COMPARISON OF i UNIVERSITY EDUCATION SYSTEMS IN CHINA & INDIA
Zhang Yabing Author International Student Education Center Chiang Rai Rajabhat University Editors Prawet Wetcha Priroj Doungnakhorn Boonchob Chantapoon Thuschai Chansa Yiching Saejao
COMPARISON OF UNIVERSITY EDUCATION Zhang Yabing International Student Education Center Chiang Rai Rajabhat University Guarantee Sahatthaya Sitthiwiset Director of International Student Education Center Sornchai Mungthaisong President of Rajabhat University Chiang Rai.
a Preface As two countries with large populations and long histories, China and India have shown their own unique characteristics and development paths in their university education systems. The higher education systems of both countries have experienced rapid development, providing a wide range of learning opportunities for domestic and foreign students. Although there are similarities, there are differences in educational concepts, institutional arrangements, curriculum, admission mechanisms, and degree of internationalization. In China, the university education system consists of undergraduate education, postgraduate education, vocational education and continuing education. China's higher education system emphasizes the combination of theory and practice and the cultivation of students' comprehensive quality. Undergraduate education usually lasts four years, with some majors such as medicine and architecture taking five or more years. Postgraduate education includes master's and doctoral levels, emphasizing in-depth academic research and the cultivation of innovative abilities. The college entrance examination is the main way for Chinese students to enter university. It is a nationally unified and highly competitive examination system. China's higher education
b has also made significant progress in internationalization, attracting a large number of international students and establishing cooperation and exchanges with higher education institutions in many countries around the world. India's university education system is characterized by its diversity and flexibility and includes public universities, private universities, and a range of autonomous colleges. The Indian higher education system also includes undergraduate, master's and doctoral levels, but what is special is its strong professional differentiation and curriculum diversity. Undergraduate education usually lasts three years, with some engineering and technology programs lasting four years. There are various mechanisms for university admission in India. In addition to national and state-level entrance examinations, many universities and colleges have their own entrance tests. India strives to enhance its global influence in the internationalization of higher education by introducing international courses, enhancing academic exchanges and cooperation projects to attract international students. When facing the challenges and opportunities of globalization, higher education in both countries is actively adjusting and reforming to improve education quality and international competitiveness. China's higher education system continues to expand in size and focuses on improving
c the quality of education and research, especially in fields such as science and technology, engineering and business. At the same time, the Chinese government has promoted a series of "double first-class" construction, aiming to cultivate world-class universities and first-class disciplines. In contrast, India's higher education system, while providing flexibility and diversity, also faces problems of inconsistent quality and uneven resource distribution. To address these issues, the Indian government and educational institutions are taking steps to improve the education system, improve the quality of teaching and research, and increase the accessibility and inclusiveness of higher education. Overall, the university education systems in China and India are developing rapidly, striving to adapt to the requirements of globalization and improve their educational quality and international status. Both countries are providing students with more learning opportunities and a broader perspective through education reform and international cooperation, and cultivating high-quality talents who can compete and cooperate in the context of globalization.
Author: Zhang Yabing ✱ September 2004-June 2008 Studied in the Education Department of Xinzhou Normal University and obtained a bachelor's degree in education ✱ September 2008-June 2011 Studied at the School of Educational Science of Guangxi Normal University and obtained a master's degree in education ✱ July 2011-December 2023 The School of Educational Science of Baise University teaches courses such as "Principles of Education" and "Educational Psychology" ✱ January 2024 to present Candidate for PhD in Education, Faculty of Education, Chiang Rai Rajabhat University
i Preface ..........................................................................................................................................a Table of Content.........................................................................................................................i 1. Admissions system: What are the differences between the admissions systems of universities in China and India? Are there different types of entrance exams and admissions criteria? ......................................................................................... 1 2. Curriculum and subject selection: What are the similarities and differences in the curriculum of universities in the two countries? To what extent do students have subject choice at university? ..................................................................................... 3 3. Teaching quality and evaluation: In university education, what are the differences in teaching quality and evaluation methods between China and India? Is there a national quality assessment mechanism? ...................................... 5 4. Research and innovation support: Are there significant differences in university policies and practices in supporting research and innovation? Are there appropriate research funds and facilities? .......................................................... 7 5. Faculty: Are there differences in teacher training, quality and remuneration between Chinese and Indian universities? What about evaluation and incentives for teachers? ............................................................................................................................. 9 6. International cooperation and exchanges: What policies and mechanisms do the universities of the two countries have in terms of international cooperation and academic exchanges? Is there an international educational environment? ......................................................................................................................................................12 7. Academic freedom: Do universities enjoy sufficient freedom in academic research and teaching? Are there any political or institutional constraints? ...15 8. Student support services: Do Chinese and Indian universities provide corresponding student support services, such as tutoring, career counseling and mental health services? ..............................................................................................17
ii 9. Social responsibility and school-enterprise cooperation: What policies and practices does the university have in terms of social responsibility and cooperation with enterprises? Do you pay attention to cultivating a sense of social responsibility? ............................................................................................................19 10. Graduate employment and career development: What support measures do universities in the two countries provide for graduate employment and career development? Do you have a career plan that connects with industry? ..........22 Test questions and reference answers ..........................................................................25
1 1. Admissions system: What are the differences between the admissions systems of universities in China and India? Are there different types of entrance exams and admissions criteria? 1.1 China College Entrance Examination System: China implements the College Entrance Examination system, which is a national college entrance examination that all high school graduates can take. College entrance examination scores are the main criterion for university admissions, and admission scores vary between schools and majors. Unified Admissions: Most universities conduct admissions through the National Unified Admissions Plan, which is allocated to individual colleges and universities by the national education department. Special admissions: Some colleges and universities can also admit students with special backgrounds or special talents through independent admissions, art admissions, etc. 1.2 India Entrance Exams: University admissions in India are mainly conducted through various entrance exams such as JEE (Engineering), NEET (Medicine), CAT (Management), GRE (Graduate Entrance), etc. College Entrance Examination: Different types of
2 universities and majors have different entrance exams, and students' scores determine whether they are admitted. Autonomous admissions: Some colleges and universities can determine enrollment quotas through independent admissions and recruit students who excel in specific fields. 1.3 Common points Entrance examination: Both countries use entrance examinations for admissions, and test scores are the main basis for admission. Professional examinations: Students can take corresponding professional examinations according to their chosen majors. There are some similarities in the university admissions systems of the two countries, but the specific examinations and admissions standards vary in different countries and regions, reflecting their respective education systems and cultural differences.
3 2. Curriculum and subject selection: What are the similarities and differences in the curriculum of universities in the two countries? To what extent do students have subject choice at university? 2.1 China Standardized curriculum: Chinese universities usually have standardized subject settings, including liberal arts, science, engineering, medicine, economics, law and other major categories. Students usually need to take some basic courses during their freshman and sophomore years. Major selection: College students generally start major selection in their sophomore or junior years, choosing specific majors based on their interests and career plans. Professional further study: In the later stages of college, students will gradually deepen their chosen major and take more specialized courses. 2.2 India Greater freedom: Indian universities usually give students greater freedom and are relatively open in subject choice. Basic courses: Students may need to take some basic courses during their freshman year, but they are relatively few. Major selection: Students can choose and study a major
4 of interest in an early stage of college. 2.3 Common points Subject Selection: Universities in both countries allow students to choose specific majors in college based on their interests and career plans. Degree of freedom: Indian universities may pay more attention to students' subject freedom, while Chinese universities may set up more basic courses in the early stage. There are some differences in curriculum and subject selection between the two countries, which reflect the characteristics of their respective education systems and cultures.
5 3. Teaching quality and evaluation: In university education, what are the differences in teaching quality and evaluation methods between China and India? Is there a national quality assessment mechanism? 3.1 China Teaching quality: China's universities vary in teaching quality, with some prestigious schools typically having more stringent teaching standards and higher-level faculty. Assessment methods: Universities usually use midterm exams, final exams, essays, etc. to assess students. Examinations play a large role in Chinese universities. National-level evaluation: China has implemented a national-level undergraduate education evaluation, which ranks and evaluates schools by evaluating their education quality, teaching staff, etc. 3.2 India Teaching quality: There are also certain differences in the teaching quality of universities in India. Some wellknown universities usually have better teaching resources and teachers. Assessment methods: Examinations are the main assessment method in Indian universities, including midterm exams, final exams, etc. In addition, some majors may include assessment in the form of internships, projects, etc.
6 National-level evaluation: India has implemented the National Institutional Ranking Framework (NIRF) at the national level to evaluate and rank Indian universities. 3.3 Common points Examination-based: University education in both countries generally uses examinations as the main assessment method. National-level evaluation: Both China and India have national-level evaluation mechanisms to promote education quality improvement and transparency. Although there are some differences in teaching quality and assessment between the two countries, both countries are constantly striving to improve the level and quality of university education. National-level assessment mechanisms help provide students, parents and educational institutions with more comprehensive information.
7 4. Research and innovation support: Are there significant differences in university policies and practices in supporting research and innovation? Are there appropriate research funds and facilities? 4.1 China Policy support: The Chinese government attaches great importance to scientific research and innovation and encourages universities to conduct high-level scientific research and innovation activities through a series of policies and plans. Research funds: China has established a number of research funds, including the National Natural Science Foundation, the National Social Science Foundation, etc., to fund high-level scientific research projects. Scientific research facilities: Some Chinese universities have advanced scientific research facilities to support scholars and researchers in conducting cutting-edge scientific research. 4.2 India Policy support: The Indian government is also committed to promoting scientific research and innovation, and encourages universities to engage in high-level scientific research through various policies and programs. Research funds: India has national and regional
8 research funds, such as the Indian Science Foundation, the Indian Council of Engineering and Natural Sciences, etc., to support scientific research projects. Research Facilities: Several higher education institutions in India have modern research facilities that provide necessary tools and environment to researchers. 4.3 Common points Government support: Both countries support the scientific research and innovation activities of universities through the government to promote the country's scientific and technological development. Research Fund: Both China and India have special research funds to provide financial support for scientific research projects. Research facilities: High-level universities usually have advanced research facilities to provide necessary support for scholars and researchers. Although there are some differences in specific policies and practices, both China and India are actively improving the scientific research level and innovation capabilities of universities. Scientific research support is one of the important indicators for evaluating the comprehensive strength of a university.
9 5. Faculty: Are there differences in teacher training, quality and remuneration between Chinese and Indian universities? What about evaluation and incentives for teachers? 5.1 China Teacher training: Chinese universities often provide teacher training to help them improve their education and teaching skills. Some universities may also partner with education departments to provide professional training. Teacher quality: The quality requirements for university teachers are usually higher, and many hold master's or doctorate degrees. Faculty holding teaching positions generally require relevant professional research and teaching experience. Teacher compensation: Teacher compensation varies from university to university, but generally speaking, the salary and benefits of university teachers are relatively good. In addition, some universities provide research grants and other benefits to faculty. Teacher evaluation: Universities usually conduct teacher evaluation, including evaluation of teaching effectiveness, scientific research results and academic contributions. Evaluation results may affect teachers' professional title promotions and rewards.
10 5.2 India Teacher training: Indian universities also provide teacher training to help teachers improve their professional standards and teaching skills. Some universities may also offer training opportunities through colleges and research centres. Teacher quality: University teachers usually need to have a master's or doctoral degree in a related discipline. Higher education institutions focus on recruiting senior faculty with research and teaching experience. Faculty Salary: Faculty salaries and benefits vary by university and region. Some high-level universities offer relatively good salaries and benefits, but there are also some challenges, such as a lack of stable positions and promotion opportunities. Faculty evaluation: The university conducts faculty evaluations, which include teaching, research, and scholarly contributions. Evaluation results may affect teachers' titles, promotions and rewards. 5.3 Common points Teacher training: Universities in both countries realize the importance of teacher training and provide teachers with opportunities for further education and professional development.
11 Teacher quality: Universities generally require teachers to have higher academic qualifications and professional qualities to ensure high-quality teaching and research. Faculty compensation: Faculty salaries and benefits vary by university, but generally strive to provide relatively good compensation to attract and retain high-quality faculty. Teacher evaluation: Evaluation is to ensure that teachers can reach a certain level in teaching, research and scholarship, and to provide them with opportunities for development and promotion.
12 6. International cooperation and exchanges: What policies and mechanisms do the universities of the two countries have in terms of international cooperation and academic exchanges? Is there an international educational environment? 6.1 China Policies and mechanisms: Chinese universities actively promote international cooperation and exchanges. The Ministry of Education and other relevant agencies have issued policies to support universities in international cooperation and encourage academic exchanges and collaborative research. International Student Programs: Chinese universities have international student programs to attract international students to study. Some universities offer English-taught master's and doctoral programs to increase the participation of international students. Bilateral Agreements: Chinese universities sign bilateral agreements to establish cooperative relationships with universities around the world. This includes academic exchanges, joint research projects and teacher-student visits. Confucius Institutes: China supports the establishment of Confucius Institutes around the world to promote Chinese language education and Chinese culture. This provides
13 international students with the opportunity to learn Chinese and understand Chinese culture. 6.2 India Policies and Institutions: Indian universities are also committed to international collaboration. The Indian government supports universities to sign cooperation agreements with international institutions and universities through institutions such as the Indian University Commission (UGC). Foreign Students: Indian universities attract foreign students, offer courses in English, and provide various academic and cultural support to international students. International conferences and seminars: Indian universities often host or participate in international academic conferences and seminars to promote international academic exchanges. Dual Degree Programs: Some Indian universities collaborate with foreign universities to launch dual degree programs, allowing students to earn degrees in both countries. 6.3 Common points Government Support: Both governments provide support for internationalizing universities and encourage them to establish links with international institutions and
14 peers. Academic exchanges: Both Chinese and Indian universities promote academic exchanges and promote international academic cooperation through research projects, visiting scholars and collaborative research. Cultural Promotion: Confucius Institutes promote Chinese language and culture in China, while Indian universities also promote Indian culture by attracting foreign students and organizing international events. Cooperation Agreements: Bilateral agreements are signed between universities to provide a framework for joint research and cooperation and promote the in-depth development of international cooperation.
15 7. Academic freedom: Do universities enjoy sufficient freedom in academic research and teaching? Are there any political or institutional constraints? 7.1 China Restrictions and Regulation: In China, universities enjoy academic freedom but are subject to some political and legal restrictions. Particularly in research and teaching involving politically sensitive topics, there is a level of regulation and self-censorship. Party guidance: The university is under the guidance of the Communist Party of China, and there is a certain degree of guidance from the party’s ideological line. Research and teaching in academia must conform to the party’s intentions and policies to a certain extent. Self-censorship: Scholars may choose to avoid touching on sensitive topics to avoid raising politically sensitive issues. This may affect the free academic discussion of certain topics. 7.2 India Tradition of academic freedom: Indian universities have always had a high tradition of academic freedom, and faculty members enjoy extensive academic autonomy. Scholars are generally free to conduct academic research and teach in a variety of fields.
16 Political Interference: Although India has a tradition of academic freedom, it is sometimes subject to political pressure and interference. Some political forces may seek to influence academic research or teaching, especially on controversial issues. Diverse viewpoints: Universities in India generally accommodate a diversity of viewpoints and academic thoughts, allowing scholars to freely express their independent views in different fields. 7.3 Common points Political influence: Whether in China or India, political factors may affect academic freedom to a certain extent. In certain sensitive areas, academics may feel restricted. Social and cultural factors: Social and cultural factors may also have an impact on academic freedom. Some sensitive or controversial topics may be affected by public opinion. Overall, despite some restrictions in some aspects, universities in China and India still maintain a tradition of academic freedom to a certain extent, while also balancing the influence of political and social factors.
17 8. Student support services: Do Chinese and Indian universities provide corresponding student support services, such as tutoring, career counseling and mental health services? 8.1 China Tutoring Services: Chinese universities often provide subject tutoring and academic guidance services to help students improve their academic performance. Career Counseling: Some universities have career development centers that provide students with counseling on career options and the job market. Mental Health Services: Some universities offer mental health services, including counseling and mental health education. 8.2 India Tutoring and Guidance: Universities in India also provide subject coaching and academic support to help students achieve better results in their courses. Career Counseling: Career counseling services are common in Indian universities where students can get advice on career choices and preparation for the workplace. Mental Health Services: Some Indian universities have mental health centers that provide psychological counseling and support to students.
18 8.3 Common points Comprehensive services: Whether in China or India, universities are increasingly aware of the all-round development of students and therefore provide more support services, including academic, career and mental health. Student Development: The university’s student support services not only focus on academic aspects, but also on students’ career development and mental health to promote student growth in multiple aspects. Multiculturalism: Universities often take the diverse cultures and backgrounds of their students into account when providing support services to ensure services are inclusive for all types of students. Overall, universities in China and India are working hard to provide more diversified and comprehensive student support services to meet the various needs of students.
19 9. Social responsibility and school-enterprise cooperation: What policies and practices does the university have in terms of social responsibility and cooperation with enterprises? Do you pay attention to cultivating a sense of social responsibility? 9.1 China Social Responsibility: Chinese universities are generally expected to assume certain social responsibilities and participate in community services, poverty alleviation work, etc. Some universities are also actively involved in environmental protection and social welfare projects. School-enterprise cooperation: Chinese universities respect school-enterprise cooperation and strengthen the connection between students and the actual work environment through cooperative projects, internship opportunities and industry-university-research cooperation. Social Innovation: Some universities encourage students and faculty to participate in social innovation and entrepreneurship projects to promote science and technology and innovation achievements to serve society. 9.2 India Social Responsibility: Indian universities also have certain social responsibilities and participate in projects such as community development, health and education
20 improvement, and are committed to solving social problems. School-enterprise cooperation: School-enterprise cooperation is also important in Indian universities. Universities establish partnerships with enterprises to provide internships, training and project support to promote students to better adapt to the needs of the workplace. Entrepreneurship Ecosystem: Several universities in India strive to establish an entrepreneurial ecosystem to encourage students to start their own businesses and provide innovation and entrepreneurship support to enable students to play a role in society and business. 9.3 Common points Cultivate a sense of social responsibility: Universities in China and India are working hard to cultivate a sense of social responsibility in students, encouraging them to pay attention to social issues and contribute to society. Practical opportunities: Universities in both countries emphasize practical education, allowing students to apply the knowledge they have learned in practice through schoolenterprise cooperation, internships, and social services. Promote innovation: The university also pays attention to innovation in social responsibility and school-enterprise cooperation, hoping to promote technological and social development through innovative projects and cooperation.
21 Generally speaking, universities in China and India have some similarities in terms of social responsibility and school-enterprise cooperation, and both are actively promoting the role of universities in society and the cultivation of students' practical abilities.
22 10. Graduate employment and career development: What support measures do universities in the two countries provide for graduate employment and career development? Do you have a career plan that connects with industry? 10.1 China Employment services: Chinese universities provide a wide range of employment services, including career planning, recruitment information release, career guidance, etc. Schools usually have career service centers to help students better understand the job market and career options. Internship Opportunities: Universities promote student participation in internships, which helps students more easily find jobs related to their majors after graduation. Internships also provide students with practical work experience. School-enterprise cooperation: By establishing cooperative relationships with enterprises, universities provide opportunities to connect with industry. Some universities have signed cooperation agreements with enterprises to ensure that students can successfully enter related industries after graduation. Entrepreneurship support: Some universities encourage students to start their own businesses and provide corresponding entrepreneurial support, including
23 entrepreneurial training, venture capital funds, etc. 10.2 India Employment Support: Indian universities also provide employment support services, including career counseling, recruitment events, job search training, etc. Students can participate in a variety of career preparation activities. Internships and training: Internships and training are crucial for graduate employment, and Indian universities encourage students to participate in practical projects and internships during their studies to improve their career competitiveness. School-enterprise cooperation: Indian universities also promote school-enterprise cooperation to ensure that courses match actual workplace needs. Contacts with companies help graduates better integrate into the work environment. Entrepreneurial culture: India encourages an entrepreneurial culture, and some universities provide entrepreneurial training and venture capital support to give graduates the opportunity to become entrepreneurs. 10.3 Common points Career planning: Universities in China and India are committed to helping students with career planning so that they can better understand their interests and career direction. Internships and practice: Practical work experience is
24 crucial for graduates’ employment, and universities in both countries offer opportunities through internships, projects and practical training. School-enterprise cooperation: China and India both focus on establishing close ties with enterprises to ensure that students are connected to the professional world while in school. Entrepreneurship support: Entrepreneurship support is a common thread. Universities encourage students to start their own businesses and provide corresponding training and resources. In terms of graduate employment and career development, universities in China and India have taken various measures to improve graduates' employment competitiveness and career development prospects.
25 Test questions and reference answers 1. In the university admissions systems of China and India, which feature is common to both countries? A. All students must pass the college entrance examination B. Entrance examination is the main basis for admission C. All majors do not require professional examinations D. Determined entirely by students’ high school grades Reference answer: B. Entrance examination is the main basis for admission 2. In what aspects do Indian universities give students greater freedom? A. Standardized curriculum B. Subject selection C. Professional further education D. Basic course study Reference answer: B. Subject selection 3. Which of the following is not a teaching evaluation method common to universities in China and India? A. Final exam B. Midterm exam C. Paper D. Self-assessment Reference answer: D. Self-assessment
26 4. How do the Chinese and Indian governments support scientific research and innovation in universities? A. Only scientific research facilities are provided B. Supported only through private funding C. Provide research funds and policy support D. Does not support scientific research and innovation Reference answer: C. Provide research funds and policy support 5. Which of the following statements is correct regarding the evaluation of university teachers in China and India? A. Assessment based solely on student feedback B. Teachers do not need to be evaluated C. Evaluation includes teaching effectiveness, scientific research achievements and academic contributions D. Evaluation only considers teachers’ academic qualifications Reference answer: C. Evaluation includes teaching effectiveness, scientific research results and academic contributions 6. What are the common characteristics of Chinese and Indian universities in international cooperation and exchanges? A. International exchanges only through Confucius Institutes B. Only accept international students from English-speaking
27 countries C. Encourage academic exchanges and international cooperation through government support D. Establish cooperative relations only with neighboring countries Reference answer: C. Encourage academic exchanges and international cooperation through government support 7. What are the common challenges that scholars at Chinese and Indian universities may face when it comes to academic freedom? A. Complete academic freedom without any restrictions B. Strict campus security measures restrict academic activities C. Political factors affect academic freedom to a certain extent D. Lack of adequate research funding Reference answer: C. Political factors affect academic freedom to a certain extent 8. Regarding student support services, what types of services do universities in China and India provide? A. Academic tutoring only B. Provide mental health services only C. Provide subject tutoring, career counseling and mental health services D. Only provide employment guidance services
28 Reference answer: C. Provide subject tutoring, career counseling and mental health services 9. In terms of social responsibility and school-enterprise cooperation, what do Chinese and Indian universities focus on? A. Restrict cooperation with enterprises B. Only participate in community services and do not cooperate with enterprises C. Cultivate students’ sense of social responsibility and provide practical opportunities through school-enterprise cooperation D. Avoid social responsibility projects and focus on academic research Reference answer: C. Cultivate students’ sense of social responsibility and provide practical opportunities through school-enterprise cooperation 10. Regarding employment and career development support for graduates, what measures do Chinese and Indian universities share? A. Only provides academic research opportunities and does not focus on employment. B. Provide employment services, internship opportunities and school-enterprise cooperation C. Only focuses on entrepreneurship support and does not provide other employment services
29 D. No employment or career development support Reference answer: B. Provide employment services, internship opportunities and school-enterprise cooperation
Back cover introduction This book is an in-depth exploration of the differences and commonalities between the higher education systems of two large Asian countries. Through 20 carefully designed questions, this book compares in detail all aspects of university education between China and India, including education system structure, curriculum, teaching methods, admission mechanism, degree awarding, quality assurance mechanism, degree of internationalization, and Support for special needs students and more. Through comparative analysis, the author reveals the uniqueness and common challenges faced by the higher education systems of the two countries, and also demonstrates their respective efforts and achievements in coping with globalization trends, improving education quality, and enhancing international competitiveness. The book aims to provide education policymakers, academics, students and their parents with insights to help them better understand the differences in higher education between the two countries and the impact these differences may have on students' future academic development and career planning. By reading this book, readers will gain valuable information and inspiration to guide them in making wise choices and decisions in a globalized educational environment.