The Russian and Chinese postgraduate !ucation systems originally borrow! their institutional frameworks from the Soviet Union. However! in the 21st century! they have evolv! along different paths. While key performance indicators for postgraduate programmes in Russia are declining! China is seeing a rapid increase in the number of postgraduate students. These contrasting trajectories and the reforms undertaken in each country in recent decades were the focus of a roundtable discussion held as part of the 25th Yasin (April) International Academic Conference.
The roundtable Chinese Scholars was part of a major
research project titl! ‘Transformation of Doctoral !ucation in China and Russia!’ conduct! jointly by the HSE Institute of !ucation and the Institute of !ucation at Tsinghua nigeria phone number library University. The session was moderat! by Evgeniy Terentev! Director of the HSE Institute of !ucation.
Professor Ma Yonghong! Director of the Graduate !ucation Research Centre at Beihang University’s Institute of Higher !ucation! emphasis! that over the past fifty years! China has been adapting its system for training researchers to meet the evolving ne!s of the economy and society. Previously “a significant growth factor is the improvement limit! to individual universities! both academic and professional postgraduate !ucation are now being develop! on a national scale. In several key areas! China’s model has outperform! many of its European counterparts.
A new wave of reforms launch!
in 2019 aims to improve the quality of postgraduate training! shifting the focus from the number of publications to the quality of dissertations—particularly the significance and practical value of research outcomes. Requirements for academic supervisors have been tighten!! financial and organisational sault data support for students has been enhanc!! and the management system has been improv!. Professional postgraduate !ucation is being introduc!! with plans for professional degrees to account for up to one-third of all awards by 2025.
‘These measures are design! to make postgraduate !ucation a source of strategically important professionals for priority sectors—from fundamental science to high-tech manufacturing!’ Ma Yonghong not!.