Responses of Chinese Higher Education to the Challenged of Information Society Wenge Guo Graduate School of Education Beijing University, China.
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Responses of Chinese Higher Education to the Challenged of
Information Society
Wenge Guo
Graduate School of Education
Beijing University, China
Main Topic
• Information Society and Challenges for Higher Education
• Responses of Chinese Higher Education– Policy Responses– National Infrastructure Building– Use of ICT at Institutional Level– Network Academy
• Issues and Implication
I. Information Society and Challenges for Higher
Education
• ICT accelerates the process of the globalization, affect the labor division, determine the competitiveness of economies and corporations, and generate new growth patterns of social life.
• “networks constitute the new social morphology of our society, and the diffusion of networking logic substantially modifies the operation and outcomes in processes of production, experience, power, and culture” (Castells, 2000)
The feature of Information society
Challenges for Higher Education
• Information explode• New education delivery vehicle• Anywhere/anyone/anytime communication
and collaboration• Globalization
II. Responses of Chinese Higher Education
Policy responses
• 1993, Outline for Education Reform and Development in China, as meta-policy– addressed the needs for Chinese education to
reform in face of the challenges of information society
– stressed the importance of use of information and communication technology (ICT) in education
Informationalization of education was explicitly stressed as basic national education policy, with an intention to leap some gap, extend access to post-secondary education, and provide equity opportunities for diversity population.
ICT was believed the main instrument for this vision.
• 1999, Action Plan for Vitalizing Education for the 21st Century, launched six projects:– qualification-oriented education– enhancement of teacher quality– developing high level and creative talents– Modern distance learning – “211” project– World class university project
• Program is the financial instrument in China.
“211” Project
• MOE of China shifted finance to selective 100 universities and 100 discipline to improve their infrastructure and research and teaching environment
• During 1996-2000, central and local government has spent 18 billion yuan RMB to improve the ICT infrastructure, especially support two system:– CERNET: China Education and Research Network– CALIS: Chine Academic Library Information System
Network Academy• During the periods of 1998-2003, the governmen
t had invested over 500 million yuan RMB on this project, to:– update and improve China Education Research Netw
ork (CERNET), Chinese Education TV and campus networks in the west China;
– set out a research project on the key technology of modern distance education
• Up to 2004, 67+1 higher education institutions has engaged in distance education and enrolled 2.3 million online students (1 is Chinese Open University)
Finance for ICT in Higher Education
“211” Program Modern Distance Learning
CALIS CERNET CETV Research
Campus ICT Infrastructure
Net-course
Distance Learning System
Support Support
National Infrastructure Building
• CERNET: China Education and Research Network
• CALIS: China Academic Library & Information System
CERNET Project
• China Education and Research Network was started in 1994
• Funded by the State Planning Commission and the Ministry of Education
• Managed by the Ministry of Education
Major Tasks
• Establish a nationwide backbone which connects eight regional networks and connect them to the global Internet
• Set up a national network center • Set up ten regional network nodes• Establish network management systems• Provide Internet applications and develop
China information resources and applications.
CERNET Backbone Topology(by end of Jun. 2004)
622 M POS
155M POS
4M satellite
622 M POS
155M POS
4M satellite
2.5G~10G 155M~2.5G
512K~7M Satellite+DDN
乌鲁木齐
西宁
兰州
银川
呼和浩特
太原
石家庄
郑州
青岛
大连
长春
哈尔滨
济南
拉萨
昆明 重庆
贵阳
南宁
桂林
海口
深圳
台北福州
厦门
长沙 南昌
合肥
天津
北京
沈阳
西安成都 武汉
南京
上海
广州
杭州
Satellite
DDN
To USA
To UK
To Japan
CERNET Statistics
by the end of June,2004
• Users 18,000,000+• Provinces 31• Cities 200+• Universities and Colleges 1300+
CALIS• China Academic Library & Information
System was started in 1998.
• By the end of Nov.2004, the member of libraries had exceeded 500.
Major Tasks
• A shared resources network based on the CERNET will be developed using leading edge technology
• The document resources and information services will be brought to a higher level for the teaching and research activities in higher education institutions in China.
• A set of databases both by purchase and self-development will be developed.
Structure of CALIS
National Center of CALIS
Liberal Studies Engineering Regional Center Medicine Agriculture
7 Regional Center Military
Catalog
• Digital Dissertation (Chinese)
• Digital Dissertation (English)
• Digital Journals (Chinese & English)
• Digital Conference Papers
• Cooperation with ERIC, UMI, EBSCO, SAGA etc.
Use of ICT at institutional level
• Infrastructure
• Management of Information system
• ICT in teaching
• Budget and maintenance
Infrastructure
ItemsData
(end of Jun,2004)
Campus Network ConnectionAmong: Wireless LAN
96.5%, Homepage 13%
Connect to Internet:
Office
Classroom
Dormitories
76.6
48.2%
49.4%
Classroom with fix projector 31.2%
Management of Information systemFeature Model Percent
OA systemStudent Information SystemResearch Information SystemEducation Management SystemOnline Library SystemHR Information ManagementLearning Management System
70%>70>52.3%>70%>70%>68.2%40%
Interestingly,
• 58.2% higher education institutions said, they prefer developing MIS themselves or cooperating with other institutions
• 32.6% purchase the off-shelf software system developed by other institutions
• Only 9.3% institutions will purchase system from commercial company
ICT in teaching
• Since 2000, the Ministry of Education has launched teacher-training project
• 38.1% institutions provide training course regularly, 54.7% provide training course on demand
• 65.2% institutions have established Educational Technology Centers
Instruments in Teaching Percent
Power Point 96.8%;
Courseware 69%;
Email 65.5%
Online Resources 55.1%
Learning Management System 30.5%
Discussion in BBS 19.7%
Budget and maintenance
Expenditure Percent
Hardware 37.5%
Software 18%
Network service and technical maintenance
13.3%
staff salary 11%
campus network custom support 8.9%
III. Issues and Implications
Issues
• Lack of qualified learning Resources
• Invest to maintain and upgrade ICT Infrastructure
• Teaching in ICT environment: Challenge for faculties
• Arguments about the distance learning
• intellectual property issues
Policy Process Model• Up-down model• Vision-Driven Policy
Development Process
• High Efficiency• Low Effect
MOE
State Council
Local Government Top Universities
Universities and Colleges
MOST
Lobby
Policy and Finance
Implication
• Simple change easy take place
• Complex change is more difficult
• Participatory policy process
• Application-driven investment
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