Chinas Financial Allocation to Education - Literature review Example

Why Chinese Parents Send Their Children to Study Abroad Why Chinese Parents Send Their Children to Study Abroad Introduction China’s financial allocation to education in 2001 was only 16% of the entire budget in spite of emphasizing the importance of education in its Five-Year plans (China foreign tertiary education market, 2010). Chinese are becoming conscious of the need for lasting education in a complicated world. As a result, the demand for higher education in China is ever increasing rapidly. In 2002, the higher learning market in china was valued at an approximated $5 billion, which means this market is expanding. This growth is a sign of the risks and prospects that venturers face in an ever more competitive local sector. China’s system and policies for education have a number of weaknesses and areas for development for likely investment that cause parents to send their children overseas for better studies. China’s Current Education System The education system in China today largely revolves around national laws and policies. Author Ryan discusses reforms on higher learning in China and compares them to those of international economies. According to Ryan, the influential hand of economic and political realities overwhelms modern relative and overseas studies of higher learning reforms (Ryan, 2011). Ryan’s text tries to provide an alternative cultural standpoint to explore the development and conversion of China’s higher learning system. The book argues that China’s culture philosophies affect the development of higher learning (Ryan, 2011). Even so, Ryan notes that current scientific literature does not offer his argument adequate attention. Researchers Li, Liu and Zhang, approximated returns made in the education sector in urban China in 2012. In this study, Li et al experientially approximated the return to learning through a twins model of data. The research’s regular least-squares model approximated that a single year of learning raised a Chinese student’s income by 8.4% (Li, Liu and Zhang 2012). When Li et al used the twins model, this return decreased to 2.7%, but increased to 3.8% after the adjustment of measurement error. These findings indicated that a huge part of the approximated returns to learning occurred because of absent ability or the family impact (Li et al., 2012). According to Li et al, this was proof that the return of education was low in urban China because of its current education system. In 2012, Li et al studied the medical learning system in China in an attempt to understand the country’s national education system. According to Li et al, China is undergoing a crisis of poor and ruined doctor-patient relationships, which officials deny openly. Li et al says there are multiple reasons for the distrust between Chinese doctors and patients and that the lack of humanities learning for medicine students is the key cause (Li et al., 2012). Using a literature of 80 years of studies, Li et al realizes that the sum period spent by Chinese doctors on learning medical humanities is below 1%. This figure is widespread in numerous Chinese medical colleges (Li et al., 2012). The researchers say this is a clear indication that a majority of school syllabuses comprise of expert medical courses with little or no courses on medical humanities and social science. Researchers Xiong et al studied the green syllabus of higher learning in china to determine its education status in 2013. Xiong et al argued that offering education about the ecological environment is a key approach in Chinese colleges and campuses (Xiong et al., 2013). This approach aids in dealing with the piling pressure of ecological issues that arise alongside the China’s rapidly expanding economy. A problem arose in the reporting of the provision of ecological studies and the integration of ecological security and sustainable development into the educational curricula. Xiong et al’s study findings showed that education about the physical environment required improvements in a majority of china’s higher learning institutes. Lai et al recently looked for a “missing link” in the education system of China through a qualitative study. Lai et al explored the educational performance of immigrant students in China, along with the causes of their performance (Lai et al., 2014). Here, the researchers compared educational performances, student backdrops, and policies of institute quality between private institutes joined just by immigrant children. According to Lai et al, findings proved that immigrant students eventually fall behind remote students because of underprivileged learning resources and tutor quality in their institutions (Lai et al., 2014). As a result, more analyses that contrast immigrant students in immigrant institutions in urban China might help in improving their educational performance substantially. China’s Education Market Background Several studies shed light on the education market background of China. In 2010, Xiaoyun and Qiang claimed that ecology NGOs increased quickly in numbers and complexity with comparatively little meddling from the Chinese government (Xiaoyun and Qiang, 2010). Most of these NGOs were involved in a variety of kinds of ecological education that have notably raised public awareness of, and contribution to, ecological preservation. Xiaoyun and Qiang argue that these organizations face several challenges counting coordination with the advancement priorities of local Chinese authorities, acquiring funds, and incorporating ecological learning in conventional public schools (Xiaoyun and Qiang, 2010). Researchers Li et al studied the progress of social work learning in China in 2012. This study included the history, current position, and future of social work learning in China. The research argued that social work learning in China “disappeared” after nearly four decades of the reign of the People’s Republic of China (Li et al., 2012). Until the 1980s, political parties did not see the need for social work experts in China. Li et al says experts in social work could have solved social issues and develop a “harmonious” Chinese community (Li et al., 2012). By exploring the features of the progress of China’s social work learning, Li et al’s study reveals the fast development this part of the country’s education system underwent. Analysis of Contemporary History of Overseas Study The contemporary history of overseas study largely thrives of statistics that researchers use to determine trends in education sectors. In 2010, Winterstein studied data about why students pursue education overseas. Winterstein’s article introduced the view of alumni in materials engineering on looking for higher learning overseas. According to Winterstein, the professionalism of consultants and institutes are the vital aspect in high school measures (Winterstein, 2010). This aspect provides merits and setbacks of looking for graduate school education in the United States and the EU. Waters et al studied British students seeking higher learning opportunities in foreign economies in 2011. This research reflected on the results of a recent project that explored the reasons UK students looked for higher learning in foreign countries. Waters et al contends that the ideas of fun, pleasure, and the prospect of happiness in overseas economies and communities featured intensely in the accounts of other young students from these target schools (Waters et al., 2011). Waters et al compared these accounts to the highlight of recent educational and media descriptions of evident strategizing around academic policymaking. The researchers used these findings to deduce that education can provide new likelihoods for fun and enjoyment. Still in the UK, the government intended on preserving the law of injecting 0.7% of its GNI on international aid in 2013. This is because the UK’s economy was in turmoil and still willing aid the education systems of foreign economies. This aid focused on nursing education, which UK’s RCN stated is an outward-based solution for assisting nurses in other nations (College supports UK pledge on overseas aid, 2011). This program aimed at making the UK’s public more aware of the positive effect of international aid. Along with other developed nations, UK led the way in lowering AIDS-associated deaths in sub-Saharan Africa and education was the most effective way of doing this. In 2013, Miranda discussed a variety of problems faced by students who seek overseas education. Employers are coming up with innovative approaches for attracting students to American campuses (Miranda, 2013). Miranda claims that these approaches range from sending employees overseas to establish partnerships with foreign graduate schools to involving intermediary agents and advisors. Miranda uses the near bankruptcy of California to show just how much learning institutions depend on financial resources from the government (Miranda, 2013). Miranda argues that learning institutions have to begin accepting financial support from foreign governments to prevent such near bankruptcies again. Summary of the Motivation for Studying Abroad in Past Literature Previous research work attempted to realize the motivation for going abroad. Findings and deductions from this literature show that government policies contribute to these motivations. Government policies towards immigrants from selected nations differ. Different governments treat Chinese students differently. Researchers Johannesson and Palona contend that Asian megatrends are affecting the advancement of management education of racial groups like the abroad Chinese and colleges have to adjust accordingly (Johannesson and Palona, 2010). Johannesson and Palona note six key megatrends and their effect on the supervision of education of Chinese in abroad economies. These megatrends are the rise of women in political and corporate worlds, a change in industrial approaches towards advanced technology, urbanization, increased consumerism, relocation of Chinese students to overseas schools, and investments in China from foreign nations (Johannesson and Palona, 2010). A Chinese public policy of reform paved the way for overseas study by aboriginal students in 1978 (Zweig and Changgui, 2013). Since the enactment of this policy, the Chinese government opened the rest of the world’s education systems to its people and the approach of revitalizing the country by depending on science and learning. The scope and strength wherein the Chinese government sent students to learn abroad indirectly are infrequent in China during the past two decades. Chinese parents had sent an estimated 380,000 students to learn in American and European universities by 2011 (Zweig and Changgui, 2013). A significant percentage of these students turned into revered scientists, researchers, or made breakthroughs in their respective fields. The works and accomplishments of these students have entailed virtually all hi-tech disciplines of contemporary society. Just 140,000 of the overseas students came back to China. Data in the 2012 Chinese Luxury Consumer White Paper shows that a majority of wealthy Chinese parents are sending their children to overseas universities with the United States being the key destination. In 2013, 90% of China’s most wealthy families had sent or had plans to send their children to study in American and European countries (IBTimes Staff Reporter, 2012). Education is a main concern for Chinese parents who spend a mean sum of $27,000 to ensure their children get the best education available. Even though only china’s most wealthy families can meet this figure, education is the third most-spent sector of the economy of China. The number of Chinese students in the United States is rising. China has made up the biggest group of overseas students in the United States since 2010. In comparison to 2009, the number of Chinese students in America has risen 23%. This figure further represents 43% of undergraduate students going to American schools (IBTimes Staff Reporter, 2012). Chinese parents and students themselves also contribute heavily to their travels to overseas for educational purposes. Chinese students desire quality education. The best performers of Chinese graduate schools usually want to attend topnotch American colleges and universities. The parents of such children are also widely successful Chinese citizens in fields like business, technology, and research. As a result, such parents expect equally much of their children (Lee and Morrish, 2012). A successful and esteemed Chinese parent will require his or her child to reach or surpass his or her goals academically or innovatively. Such parents brought up their children believing education is paramount and leading in the same field is equally vital (Bodycott and Lai, 2012). Parents of Chinese children also worry that Chinese schools no longer offer quality education. Parents observe the overall performances of graduate schools and determine whether certain institutions are suitable for their children (Butler, 2014). Parents argue that enrolling a child in a poorly or averagely performing high school or university will deteriorate the academic skills of their children (Tsang, 2013). Studying abroad in excellently performing universities and colleges is the only option for such parents. Conclusion The education system and policies of China are infused with several weaknesses and areas for development growth fields for likely investment that cause Chinese parents to send their children overseas for better studies. A number of factors contribute to the surge of Chinese students in foreign schools. Government policies and Chinese parents are at the centre of these factors. First, the Chinese government approved policies that encourage students to go overseas for all levels of education with the goal of returning to China after graduation (Fong, 2011). Upon return, the government allowed these students to enter or depart from the country freely. The government argued that such policies could not rectify the country’s recent brain drain. For instance, this policy allowed Chinese students employed in American and European facilities after graduation to bring home new technologies (Zweig and Changgui, 2013). The policy clearly became a far-sighted measure for Chinese students in overseas schools. References Bodycott, P. & Lai, A. (2012). The Influence and Implications of Chinese Culture in the Decision to Undertake Cross-Border Higher Education. Journal of Studies in International Education, 16(3), 252-270. Butler, Y. G. (2014). 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