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TRANSCRIPT
FEBRUARY 2014
UNDERSTANDING THE CHINESE EDUCATION
SYSTEM AND MATCHING DANISH AND CHI-
NESE EDUCATION INSTITUTIONS
CONTENTS
BACKGROUND AND INTRODUCTION 1
MATCHING CHINA AND DENMARK’S EDUCATION SYSTEMS 2
2.1 UPPER SECONDARY EDUCATION (3) 3 2.1.2 UPPER SECONDARY GENERAL EDUCATION (3.4) 3 2.1.3 UPPER SECONDARY VOCATIONAL EDUCATION (3.5) 3 2.2 TERTIARY EDUCATION (5-8) 4 2.2.2 TERTIARY GENERAL EDUCATION (6, 7, 8) 6 2.2.3 TERTIARY VOCATIONAL EDUCATION (5.5) 6
MATCHING CHINESE AND DANISH EDUCATION INSTITUTIONS 7
3.1 DANISH UNIVERSITIES 7 3.2 DANISH UNIVERSITY COLLEGES 9 3.3 DANISH BUSINESS ACADEMIES 10 3.4 DANISH HIGH SCHOOLS 12 3.5 DANISH VOCATIONAL HIGH SCHOOLS 13
KEY TAKE-AWAYS 13
ANNEX 1: 985- AND 211-UNIVERSITIES AND THEIR KEY-DISCIPLINES AT FIRST LEVEL 15
ANNEX 2: 30 HIGHEST RANKED JUNIOR COLLEGES AND THEIR REGION 19
ANNEX 3: 30 HIGHEST RANKED UPPER MIDDLE SCHOOLS AND THEIR REGION 20
BACKGROUND AND INTRODUCTION
Innovation Centre Denmark in Shanghai
(ICDK) witnesses a growing interest
from Danish education institutions to
collaborate with Chinese counterparts
and vice versa. This could e.g. be col-
laboration on exchange of students and
teachers, participation in summer
schools or summer courses, joint pro-
grammes as well as dual degree-
programmes.
However, education systems and their
institutions are by nature national and
each country has different structures,
relations and division of labour between
institutions. And the institutions also
have different offerings to the young
talented people in terms of curricular
content, degrees etc.
The difficulties of benchmarking perfor-
mance across countries and institutions
create challenges for the individual edu-
cation institution interested in pursuing
collaboration with a Chinese counter-
part. This challenge is only accentuated
by the fact that China’s educational sys-
tem, as the country itself, is large and
complex, with more than 80 million stu-
dents at secondary and tertiary level
across at 28,000 institutions, cf. to Chi-
na Statistical Yearbook 2013 for main-
stream education.
In addition, the Chinese educational
system is clouded in complex terminolo-
gy a due to the translation and different
understandings and usages of certain
terms.
This paper will give general guidance to
Danish secondary and tertiary education
institutions with an interest in China and
Chinese institutions. It will provide a
brief overview and comparison of the
Chinese regular and mainstream educa-
tion system and compare it to the Dan-
ish system. It will therefore not include
adult or distance education. Nor will the
paper address different institutional set-
ups or variations between specific study
directions and majors, as e.g. teachers
or doctors.
Secondly, the paper will provide general
guidelines to Danish education institu-
tions in their quest for Chinese partners.
Additionally, the report can also be of
interest to Danish companies with Chi-
nese subsidiaries that have an interest
in improving their understanding of the
Chinese education system and its insti-
tutions and to create tighter links to
Chinese education institutions with a
view to ensure a pipeline for talents.
However, the main audience for the
report is Danish education institutions.
Hopefully the short paper will shed
some light on the Chinese education
system and will generate even more
appetite for collaborating with Chinese
institutions.
For more information and dialogue
about ICDK’s services, please contact:
Mr Lars Christensen,
Innovation Attaché
e-mail: [email protected]
tel.: +86 21 6085 2003
mob.: +86 139 1698 8621
Innovation Centre Denmark aims to strengthen research, innovation and higher education in Denmark and to promote Denmark as a leading knowledge society. The Danish innovation centres can provide you with access to knowledge, technology and networks in selected global
leading research, education and innovation environments. Innovation Centre Denmark in Mu-nich, New Delhi/Bangalore, Sao Paolo, Seoul, Shanghai and Silicon Valley are established in cooperation between the Ministry of Foreign Affairs and the Ministry of Higher Education and Science. See more on www.icdk.um.dk.
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MATCHING CHINA AND DENMARK’S EDUCATION SYSTEMS
The chart below provides the overview of the matching of education systems between
Denmark and China and on the surface there is a clear affinity for both academic
year/age and the division separation into primary, secondary and tertiary education.
The chart is based on UNESCO’s International Standard Classification of Education
(ISCED) 2011-levels of education as a framework for comparison. The number listed
therefore follows ISCED-categorisation.
Framework of comparison
P a g e | 2
As in most other industrialised countries – incl. Denmark – China operates with a two-
track system from the level of secondary education and upward. This introduces a dis-
tinction between “general/academic” (marked as 3.4, 6, 7 and 8 in the figure) and
“professional/vocational education” (3.5 and 5.5).
General and academic education is typically defined as education programmes de-
signed to develop the students’ general knowledge and competencies, as well as liter-
acy and numerical skills – often to prepare participants for more advanced education
programmes at a higher level in the system. On the other hand, vocational and pro-
fessional education is defined as education programmes that are designed for students
to acquire the knowledge, skills and competencies specific to a particular occupation,
trade, or class of occupations or trades. Such programmes may have work-based
components (e.g. apprenticeships, dual-system education programmes).
The following paragraphs will go through the main features of secondary and tertiary
education in China, covering several institution-types, degrees and certificates.
2.1 Upper Secondary Education (3)
Programmes at the level of upper secondary education are typically designed to com-
plete education in preparation for tertiary education or provide skills relevant to em-
ployment, or both. This level offers students more varied, specialised and in-depth
instruction than lower secondary education. They are more differentiated, with an in-
creased range of options and streams available.
The Chinese system shares many similarities with the Danish one at this level – and
some differences.
2.1.2 Upper Secondary General Education (3.4)
Upper secondary general education in China is undertaken at the Chinese Senior Mid-
dle School, which has many similarities to the Danish “Gymnasium”. China has close
to 24.7 million students attending over 13,500 senior middle schools at this educa-
tional level. However China doesn’t have the same variety as in Denmark where there
are four different study options (STX, HHX, HTX, HF).
Admission to Senior Middle School is generally based on graduation from Junior Middle
School (2.4) and the score from local entrance examination. The purpose is to prepare
students for further education through the tertiary general education. The studies take
3 years and upon completion, students can obtain Senior Middle School Graduation
Certificate if they pass the Joint Academic Upper Middle School Graduation. Successful
completion gives students access to take the Chinese National College Entrance Exam-
ination (NCEE) and thereafter apply to attend a tertiary general (6) or vocational (5.5)
education, depending on the score of national entrance examination - and students’
own interest of course. Some may join the workforce directly.
2.1.3 Upper Secondary Vocational Education (3.5)
As an alternative to the general education a number of options are available in a pro-
fessional or vocational track.
P a g e | 3
Admission to upper secondary vocational education is generally based on graduation
from Junior Middle School (2.4). However, in some rural and less developed areas of
China you can find Vocational Junior Middle Schools as well, but they are becoming
less and less frequent. They make it possible for students already after 6th grade – at
the lower secondary level – to start a vocational education track, but this is not the
general praxis.
Approximately 18.5 million students are enrolled at almost 11,100 schools, where they
get basic vocational and practical training that is geared towards employment and/or
continued education. The vocational education track offers a greater variance among
institutions than the academic and general one. You have three different tracks. Spe-
cialised Technical Schools, Vocational Middle Schools and Skilled Workers Schools and
the institutional differentiation is thus more similar to the Danish institutional structure
at this educational level with e.g. EUX and EGU.
With a graduation certificate from Specialised Technical School or Vocational Middle
School after typically 3 years – more rarely 2 or 4 years – of studies, one can transit
to the labour market or apply for tertiary education (5). There are two different ave-
nues to the tertiary level for students. One is they take the NCEE together with their
fellow-students from Senior Middle School, even though the education at the second-
ary level is very practically oriented. The other is that a student gets enrolled in a 5-
year professional/vocational program starting already from Upper Secondary Educa-
tion, thus entailing 3 years vocational secondary education + 2 years vocational ter-
tiary education (Zhuanke-course, cf. below).
With a certificate from the Skilled Worker School, one is educated directly to employ-
ment.
2.2 Tertiary Education (5-8)
Tertiary education builds on secondary education, providing learning activities in spe-
cialised fields of education. It aims at learning at a high level of complexity and spe-
cialisation.
On the surface, the structure of the tertiary education in China looks similar to the
Danish; however, there exist a larger degree of terminological variance and heteroge-
neity compared to Denmark – especially when it comes to institutional offerings, edu-
cational possibilities and tracks. In addition, there is a mix of public, private and so-
called independent institutions, making it even less transparent.
A key difference is the duo-certificate system of Chinese qualifications, where students
both can get a certification of graduation/completion of study and a degree. The latter
one very much follows the same lines as in Denmark with the three levels of academic
degrees – bachelor, master and PhD. However, in addition to this, students receive a
certification of graduation that has a very specific purpose and is more important in
Chinese higher education qualifications framework. It is a document of educational
qualification, testifying that an individual has gone through a formal education with
qualified results and is entitled to further his/her study or to a given salary level, if
he/she joins the workforce.
Such certificates exist at several levels and at several types of institutions: Students
will get a postgraduate study completion certificate from master programs and doctor-
P a g e | 4
al programs. From bachelor-program with a long cycle of 4-5 years you will get a cer-
tificate called “Benke”. This can be given both by academic and vocational institutions.
For short cycle of studies – 2-3 years – you will get a certificate termed “Zhuanke”,
which does not match any degrees directly.
The table sets out the relation between academic degrees and certificate of comple-
tion.
Chinese degrees and certificates
Certificates of Completion of Study (years of study) Academic
degrees
Certificate of
Completion
from PhD-
programme
(+3-5)
PhD Degree
Certificate of
Completion
from master
programme
(+2-3)
Master degree
Benke Certifi-
cate of Com-
pletion
(4-5)
Bachelor de-
gree
Zhuanke Cer-
tificate of
Completion
(2-3)
Sub-degree
Institutions of higher education have to be authorized by the Ministry of Education to
deliver and organize education programs of certain level and to hand out certificates of
completion of study.
Institutions at the tertiary level can also only offer academic degree after it has been
authorised to do so by the Academic Degrees Committee of State Council, placed at
the Chinese Ministry of Education. This also goes for private and independent institu-
tions, cf. later.
The authorization of an institution to deliver a program of certain level and to award
corresponding qualification happens before authorization to award a degree. In prac-
tice, the separation means that some institutions e.g. have the right to award a post-
graduate study completion certificate but they do not necessarily and automatically
have the right to award a Master or PhD degree.
In terms of ownership, the Chinese system can be somewhat complex. Institutions
that at the tertiary level can enrol students can be divided into public, private and in-
dependent ones. Private institutions are owned by a private entity, an individual or a
corporation, whereas an independent institution is set up by a public institution with a
contribution from a private investor. Private and independent institutions have a con-
siderable share of the market for zhuanke- and benke-courses, but are however very
rarely admitted to offer bachelor degrees.
P a g e | 5
2.2.2 Tertiary General Education (6, 7, 8)
When public universities authorized by the Ministry of Education offer benke-
programmes, they almost universally also lead to a a bachelor-degree (6),. Upon suc-
cessful completion of such a programme, students therefore receive a bachelor-degree
as well as the benke-qualification.
Admission to bachelor-studies is generally based on graduation from Senior Middle
School (3.4) or one of the vocational institutions at the secondary level (3.5) and
scores on the unified NCEE.
In order to apply for a master-degree (7), you have to have a benke-
certificate/qualification, but not necessarily a bachelor-degree. However, accessing
master studies is very competitive; therefore in practice both are needed. A master-
degree allows candidates to apply for PhD-studies (8). Both bachelor and master de-
grees educate a student for further studies and employment and in fact most Chinese
undergraduates transit directly to the workforce.
A difference compared to Denmark is that the years of study differ from the Danish
3+2+3-system. The main rule is that a Chinese bachelor is 4 years, a master 2.5-3
years and a PhD 3-5 years, meaning that a Chinese PhD have up to 12 years of uni-
versity studies, whereas the maximum in Denmark is 8 years – with a very few excep-
tions, 9 years.
Almost 900 institutions in China offer bachelor-degrees to a total of over 14 million
students. This embraces both public and private (but not independent institutions). In
terms of institutional names you have universities, institutes, academies and colleges.
They are here referred to as universities as a common denominator.
2.2.3 Tertiary Vocational Education (5.5)
It can be discussed whether benke-course that are more practically oriented – and
that do or do not also entitle to a bachelor-degree – should be characterised as within
tertiary vocational education or not. Such courses are typically offered by the so-called
“vocational universities” that in most cases do not offer studies beyond benke.
On the other hand, safely within the track of tertiary vocational education students
can attend zhuanke-programmes that is more practically and professionally-oriented
than in the general education-track.
Admission to this type of education is also generally based on graduation from senior
middle school (3.4) or one of the vocational institutions at the secondary level (3.5),
and scores on the NCEE.
Among institutions that offer this short-cycle education are polytechnic/vocational col-
leges that focuses on occupational and technical training, specialized junior colleges
mainly for capacity building rather than technical training, and technician colleges pro-
vide courses specially designed for the state occupational license qualification of tech-
nicians. All the zhuanke-educations take 2-3 years and educate you to join the work-
force and together as a group the institutions are often referred to as junior colleges
as they cannot confer degrees.
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However, a range of the university institutions also provides zhuanke-courses. These
are in general viewed to be of a higher quality than the colleges mentioned above.
There exists upgrading- and transition-programmes typically two or three years,
meaning that a proportion of the students after zhuanke can continue to benke.
There exists close to 1,300 junior colleges – which is the overall term for all the edu-
cation institutions in this vocational track. Almost 25 million students are enrolled at
zhuanke and benke courses in 2012, but that number is both covering the academic
and vocational stream. Some of the institutions combine both (3.5) and (5.5), thereby
providing a tight link between the second and tertiary levels. Some would perhaps
regard zhuanke-education rather as a post-secondary non-tertiary education rather
than a short-cycle tertiary.
MATCHING CHINESE AND DANISH EDUCATION INSTITUTIONS
The mapping of the education provides the backbone for matching Danish and Chinese
education institutions. The following sections provide some guidelines for Danish edu-
cation institutions to reflect upon when considering a partner among Chinese educa-
tion institutions. When possible, they are based on indicators of quality of the Chinese
institutions. Such information is, however, not available in all cases. Therefore, more
practical and strategic considerations are also offered.
The choice of partner also very much depends on the kind of collaboration that the
individual institution is pursuing. If the interest concerns “formal” collaboration that
involves degrees, it is of course important to observe the actual recognition of degrees
in both Denmark and China. If the interest is to develop more “informal” relations,
equality in terms of content can be said to take precedence. But of course, in most
cases the two are aligned.
General pointers for all Danish education institutions
Authorisation by the Chinese Ministry of Education – it should be a prerequisite
when identifying a Chinese partner, especially if collaboration is to involve degrees
and certificates.
Command of English – this is also a prerequisite for collaboration and cannot be
tested conclusively before the first meeting. However, a first good indicator - also
for the degree of internationalisation, cf. below – is the quality and depth of the
institution’s English webpage.
Degree of internationalisation – does the institution have examples of and a track
record of international collaboration already? On the downside, this may mean that
the institution already has a longstanding and committed collaboration with other
partners.
Long-term investment - collaboration on education in China is a long-term invest-
ment. Let the collaboration grow organically from small initiatives to larger and
deeper ones as trust and confidence is built over the years.
3.1 Danish Universities
In 2007, Denmark and China, signed an agreement on the mutual recognition of aca-
demic degrees. This effectively means that it is settled how some Danish and Chinese
degrees in higher education align. For universities, this means that there is an agreed
P a g e | 7
equivalence between Danish and Chinese bachelor-, master- and PhD-degrees – and
not benke and other certificates of completion.
The agreement therefore also implies that collaboration between Danish and Chinese
university-like institutions – universities and the higher education institutions in archi-
tecture and arts in Denmark, that offer the three degrees, are a relatively easy match
for potential collaboration.
However, as mentioned, with close to 900 institutions offering bachelor degrees, it can
be difficult to navigate in the Chinese system and find the best and most fitting part-
ner.
Danish universities can choose to rely on international rankings of Chinese universities
(e.g. Times Higher education) or by conducting bibliometric analyses of specific scien-
tific areas – both methods are mainly based on science indicators – and there even
exist Chinese national rankings for universities as well. Furthermore, Danish institu-
tions can also base their considerations on the following categories, which distinguish
among Chinese universities based on funding and priority:
In 1998, the Chinese government introduced “Project 985”. The project award-
ed a number of the most prominent public universities additional financial sup-
port with the aim of generating first-class research universities that were able
to compete on a global scale. The government singled out 39 universities, who
are all also 211-institutions.
This group is therefore widely recognized as the “best” universities in China in
terms of finances and government backing. The universities are also the ones
generally considered to be ones that are most research-intensive and the heav-
iest research-based education.
“Project 211” was introduced by the Chinese government in 1992. The ambi-
tion was to improve the quality of education to satisfy international standards.
This implied extra financial support from government for better facilities,
equipment, curricula and staff at public universities. Today the list consists of
112 universities and all offer degrees up to the PhD-level.
It is estimated that the 211-universities provide training 4/5 of doctoral stu-
dents, 2/3 of graduate students, 1/3 of undergraduates.
Another way to stratify universities is via the ranking of disciplines. There are
two ways. One to look into the so-called national key disciplines, out of which is
estimated that 211-universities are responsible for over 90% of them. The key
disciplines are subjects that have received extra funding from the Ministry of
education to be cultivated and offered at the highest level possible.
An alternative method is to rely on China Discipline Ranking (CDR) that evalu-
ates the disciplines of universities and colleges. The evaluation is mainly based
on a university/college’s teaching staff and resources, its scientific research
level, its talent training quality and the reputation of its disciplines. The ranking
can be accessed from CDR’s webpage.
P a g e | 8
There is, of course, a significant overlap between the results of the two ap-
proaches.
Annex 1 provides a list of the 985 and 211-universities in China, grouped by region.
The annex also mentions all the key disciplines according to their host 211-university.
These rankings do not include the University of the Chinese Academy of Sciences
(UCAS) that the Danish universities have establish the Sino-Danish Centre for Educa-
tion & Research (SDC) together with.
On the Ministry of Education’s webpage one can find lists of all the education institu-
tions authorised to offer undergraduate education and upwards. Unfortunately, there
exist no lists for which universities who only offer undergraduate degrees. However, as
a general rule the most common terminology is that colleges on the list offer bachelor-
degrees. But this cannot be taken as an exclusive rule.
3.2 Danish University Colleges
The mutual recognition of degrees between Denmark and China also embraces Danish
professional bachelor degrees and gives it equal status as the Chinese university
bachelor degree (but still not benke). It is therefore also relevant to work with Chinese
universities at the undergraduate level for this group of Danish institutions.
The above considerations on the Chinese universities therefore also hold relevance for
the Danish university colleges. However, the following remarks might also be worth
taken into account.
For the best and research-based Chinese universities, the immediate attraction
to collaborate with Danish university colleges as compared to Danish and other
foreign universities must be expected to be lower. Irrespective of the high
quality of the Danish educations, the highest ranked Chinese universities will
be a more natural fit for Danish universities.
Thus, it can be a strategic consideration for Danish university colleges not to
strive after the absolute top-Chinese universities, but instead, to target the
universities e.g. outside the 985 and/or universities in Chinese 2nd or 3rd tier
cities that currently are less in demand among international education institu-
tions.
China’s Cities in Tiers
1st tier
1A: Beijing, Shanghai
1B: Guangzhou, Shen-
zhen
1C: Tianjin (or 2A)
2nd tier
2A: Nanjing, Wuhan,
Shenyang, Xian,
Chengdu
2B: Jinan, Harbin,
Changchun, Xiamen,
3rd tier
3A: Yinchuan, Xining, Haikou, Luoyang, Nantong, Chang-
zhou, Xuzhou, Weifang, Zibo, Shaoxing, Wenzhou, Tai-
zhou, Daqing, Anshan, Zhongshan, Zhuhai, Shantou, Ji-
lin, Liuzhou
3B: Lhasa, Baoding, Handan, Qinghuangdao, Cangzhou,
Erodes, Dongying, Weihai, Jining, Linyi, Dezhou, Binzhou,
Taian, Huzhou, Jiaxing, Jinhua, Taizhou, Zhengjiang, Yan-
chen, Yangzhou, Guilin, Huizhouzhanjiang, Jiangmen,
Maoming, Zhuzhou, Yueyang, Hengyang, Baoji, Yichang,
Xiangfan, Kaifeng, Xuchang, Pingdingshan, Ganzhou,
Jiujiang, Wuhu, Mianyang, Qiqihar, Mudanjiang, Fushu
P a g e | 9
Zhengzhou, Changsha,
Fuzhou, Urumqi, Kun-
ming, Lanzhou, Suzhou,
Wuxi
2C: Nanchang, Gui-
yang, Nanning, Hefei,
Taiyuan, Shijiazhuang,
Huhehot,
2D: Foshan, Dongguan,
Tangshan, Yantai,
Quanzhou, Baotou
3C: Benxi, Dandong, Liaoning, Jinzhou, Yingkou, Cheng-
de, Langfang, Xingtai, Datong, Yulin, Yanqing, Tianshui,
Kelamayi, Kashi, Shihezi, Nanyang, Puyang, Anyang,
Jiaozuo, Xinxiang, Rizhao, Liaochengzaozhuang, Bengbu,
Huanan, Maanshan, Lianyungang, Huaian, Lishui,
Quzhou, Jinzhou, Anqing, Jingdezhen, Xinyu, Xiangtan,
Changde, Chenzhou, Zhangzhou, Qingyuan, Jieyang, Mei-
zhou, Zhaoqing, Yulin, Beihai, Deyang, Yibin, Zunyi, Dali
A proportion of the students continue from bachelor to master-studies, but
there are a range of universities that are less research-based and not mandat-
ed to provide graduate programmes for students. They may have a clearer
“professional” focus than purely “academic” even though they are based in the
academic stream. In this way, many of their students conclude studies at this
level and go to the labour market. Unfortunately, a list of the undergraduate
universities does not exist.
SUCCESS CASE: VIA College and Chinese Universities
VIA University College has cooperated with universities in China since 2001. Academ-
ic collaboration includes recruiting Chinese students for VIA’s English programmes in
Denmark, exchanging Danish students with Chinese universities, offering joint- and
double degree programmes as well as establishing joint development projects and
staff exchange. Also in collaboration with public and private partners from Denmark
and China, VIA provides tailor-made educational courses for staff in areas such as
pre-schools and nursing homes.
In 2011, VIA opened the first representative office in Chengdu, which is considered
as a strategic area for VIA’s activities in China. In 2013, the Municipality of Chengdu
and Horsens Municipality, Denmark, signed a sister-city agreement. The agreement
was partly a result of VIAs activities in Chengdu. VIA’s representative office is moved
to a new office, which VIA share with their Danish partners: Horsens and Hedensted
municipalities.
3.3 Danish Business Academies
To the extent that a Danish business academy offers professional bachelor degrees
they are of course also automatically recognised in China, cf. the mutual agreement.
However, the Danish academy bachelor are not covered by the agreement on mutual
recognition degrees between Denmark and China, which means the degree needs to
be recognised on an individual basis and case-by-case. On the other hand – and as
mentioned – the Chinese benke and zhuanke-certificate are not a part of the agree-
ment either.
The Danish Agency for Higher Education in the Danish Ministry for Higher Education
and Science assesses that a zhuanke equals 1 year of a bachelor degree, whereas a
benke equals 2 years of a bachelor-degree. How it relates to an Academy Bachelor
degree is currently not decided and institutions thereby have to proceed case-by case.
P a g e | 10
Additionally, the Danish academies seem to cut across – or fall between – two of the
institution-types in China, for which reason finding the proper institutional match in
China can prove more complex.
Universities – and especially universities offering solely bachelor-programmes
and benke and zhuanke-programmes. However, they may not necessarily be a
natural partner for Danish business academies, confer the considerations above
reg. the strongest Chinese universities.
Junior colleges – used as the common denominator for the institutions at the
tertiary vocational education level – offering zhuanke-certificates. However,
given the Danish evaluation mentioned above, this is not the perfect match ei-
ther.
A couple of supplementary considerations could prove to be helpful, which also might
be of relevance to other Danish institutions providing education at the tertiary level.
The first step is to look into potential sister-city/region agreements by the Danish enti-
ties in which the education institution is based. Many Danish cities/regions already
have agreements with Chinese counterparts, and some even include collaboration on
education. Political backing in China is of great importance and referring to such
agreements can provide a stepping stone, when approaching a Chinese institution. For
the agreements that currently do not embrace education, this could be the opportunity
to work for the inclusion of it.
The following map provides a list of the established agreements between Danish and
Chinese cities and provinces; take into account that the overview might include all
agreements.
Sister-city/-regions between Denmark and China
København-Beijing
Kalundborg-Tianjin
Region Midtjylland- Shanghai
Region Sjælland-Zhejiang
Vordingborg-Benxi
Aalborg-Hefei
Morsø-Foshan
Esbjerg-Suzhou
Randers-Changzhou
Odense-Shaoxing
Sønderborg-
Baoding
Svendborg-Bozhou
Ballerup/Egedal/Frederikssund
- Wuxi
Aarhus-Harbin
Rebild-Jiaxing
Frederikshavn-Qingdao
Vejle-Nantong
Silkeborg-
Shijiazhuang
Horsens-
Chengdu
Viborg –
Chongqing
Hedensted-
Xindu
Sønderborg-Haiyan
P a g e | 11
Secondly, another approach is to use the resources for networking available to each
Danish institution in order to identify partners. That can both be via Chinese alumni,
who have been for a shorter or longer study period in a Danish institution and can
build bridges back to a Chinese education institution. This is often an underestimated
resource. The same can Danish companies do. Business academies have very strong
links to Danish industry and some – of course very dependent on sector – of the spe-
cific companies have subsidiaries in China, where they might have established links to
education institutions. A list of the Danish subsidiaries in China can be found on the
webpage of the Danish Trade Council.
The Chinese Ministry of Education also has a list of the authorised junior colleges in
the country.
A ranking for junior colleges in China does exist. However, the criteria upon which it is
based, is not disclosed and should thus be used with some reservations. Nonetheless,
the 30 highest ranked colleges – offering zhuanke-certificates in the vocational track -
and their regions are listed in Annex 2.
3.4 Danish High Schools
As was the situation for the Danish business academies, there is not signed an agree-
ment on mutual recognition on degree at the level of upper secondary general educa-
tion institutions either. However, identifying an institutional match appears to be
somewhat easier – also given that the collaboration will most likely not revolve around
degree-collaboration.
The natural partner for Danish high schools – STX, HHX, HTX, HF – would be Senior
Middle Schools providing general upper secondary education. But Danish institutions
should be aware that the Danish Agency for Higher Education estimates that a 3-year
study and leaving certificate equals 2 years of a Danish high school. However, since
the interest in collaboration here does not concern collaboration on degrees or certifi-
cates, this should not prove a major hurdle.
It might be equally relevant for Danish institutions to tap into sister-city agreements
that can provide the political foundation for making strong links to Chinese institutions
in that city or region.
Annex 3 has a list of the highest 30 ranked Senior Middle Schools in China, including
mentioning of the region. The same reservations as mentioned in relation to the rank-
ings above should be made.
SUCCESS CASE: Bycirklen and Wuxi
Bycirklen is a strategic partnership between the three municipalities Egedal, Freder-
ikssund and Ballerup. All schools in Bycirklen have an exchange programme with a
school in Wuxi at their equivalent level i.e. senior middle school, high school, voca-
tional school and university, as a part of Bycirklen’s China cooperation.
Bycirklen’s China cooperation began in 2007 when Bycirklen signed partnership
agreement with Wuxi, and it opens up the exchanges of knowledge and experience in
education, culture, health, and environment and ensures business a more direct path
to cooperation in China. In 2010, the conference Wuxi/China-Bycirklen/Denmark
Learning Expo 2010 was held in Wuxi to share the teaching and learning methods in
P a g e | 12
Denmark to Chinese teachers. Other activities include but are not limited to mutual
visits and students/teachers exchanges.
3.5 Danish Vocational High Schools
Finally coming to the Danish vocational institutions, it unfortunately also gets more
difficult to add new insights and proposals.
The Danish Agency for Higher Education equals a certificate from one of the vocational
senior middle schools as 1-2 years at a Danish vocational school. However as men-
tioned above, this is not considered to pose a great challenge. And any sister-
city/region agreements are equally relevant for vocational institutions, of course.
There exist a complete list of the Chinese vocational institutions in Chinese, but a
ranking does not seem to exist unfortunately.
KEY TAKE-AWAYS
Many opportunities and avenues exist for Danish education institutions interested in
collaborating with Chinese counterparts. However, there are also dead-ends and pit-
falls.
The report will conclude with an overview of the Chinese institutions, the degrees and
certificates and their Danish match.
Chinese institutions, degrees/certificates and their Danish match
Institution in
English
Institution in
Chinese / Pin
yin
Certifi-
cate/Degree
in English
Certifi-
cate/Degree
in Chinese /
Pin yin
Danish in-
stitution
Secondary
education
Senior Middle
School
高级中学
Gao Ji Zhong
Xue
Certificate of
Completion 高中毕业证书
Gao Zhong Bi
Ye Zheng Shu
Danish high
schools
Specialised
Techical School 中等专业学校
Zhong Deng
Zhuan Ye Xue
Xiao
Certificate of
Completion 中专毕业证书
Zhong Zhuan
Bi Ye Zheng
Shu
Danish voca-
tional high
schools
Vocational
Middle School 职业高级中学
Zhi Ye Gao Ji
Zhong Xue
Certificate of
Completion 职业高级中学毕
业证书
Zhi Ye Gao Ji
Zhong Xue Bi
Ye Zheng Shu
Danish voca-
tional high
schools
Skilled Work-
ers School
技工学校
Ji Gong Xue
Xiao
Certificate of
Completion 技校毕业证书
Ji Xiao Bi Ye
Zheng Shu
Danish voca-
tional high
schools
P a g e |13
Tert
iary
education
Polytech-
tech-
inc/Vocational
college
职业学院
Zhi Ye Xue
Yuan
Zhuanke Cer-
tificate of
Completion
专科毕业证书
Zhuan Ke Bi Ye
Zheng Shu
Danish busi-
ness acade-
mies
Specialized
Junior Colleges
高等专科学校
Gao Deng
Zhuan Ke Xue
Xiao
Danish busi-
ness acade-
mies
Technician Col-
leges
技工学院
Ji Gong Xue
Yuan
Danish busi-
ness acade-
mies
University 大学
Da Xue
Danish busi-
ness acade-
mies
Benke Certifi-
cate of Com-
pletion
本科毕业证书
Ben Ke Bi Ye
Zheng Shu
Danish busi-
ness acade-
mies
Bachelor's De-
gree
学士学位
Xue Shi Xue
Wei
Danish uni-
versity col-
leges and
universities
Master's De-
gree
硕士学位
Shuo Shi Xue
Wei
Danish uni-
versities
Certificate of
Completion
from master
programme
硕士毕业证书
Yan Jiu Sheng
Bi Ye Zheng
Shu
Danish uni-
versities
Doctor's De-
gree
博士学位
Bo Shi Xue Wei
Danish uni-
versities
Certificate of
Completion
from PhD pro-
gramme
博士毕业证书
Bo Shi Bi Ye
Zheng Shu
Danish uni-
versities
P a g e |14
ANNEX 1: 985- AND 211-UNIVERSITIES AND THEIR KEY-DISCIPLINES AT FIRST LEVEL
Region Institution (green = 985-universities)
Number of
key-
disciplines
Beijing Beihang University 8
Beijing Foreign Studies University
Beijing Forestry University 1
Beijing Institute of Technology 4
Beijing Jiao Tong University 2
Beijing Normal University 5
Beijing Sport University 1
Beijing University of Chemical Technology 1
Beijing University of Chinese Medicine 2
Beijing University of Posts and Telecommunications 2
Beijing University of Technology
Central Conservatory of Music
Central University of Finance and Economics 1
China Agricultural University 6
China University of Geosciences (Beijing) 2
China University of Mining and Technology (Beijing) 1
China University of Petroleum (Beijing) 1
China University of Political Science and Law 1
Communication University of China
Minzu University of China
North China Electric Power University (Beijing)
Peking University 17
Renmin University of China 8
Tsinghua University 21
University of International Business and Economics
University of Science and Technology Beijing 4
Shanghai Donghua University 1
East China Normal University 2
East China University of Science and Technology 1
Fudan University 11
Second Military Medical University
Shanghai International Studies University
Shanghai Jiao Tong University 9
Shanghai University
Shanghai University of Finance and Economics
Tongji University 3
Tianjin Nankai University 7
Tianjin Medical University
Tianjin University 7
Chongqing Chongqing University 3
Southwest University
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Hebei Hebei University of Technology
North China Electric Power University (Baoding)
Shanxi Taiyuan University of Technology
Shandong China University of Petroleum (Qingdao) 1
Ocean University of China 1
Shandong University 2
Inner Mon-
golia
Inner Mongolia University
Heilongjiang Harbin Engineering University
Harbin Institute of Technology 10
Northeast Agricultural University
Northeast Forestry University 2
Jilin Jilin University 4
Northeast Normal University
Yanbian University
Liaoning Dalian Maritime University
Dalian University of Technology 4
Liaoning University
Northeastern University 3
Zhejiang Zhejiang University 14
Jiangsu China Pharmaceutical University 1
China University of Mining and Technology (Xuzhou) 1
Hohai University 1
Jiangnan University 1
Nanjing Agricultural University 4
Nanjing Normal University
Nanjing University 7
Nanjing University of Aeronautics and Astronautics 2
Nanjing University of Science and Technology 3
Soochow University
Southeast University 5
Anhui Anhui University
Hefei University of Technology 1
University of Science and Technology of China 9
Jiangxi Nanchang University
Henan Zhengzhou University
Hubei Central China Normal University
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China University of Geosciences (Wuhan) 2
Huazhong Agricultural University 1
Huazhong University of Science &Technology 7
Wuhan University 5
Wuhan University of Technology 2
Zhongnan University of Economics and Law
Hunan Central South University 6
Hunan Normal University
Hunan University 2
National University of Defense Technology 5
Guangdong Jinan University
South China Normal University
South China University of Technology 2
Sun Yat-Sen University 2
Guangxi Guangxi University
Fujian Fuzhou University
Xiamen University 5
Hainan Hainan University
Sichuan Sichuan Agricultural University
Sichuan University 5
Southwest Jiao Tong University 2
Southwestern University of Finance and Economics
University of Electronic Science and Technology of
China
2
Yunnan Yunnan University
Guizhou Guizhou University
Shaanxi Xidian University 2
Chang'an University 1
Fourth Military Medical University
Northwest Agriculture & Forestry University
Northwest University 1
Northwestern Polytechnical University 2
Shaanxi Normal University
Xi'an Jiao Tong University 8
Gansu Lanzhou University
Ningxia Ningxia University
Qinghai Qinghai University
P a g e |17
Tibet Tibet University
Xinjiang Xinjiang University
Shihezi University
P a g e |18
ANNEX 2: 30 HIGHEST RANKED JUNIOR COLLEGES AND THEIR REGION
Ran-
king
College Region
1 Tianjing Vocational Institute Tianjin
2 Xingtai Polytechnic College Chongqing
3 Taxation Institute of Shanxi Province Shanxi
4 Liaoning Provincial College of Communications Liaoning
5 Changchun Automobile Industry Insititute Jilin
6 Heilongjiang College of Construction Heilongjiang
7 Shanghai Institute of Health Sciences Shanghai
8 Nanjing Insititute of Industry Technology Jiangsu
9 Wuxi Institute of Technology Jiangsu
10 Zhejiang Financial College Zhejiang
11 Wuhu Vocational Technical College Anhui
12 Fujian Communications Technology College Fujian
13 Weihai Vocational College Shandong
14 Yellow River Conservancy Technical Institute Henan
15 Pingdingshan Industry Vocational Technology Institute Henan
16 Changsha Social Work College Hunan
17 Hunan Railway Professional Technology College Hunan
18 Guangzhou Panyu Polytechnic Guangdong
19 Nanning College for Vocational Technology Guangxi
20 Chongqing Industry Polytechnic College Chongqing
21 Chengdu Aeronautic Polytechnic Sichuan
22 Sichuan Engineering Technical College Sichuan
23 Yangling Vocational & Technical College Shaanxi
24 Lanzhou Petrochemical College of Vocational Technology Gansu
25 Xinjiang Agricultural Vocational Technology College Xinjiang
26 Qingdao Technical College Shandong
27 Ningbo Polytechnic Zhejiang
28 Shenzhen Polytechnic Guangdong
29 Beijing Polytechnic College Beijing
30 Beijing Vocational College of Electronic Science and Technol-
ogy
Beijing
P a g e |19
ANNEX 3: 30 HIGHEST RANKED UPPER MIDDLE SCHOOLS AND THEIR REGION
Ran
king
School Region
1 The High School Affiliated to Renmin University of China Beijing
2 Hubei NO.1 Middle School affiliated to Central China Normal
University
Hubei
3 Beijing No.4 High School Beijing
4 Jiangsu Qidong High Scholl Jiangsu
5 Zhejiang Hangzhou No.2 High School Zhejiang
6 The Affiliated High School of Peking University Beijing
7 Hubei Huanggang High School Hubei
8 Shanghai Foreign Language School Shanghai
9 Guangdong The Affliated High School of South China Normal
University
Guangdong
10 Hubei Wuhan Foreign Language School Hubei
11 Beijing The Affiliated High School of Tsinghua University Beijing
12 Sichuan Chengdu No.7 High School Sichuan
13 Beijing 101 Middle School Beijing
14 The Experimental High School Attached to Beijing Normal
University
Beijing
15 Hubei Xiaogan Senior Middle School Hubei
16 Hubei No.4 High School of Xiangyang Hubei
17 The High School affiliated with Hunan Normal University Hunan
18 Beijing High Achool affiliated with Capital Normal University Beijing
19 The Affiliated High School of Fujian Normal University Fujian
20 Shanghai Nan Yang Model High School Shanghai
21 Liaoning Fuxin Experimental Middle School Liaoning
22 Anhui Anqing No. 1 Middle School Anhui
23 Jiangsu Jiangyan High School Jiangsu
24 Hubei No.3 High School of WISCO Hubei
25 Henan Kaifeng Senior High School Henan
26 Sichuan Ya'an Middle School Sichuan
27 Hubei Xiangyang No.5 Middle School Hubei
28 Hubei Wuchang Experimental High School Hubei
29 Zhejiang Leqing Yuecheng Public Boarding School Zhejiang
30 Shaanxi Xi'an Gaoxin No.1 High School Shaanxi
P a g e |20