Capacity Development in Chinese Education System: A Case Study of Chinese Teachers

Perveen Khan; Asif Salim

doi:10.54418/ca-86.73

Authors

Perveen Khan Assistant Professor, Institute of Education & Research (IER), University of Peshawar, Peshawar, Pakistan.
Asif Salim Assistant Professor, Department of Political Science, Bacha Khan University Charsadda-Pakistan. Corresponding author

DOI:

https://doi.org/10.54418/ca-86.73

Keywords:

Education, China’s Education System, Teachers Training, Capacity building

Abstract

China is the world most populous state with a population over 1.3 billion, overlaying about 9.6 million kilometers. China has the largest educational system throughout world with almost 260 million college students and over 15 million teachers in about 514 000 schools. In current years, the Ministry of Education has shifted from direct manipulate to macro level. It steers education reform through legal guidelines, plans, finances allocation, information offerings, and coverage steering and administrative method. In this regard, teachers are the most crucial and useful means in schools that make an essential effect on improvement of the whole society. Without enough and qualified instructors, it is difficult to attain educational targets. Teachers’ education mainly focused to develop four elements: enhancing the general academic education of instructors, increasing their knowledge about the subjects they are going to educate, knowledge about children in schools and the improvement of practical competencies. Thus the current study is fundamentally focusing on reforms introduced by the Chinese government which, undoubtedly, directly contributing to the quality of education system in China. Moreover, the understanding of reforms in China’s education system will be a thought provoking for other countries which are endeavoring to build their education system on sound lines.

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