The Development of Preparatory Education for Studying Abroad in China since the Reform and Opening up

‌The current international relations are becoming increasingly close, and international exchanges are becoming more frequent. International exchange and cooperation in education have become an important component of education's opening-up to the outside world. In the context of the "the Belt and Road" initiative, cultivating high-quality overseas students is an important issue for overseas education in China. Preparatory education is an important guarantee of the quality of education for international students studying in China after receiving formal education, and is an important component of international education in China. Developing pre education programs for international students studying in China not only improves the education system, but also lays the foundation for them to receive formal education in China.

The Historical Stage of Preparatory Education for Studying Abroad in China since the Reform and Opening up

The preparatory education for Chinese students studying in China has gone through a long history of development. As early as the Republic of China period, there were records of students from North Korea and other countries studying in the preparatory department of the private Beiping Republic of China College. After the establishment of the People's Republic of China, in the context of a specific international diplomatic environment, in 1950, Tsinghua University offered the "Chinese Language Special Course for Eastern European Exchange Students" to Eastern European international students studying in China, carrying out language training oriented preparatory education. In the late 1970s, with the reform and opening up, China's international educational exchanges began to return to the right track. The preparatory education for studying abroad in China has been restored along with studying abroad in China, entering a new period of development.

The embryonic stage (1978-2004). The preparatory education for studying abroad in China at this stage is still in its infancy, initially focusing on language education and gradually covering mathematics, physics, and chemistry. In 1979, Pu Tongxiu, then Deputy Minister of Education, pointed out at a meeting that international students studying in China must have a basic understanding of Chinese before they can start their professional studies. "College students studying science, engineering, agriculture, and medicine will first concentrate on studying at Beijing Language and Culture University after coming to China, with a tentative duration of one year." (Li Tao, editor in chief, "History of Chinese Study Abroad Education") Although the concept of pre education for studying abroad in China was not explicitly proposed at the conference, the content involved has the nature of pre education for studying abroad in China, that is, pre education with Chinese education as the main focus before the formal study abroad program is launched. In December 1984, the then Minister of Education, He Dongchang, proposed at a conference on the work of foreign students that in countries where there were no conditions to conduct examinations to select international students to come to China, examinations should be organized after coming to China. "Depending on the examination results, students can enter undergraduate or vocational education, or enter preparatory courses to study basic knowledge of mathematics, physics, and chemistry for one year.". In 1986, the "Regulations on the Study Abroad of Foreign Students in China" pointed out that international students who have not learned Chinese and have not met the Chinese language standards need to undergo one to two years of Chinese language learning according to the different majors they study in China. Only after meeting the standards in the exam can they enter professional studies. Applicants for undergraduate studies who do not pass the exam but are close in score can apply to enter the preparatory program and study mathematics, physics, and chemistry for one year. After passing the exam, they can enter the undergraduate major for further studies. The preparatory education for studying abroad in China has developed in terms of subject settings. At this stage, some universities have actively attempted preparatory education for international students studying in China. For example, in 1985, East China Normal University received a group of preparatory students for studying abroad in China, with a focus on mathematics, physics, and chemistry, supplemented by Chinese language teaching. In 2000, Peking University launched a preparatory course focused on Chinese language education, offering 20 hours of Chinese preparatory education per week. The preparatory education for studying abroad in China at this stage lays the foundation and provides experience for subsequent pilot and formal establishment. (Edited by Ma Qingzhu and Ma Qiuwu, "Proceedings of the 10th Annual Conference of the Chinese Language Modernization Society and the 1st Academic Symposium on Chinese International Communication")

Exploration and establishment stage (2005-2009). At this stage, the preparatory education for studying abroad in China has begun to pilot and officially operate. The first China University Preparatory Education Seminar was held in 2004, marking the official start of preparations for university preparatory education in China. In 2005, the "Notice on Chinese Government Scholarship for Studying Abroad in China for the 2005/2006 Academic Year" officially implemented preparatory education at the level of study abroad policy, "canceling the annual math, physics, and chemistry proficiency exams held overseas. High school graduates who apply to study for undergraduate degrees in science, engineering, agriculture, medicine, and economics in countries designated by the Ministry of Education's 2005/2006 Academic Year Scholarship Program in China will first enter preparatory classes to study basic Chinese language and math, physics, and chemistry, with a study period of one academic year.". In 2009, the Ministry of Education issued a notice on the implementation of preparatory education for Chinese government scholarship undergraduate students studying in China, officially proposing preparatory education for studying in China in the form of an independent policy document. It provided detailed explanations on the enrollment management, training targets, overall training objectives, learning years, curriculum and teaching methods, student management, and assessment methods of preparatory education for studying in China. In the process of establishment, Tianjin University, Shandong University, Nanjing Normal University and other schools have closely cooperated to promote the pilot work of pre education for studying abroad in China, making significant contributions to the establishment of pre education for studying abroad in China.

Development and quality improvement stage (2010 present). The promulgation of the "Study Abroad in China Plan" in 2010 marked a stage of deepening development and improving the quality of education at all levels in China for studying abroad. The Plan points out that on the basis of improving the preparatory education system, gradually establish standards for international students studying in China to enter undergraduate majors. In 2018, the "Quality Standards for Higher Education of International Students in China (Trial)" were issued, which pointed out that "universities should attach importance to the role of preparatory education in improving the quality of undergraduate students and expanding the scale of student sources, and actively carry out preparatory education for international students in China.". The high-quality development of preparatory education for studying abroad in China has become an important guarantee and key link for the high-quality development of undergraduate education for studying abroad in China. At this stage, the types of preparatory education for studying abroad in China are more diverse. In addition to government funded preparatory students who receive scholarships from the Chinese government, many universities also recruit self funded preparatory students for studying abroad in China. According to a 2016 survey, 23 out of 47 universities, including Tsinghua University, Beijing University of Science and Technology, Southwest Jiaotong University, Southwest University, South China University of Technology, and Shenzhen University, have conducted self funded preparatory education. (Wang Yeqi, Li Jing, 2018) At this stage, the curriculum gradually diversified, covering Chinese language courses, subject basic courses, Chinese culture and national conditions courses, etc. (see table); The compilation of textbooks has also become more diverse. After the promulgation of the "Study Abroad in China Plan", a series of Chinese textbooks for the preparatory stage of "Study Abroad in China" for different professional disciplines have been published, and various universities have also developed distinctive educational textbooks for preparatory studies in China according to their professional needs.

Table: Curriculum Setting of Preparatory Education for Studying Abroad in China by Some Colleges and Universities

The Development Characteristics of Preparatory Education for Studying Abroad in China

At the level of cultivation, comprehensive quality cultivation is receiving increasing attention. Against the backdrop of continuously improving the quality of education for studying abroad in China, the development of preparatory education for studying abroad in China has gone through a process from emphasizing knowledge to emphasizing comprehensive quality. The preparatory education for studying abroad in China initially emphasized the cultivation of students' Chinese language abilities. With the increase in the number of international students studying in China, the demand for knowledge is increasing day by day, and knowledge related to mathematics, physics, chemistry, and Chinese culture is receiving more attention. The Ministry of Education's Notice on Carrying out Preparatory Education for Chinese Government Scholarship Undergraduate Students Studying in China points out that in addition to basic knowledge and Chinese language skills, students who receive preparatory education for studying in China should have certain Chinese and cross-cultural communication abilities after completing the preparatory education. The 2011 Teaching Syllabus for Preparatory Education for International Students at Tongji University also pointed out that in addition to cultivating Chinese language proficiency and basic knowledge, emphasis should be placed on cultivating the self-learning ability, learning habits, as well as basic knowledge of Chinese culture and cross-cultural communication skills of international preparatory students in China. The cultivation of preparatory education for studying abroad in China focuses more on the development of the comprehensive quality of international students.

At the level of education, the autonomy of relevant institutions for preparatory education for studying abroad in China is constantly increasing. At the beginning of the reform and opening up, pre education for studying abroad in China was arranged by the state, and receiving pre education students as a government assigned educational task was undertaken by designated universities. The learning content is uniformly regulated by the state as Chinese language education, as well as courses related to mathematics, physics, and chemistry. With the promulgation of the first Higher Education Law of the People's Republic of China in 1998, the autonomy of higher education in running schools has been continuously enhanced, and the autonomy of higher education institutions in conducting study abroad education in China has also developed. Currently, various universities have launched various forms of preparatory education for international students studying in China based on their own characteristics and the practical needs of receiving them. Carry out self funded preparatory education for studying in China while receiving Chinese government scholarships for international students studying in China; In terms of curriculum design, the autonomy of various universities is constantly increasing. In addition to the language and subject basic knowledge stipulated by the state, various universities have launched rich and diverse experiential and practical courses, enriching the academic career of preparatory students studying abroad in China; The training programs of various relevant universities are also showing a trend of "hundred schools of thought competing", fully demonstrating the characteristics of education. For example, Northeast Normal University points out in its training program that "students who pass the graduation exam and choose to continue their undergraduate studies at our university can apply for the Outstanding International Student President Scholarship of Northeast Normal University. Applying for self funded learning can enjoy a 10% discount on tuition fees" to encourage pre university students studying in China to work hard and stay on campus for further studies.

At the positioning level, the educational attributes of preparatory education for studying abroad in China continue to strengthen. At different stages of development, the positioning of preparatory education for studying abroad in China varies. At the beginning of the reform and opening up, Chinese education was the main content of preparatory education for studying abroad in China, and preparatory education began to accept students who did not pass the exam but were close to the admission criteria. Its positioning focused on tutoring the knowledge and abilities of international students; After the formal establishment of China's preparatory education system, the positioning of preparatory education for studying abroad in China began to transition towards comprehensive education development, focusing on students' cultural understanding, cultural adaptability, and education in daily life beyond knowledge and skills. For example, Jiangsu University provides students with a rich range of cultural courses, including cultural experiences and social practice activities. Currently, online activities include traditional cultural experiences, urban scenery appreciation, and various cultural lectures. Additionally, every 30 students are assigned a counselor to take care of the lives of international students. The preparatory education for studying abroad in China not only focuses on teaching attributes, but also continuously enhances its educational attributes.

The Development Path of Preparatory Education for Studying Abroad in China

Improve the management of preparatory education for studying abroad in China. Currently, the management of preparatory education for studying abroad in China can be further developed in the following aspects. Firstly, under the trend of high-quality development of education for international students studying in China, pre education for international students studying in China, as a transitional education for international students to the undergraduate stage, needs to improve their academic management. Relevant universities should fully investigate the learning ability, level, and learning desire of pre education students studying in China, scientifically plan course hours, reasonably set stage evaluations, further clarify and strictly enforce the exemption requirements for relevant courses, strictly control the graduation standards of pre education for studying in China, ensure that international students can master necessary knowledge and abilities within the prescribed courses and hours during the transition stage, and ensure that they can smoothly graduate and enter professional learning; Secondly, it is necessary to improve the life management of preparatory education for international students studying in China, further regulate and guarantee their daily life, social interaction, leisure and entertainment, medical and health, social practice, and other aspects of life, and actively provide guidance. Set up counselors and homeroom teachers and provide training to provide more humane living services for preparatory students studying in China, helping them better adapt to life in China.

Improve the teaching quality and level of preparatory education for studying abroad in China. The quality of pre education for studying abroad in China is related to whether pre students can smoothly adapt to the basic knowledge and abilities required for professional learning after graduation. On the one hand, various universities and majors need to scientifically arrange courses based on the actual situation of their pre study students studying in China, taking into account their country of origin, the undergraduate majors they are preparing to enter, and their learning abilities; At the same time, in order to further improve the quality of supporting textbooks, the country and relevant universities need to further analyze the professional knowledge structure and Chinese language proficiency level of preparatory students studying abroad in China, and write or select targeted textbooks. On the other hand, due to the differences in age composition, psychological characteristics, knowledge structure, and learning ability between pre university students studying in China and those who have formally received undergraduate education, it is necessary for various universities to strictly select or provide corresponding training for teachers of pre university education in China; Ensure that the teachers have a certain level of foreign language proficiency, and if necessary, be able to flexibly use different languages to explain knowledge, ensuring effective communication with preparatory students studying in China during the teaching process, and improving the quality of classroom teaching. In addition, without causing excessive academic pressure on teachers and students, it is appropriate to increase the tutoring for preparatory students studying abroad in China to ensure that they can effectively understand the knowledge they have learned and master the necessary language skills.

Graduation Ceremony for Foreign Students (Image from Our Journal)

Pay attention to the understanding of Chinese culture and national conditions among preparatory students studying in China. The biggest problem faced by international students studying in China is cultural issues. Currently, the source countries of international students studying in China are more diverse. Many countries are geographically distant from China and have significant cultural differences. International students studying in China are prone to "cultural shock", causing negative emotions such as confusion, loss, loneliness, and anxiety, which affects their normal learning and life. Preparatory education for international students studying in China is a transitional stage for them to start formal learning. While requiring them to learn Chinese and professional basic knowledge well, it is also necessary to help them form a good understanding of Chinese culture. Colleges and universities can lead preparatory students studying in China to better accept and understand Chinese culture by offering a variety of cultural experience courses and cultural practice activities. Meanwhile, the national conditions of different countries vary greatly, with significant differences in politics, economy, and other aspects. By adding courses related to China's national conditions, international students studying in China can have a more systematic and comprehensive understanding of China's current development status and direction, which can help them better adapt to the cultural, economic, and social life during their study period in China. Providing education on Chinese culture and national conditions to preparatory students studying in China not only provides a guarantee for entering formal professional studies, but also enhances their emotional attachment to China.

The preparatory education for studying abroad in China, as an important level of education for studying abroad in China, has gone through a long history of development and has undertaken different missions in different historical stages. By reviewing the development process of preparatory education for studying abroad in China since the reform and opening up, summarizing its development characteristics and laws, we can provide path thinking for the high-quality development of preparatory education for studying abroad in China and further promote its high-quality development.