the basic requirements set forth in the syllabuses of 9-year compulsory education schooling.

As a result, different sets of textbooks will compete with each other bringing a radical change to the old practice in which only one set of textbooks was used throughout the whole country and promoting the prosperous development of school textbooks. In addition, a lot of reference and manuals for teachers, illustrated booklets, atlas for school use, wall charts, slides and audio-visual materials for classroom instruction or dong homework have been produced to complement and supplement the textbooks. A number of items of computer software developed for school use have been produced. The textbooks for special education have been compiled (by the state Education Commission) to meet the needs of special education development. Many supplementary teaching materials with local color and flavor have been produced in many localities to meet the needs of local economic and cultural development.

To ensure the quality of textbooks and other teaching materials produced, a system of examination and approval of textbooks has been established in China. All textbooks for obligatory subjects taught in primary and secondary schools have to be examined and approved by the State Textbooks examination and Approval Committee before publication in terms of ideological content, scientific spirit and adaptability to classroom instruction. The textbooks approved are allowed to be used by the local educational departments. However, supplementary teaching materials with local figures are to be examined and approved by a provincial-level School Textbook Examination and Approval Committee and allowed to be used within the province concerned.

Learn more about high school in China, please visit High School in China

Find out more about education in China, please visit China Education

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