Educational Change in the Global ContextEducational Change in the Global Context UNIVERZITA KARLOVA V PRAZE UNIVERZITA KARLOVA V PRAZE

30th August – 4th September 201030th August – 4th September 2010

The National Interpretation The National Interpretation of a Private Sector’of a Private Sector’

Role in Education: Role in Education: Russia-ChinaRussia-China

Nina Borevskaya Nina Borevskaya Institute of Far Eastern Studies (Moscow)Institute of Far Eastern Studies (Moscow)

e-mail: e-mail: borevskaya@ifes-ras.ruborevskaya@ifes-ras.ru

Background and rationale of private schools’ resurgenceBackground and rationale of private schools’ resurgence China Russia

Period ofrestoration

End of the 1980s Beginning of the 1990s

Historical background

Transition to market economy, decentralization.

High level of illiteracy (23% in 1982), low level of school enrollment

(compulsory basic education since 1986,

enrollment ratio: senior middle 12%,tertiary institutions 2–3%).

Transition to market economy,democratization*, decentralization.

Low level of illiteracy and high level of school enrollment

(compulsory high quality middle school,

tertiary education enrollment ratio 35%)

Rationale ofresurgence

Strong excess demand,Slight differentiated demand

Slight excess demand Strong differentiated demand

* Here and further yellow marks disparities.

Founders of NGIsFounders of NGIs China Russia

Law 1990s – incl. national authority and local administration departments Since 2003 –social organizations or

individual citizens beyond national sectors (using non-budgetary financing )

Social organizations, parties, private enterprises and companies,

PRC or foreign citizens

1990s - incl. national authority and local administration departments Since 2004 - state organizations’ right to

set up NGIs was eliminated, in 2006 – resumed for free-running institutions. Social or religious organizations private organizations or foundations, Russian or foreign citizens.

Practice:organizational

forms

“People with the state support”;”the state with people’s support”;

shareholding schools created by enterprises and companies; private capital alone;

co-founded with foreign learning institutions (foreign schools could not receive the

status of NGIs )

Founded by social organizations;

co-founded with state free-running

Institutions; denominational;

private capital alone, including companies (93% of all NGIs);

co-founded with foreign learning institutions;

founded by foreign learning institutions or citizens

State approach to NGIs State approach to NGIs

in China and Russiain China and Russia China Russia

1990s 21st cent. 1990s 21st cent.

Politicalsupport

Actively stimulate,

comprehensively support,

guide in the right direction,

strengthen the management.

Actively stimulate,comprehensively support, guide in the right

direction,manage on the legal

foundation.

Actively stimulate, comprehensively

support.

Passively support

Economicsupport

None Potential subsidies from

local governments.

Tax benefits or preferences.

Tuition fees to be refunded

from a central budget.

Tax benefits or preferences.

Regional/ municipalresponsibility for

financing NGIs.

Elimination of taxbenefits (profit,property, land etc.)

Income resources of NGIs’Income resources of NGIs’

and its distribution and its distribution China Russia

Income resources

Tuition fees (80-100%)

Bank loans

Sponsors’ donations

Tuition fees (80-100%)

Local governments’ funds

Sponsors’ donations

Income distribution

Rental payment Rental payment (20%)

Place and Niche of NGIs Place and Niche of NGIs in China and Russiain China and Russia

China Russia

Place Component of a nationwide system of education

Component of a nationwide system of education

Levels(ratio of all students (%) 2008:2004 year)

Kindergartens 34,0: 28,0Primary schools 4,6: 3,0Junior middle schools 7,7: 5,0Senior middle schools 9,7: 8,3Regular tertiary institutions 20,0:12,3(45% of them in 2-3 years colleges)

Kindergartens 1,1: 2,0Primary schools 1,1: 0,7Junior middle schools 1,0: 0,7Senior middle schools 0,5: 0,5Tertiary institutions 17 :15

(70% of them take correspondence courses)

Growth of non-state tertiary education Growth of non-state tertiary education

in Russiain Russia

0

100

200

300

400

500

600

70019

91

1992

1993

1994

1995

1996

1997

1998

1999

2000

2001

2002

2003

2004

2008

NGIs With licenses Accredited State univ.

660

474

CHINACHINA

0 20000 40000 60000 80000 100000 120000

1994

1995

1996

1997

1998

1999

2000

2001

2002

2003

2004

2008

kg ps ms ve te

0 500 1000 1500 2000 2500 3000

1994

1995

1996

1997

1998

1999

2000

2001

2002

2003

2004

2008

kg ps ms ve te

Number of NGIs Number of students at NGIs (10 0000)

Compare 2004 to 2008 Number of NGIs (thousands): kindergartens 62→83; schools: primary 6.0→5.7, middle 7.1→7.3

vocational 1.6→3.2 tertiary 1.4→1.5Number of students (10 0000): kindergartens 584→596; schools: primary 328→480, middle

500→668, vocational 110→291, tertiary 245→401

Character and Quality of NGIs Character and Quality of NGIs in China and Russia in China and Russia

China Russia

Consumers Middle and lower classes Wealthy social groups

Character Non alternative to governmental schools

Partly alternative to government schools

Quality of education

Average.With some exceptions

less prestigious than the state ones

Highly qualitative.Schools: more prestigious than the

state ones; universities: less prestigious than

the state ones

Type of schools &

Its ratio (%)

Focus on foreign languages - 20

Special education - n/a

Focus on 1 or 2 subjects - 22Gymnasium & Lyceum - 23Special education - 1,5 Denominational - 15

Conditions & equipment

Elite - 4Average For poor people

Prestigious – 10Average For general use

Future tendenciesFuture tendencies China Russia

Role Active, but peripheral Passive and peripheral

Current situation & tendencies

Period of growth.

Further improvements in legislative foundation.

Strengthening the equal status & fair competition

with state schools.

Period of stagnation.

Search for a new legislative foundation.

Strengthening the equalstatus & fair competition

with state schools

ChallengesNon-profit status.Merging of state-private

boundaries

Population decrease.Non-profit status.Merging of state-private

boundaries

Resume 1/ Both in Russia and in China during the transition and

modernization period in the last two decades the role of NGIs has been changing.

2/ The reforms, on one side, increased some disparities, and, on the other, entailed some commonalities.

3/ All changes in the area of private education were directly dependent on economic-demographic factors and the quality of the state educational system. They were also implicitly dependent on the degree of decentralization and democratization.

4/ The changes demonstrated some dimensions of global trends, but were evidently adapted to the indigenous situation.

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