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Educational Change in the Global Context UNIVERZITA KARLOVA V PRAZE 30th August – 4th September 2010 The National Interpretation of a Private Sector’ Role in Education: Russia-China. Nina Borevskaya Institute of Far Eastern Studies (Moscow) e-mail: borevskaya@ifes-ras.ru.
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Educational Change in the Global Context UNIVERZITA KARLOVA V PRAZE30th August – 4th September 2010The National Interpretation of a Private Sector’ Role in Education: Russia-China Nina Borevskaya Institute of Far Eastern Studies (Moscow) e-mail: borevskaya@ifes-ras.ru
Background and rationale of private schools’ resurgence * Here and further yellow marks disparities.
CHINA Number of NGIsNumber of students at NGIs (10 0000) Compare 2004 to 2008 Number of NGIs (thousands): kindergartens 62→83; schools: primary 6.0→5.7, middle 7.1→7.3 vocational 1.6→3.2tertiary 1.4→1.5 Number of students (10 0000):kindergartens 584→596; schools: primary 328→480, middle 500→668, vocational 110→291, tertiary 245→401
Resume 1/ Both in Russia and in China during the transition and modernization period in the last two decades the role of NGIs has been changing. 2/ The reforms, on one side, increased some disparities, and, on the other, entailed some commonalities. 3/ All changes in the area of private education were directly dependent on economic-demographic factors and the quality of the state educational system. They were also implicitly dependent on the degree of decentralization and democratization. 4/ The changes demonstrated some dimensions of global trends, but were evidently adapted to the indigenous situation.
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