FEBRUARY 2014

UNDERSTANDING THE CHINESE EDUCATION

SYSTEM AND MATCHING DANISH AND CHI-

NESE EDUCATION INSTITUTIONS

CONTENTS

BACKGROUND AND INTRODUCTION 1

MATCHING CHINA AND DENMARK’S EDUCATION SYSTEMS 2

2.1 UPPER SECONDARY EDUCATION (3) 3 2.1.2 UPPER SECONDARY GENERAL EDUCATION (3.4) 3 2.1.3 UPPER SECONDARY VOCATIONAL EDUCATION (3.5) 3 2.2 TERTIARY EDUCATION (5-8) 4 2.2.2 TERTIARY GENERAL EDUCATION (6, 7, 8) 6 2.2.3 TERTIARY VOCATIONAL EDUCATION (5.5) 6

MATCHING CHINESE AND DANISH EDUCATION INSTITUTIONS 7

3.1 DANISH UNIVERSITIES 7 3.2 DANISH UNIVERSITY COLLEGES 9 3.3 DANISH BUSINESS ACADEMIES 10 3.4 DANISH HIGH SCHOOLS 12 3.5 DANISH VOCATIONAL HIGH SCHOOLS 13

KEY TAKE-AWAYS 13

ANNEX 1: 985- AND 211-UNIVERSITIES AND THEIR KEY-DISCIPLINES AT FIRST LEVEL 15

ANNEX 2: 30 HIGHEST RANKED JUNIOR COLLEGES AND THEIR REGION 19

ANNEX 3: 30 HIGHEST RANKED UPPER MIDDLE SCHOOLS AND THEIR REGION 20

BACKGROUND AND INTRODUCTION

Innovation Centre Denmark in Shanghai

(ICDK) witnesses a growing interest

from Danish education institutions to

collaborate with Chinese counterparts

and vice versa. This could e.g. be col-

laboration on exchange of students and

teachers, participation in summer

schools or summer courses, joint pro-

grammes as well as dual degree-

programmes.

However, education systems and their

institutions are by nature national and

each country has different structures,

relations and division of labour between

institutions. And the institutions also

have different offerings to the young

talented people in terms of curricular

content, degrees etc.

The difficulties of benchmarking perfor-

mance across countries and institutions

create challenges for the individual edu-

cation institution interested in pursuing

collaboration with a Chinese counter-

part. This challenge is only accentuated

by the fact that China’s educational sys-

tem, as the country itself, is large and

complex, with more than 80 million stu-

dents at secondary and tertiary level

across at 28,000 institutions, cf. to Chi-

na Statistical Yearbook 2013 for main-

stream education.

In addition, the Chinese educational

system is clouded in complex terminolo-

gy a due to the translation and different

understandings and usages of certain

terms.

This paper will give general guidance to

Danish secondary and tertiary education

institutions with an interest in China and

Chinese institutions. It will provide a

brief overview and comparison of the

Chinese regular and mainstream educa-

tion system and compare it to the Dan-

ish system. It will therefore not include

adult or distance education. Nor will the

paper address different institutional set-

ups or variations between specific study

directions and majors, as e.g. teachers

or doctors.

Secondly, the paper will provide general

guidelines to Danish education institu-

tions in their quest for Chinese partners.

Additionally, the report can also be of

interest to Danish companies with Chi-

nese subsidiaries that have an interest

in improving their understanding of the

Chinese education system and its insti-

tutions and to create tighter links to

Chinese education institutions with a

view to ensure a pipeline for talents.

However, the main audience for the

report is Danish education institutions.

Hopefully the short paper will shed

some light on the Chinese education

system and will generate even more

appetite for collaborating with Chinese

institutions.

For more information and dialogue

about ICDK’s services, please contact:

Mr Lars Christensen,

Innovation Attaché

e-mail: larsch@um.dk

tel.: +86 21 6085 2003

mob.: +86 139 1698 8621

Innovation Centre Denmark aims to strengthen research, innovation and higher education in Denmark and to promote Denmark as a leading knowledge society. The Danish innovation centres can provide you with access to knowledge, technology and networks in selected global

leading research, education and innovation environments. Innovation Centre Denmark in Mu-nich, New Delhi/Bangalore, Sao Paolo, Seoul, Shanghai and Silicon Valley are established in cooperation between the Ministry of Foreign Affairs and the Ministry of Higher Education and Science. See more on www.icdk.um.dk.

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MATCHING CHINA AND DENMARK’S EDUCATION SYSTEMS

The chart below provides the overview of the matching of education systems between

Denmark and China and on the surface there is a clear affinity for both academic

year/age and the division separation into primary, secondary and tertiary education.

The chart is based on UNESCO’s International Standard Classification of Education

(ISCED) 2011-levels of education as a framework for comparison. The number listed

therefore follows ISCED-categorisation.

Framework of comparison

P a g e | 2

As in most other industrialised countries – incl. Denmark – China operates with a two-

track system from the level of secondary education and upward. This introduces a dis-

tinction between “general/academic” (marked as 3.4, 6, 7 and 8 in the figure) and

“professional/vocational education” (3.5 and 5.5).

General and academic education is typically defined as education programmes de-

signed to develop the students’ general knowledge and competencies, as well as liter-

acy and numerical skills – often to prepare participants for more advanced education

programmes at a higher level in the system. On the other hand, vocational and pro-

fessional education is defined as education programmes that are designed for students

to acquire the knowledge, skills and competencies specific to a particular occupation,

trade, or class of occupations or trades. Such programmes may have work-based

components (e.g. apprenticeships, dual-system education programmes).

The following paragraphs will go through the main features of secondary and tertiary

education in China, covering several institution-types, degrees and certificates.

2.1 Upper Secondary Education (3)

Programmes at the level of upper secondary education are typically designed to com-

plete education in preparation for tertiary education or provide skills relevant to em-

ployment, or both. This level offers students more varied, specialised and in-depth

instruction than lower secondary education. They are more differentiated, with an in-

creased range of options and streams available.

The Chinese system shares many similarities with the Danish one at this level – and

some differences.

2.1.2 Upper Secondary General Education (3.4)

Upper secondary general education in China is undertaken at the Chinese Senior Mid-

dle School, which has many similarities to the Danish “Gymnasium”. China has close

to 24.7 million students attending over 13,500 senior middle schools at this educa-

tional level. However China doesn’t have the same variety as in Denmark where there

are four different study options (STX, HHX, HTX, HF).

Admission to Senior Middle School is generally based on graduation from Junior Middle

School (2.4) and the score from local entrance examination. The purpose is to prepare

students for further education through the tertiary general education. The studies take

3 years and upon completion, students can obtain Senior Middle School Graduation

Certificate if they pass the Joint Academic Upper Middle School Graduation. Successful

completion gives students access to take the Chinese National College Entrance Exam-

ination (NCEE) and thereafter apply to attend a tertiary general (6) or vocational (5.5)

education, depending on the score of national entrance examination - and students’

own interest of course. Some may join the workforce directly.

2.1.3 Upper Secondary Vocational Education (3.5)

As an alternative to the general education a number of options are available in a pro-

fessional or vocational track.

P a g e | 3

Admission to upper secondary vocational education is generally based on graduation

from Junior Middle School (2.4). However, in some rural and less developed areas of

China you can find Vocational Junior Middle Schools as well, but they are becoming

less and less frequent. They make it possible for students already after 6th grade – at

the lower secondary level – to start a vocational education track, but this is not the

general praxis.

Approximately 18.5 million students are enrolled at almost 11,100 schools, where they

get basic vocational and practical training that is geared towards employment and/or

continued education. The vocational education track offers a greater variance among

institutions than the academic and general one. You have three different tracks. Spe-

cialised Technical Schools, Vocational Middle Schools and Skilled Workers Schools and

the institutional differentiation is thus more similar to the Danish institutional structure

at this educational level with e.g. EUX and EGU.

With a graduation certificate from Specialised Technical School or Vocational Middle

School after typically 3 years – more rarely 2 or 4 years – of studies, one can transit

to the labour market or apply for tertiary education (5). There are two different ave-

nues to the tertiary level for students. One is they take the NCEE together with their

fellow-students from Senior Middle School, even though the education at the second-

ary level is very practically oriented. The other is that a student gets enrolled in a 5-

year professional/vocational program starting already from Upper Secondary Educa-

tion, thus entailing 3 years vocational secondary education + 2 years vocational ter-

tiary education (Zhuanke-course, cf. below).

With a certificate from the Skilled Worker School, one is educated directly to employ-

ment.

2.2 Tertiary Education (5-8)

Tertiary education builds on secondary education, providing learning activities in spe-

cialised fields of education. It aims at learning at a high level of complexity and spe-

cialisation.

On the surface, the structure of the tertiary education in China looks similar to the

Danish; however, there exist a larger degree of terminological variance and heteroge-

neity compared to Denmark – especially when it comes to institutional offerings, edu-

cational possibilities and tracks. In addition, there is a mix of public, private and so-

called independent institutions, making it even less transparent.

A key difference is the duo-certificate system of Chinese qualifications, where students

both can get a certification of graduation/completion of study and a degree. The latter

one very much follows the same lines as in Denmark with the three levels of academic

degrees – bachelor, master and PhD. However, in addition to this, students receive a

certification of graduation that has a very specific purpose and is more important in

Chinese higher education qualifications framework. It is a document of educational

qualification, testifying that an individual has gone through a formal education with

qualified results and is entitled to further his/her study or to a given salary level, if

he/she joins the workforce.

Such certificates exist at several levels and at several types of institutions: Students

will get a postgraduate study completion certificate from master programs and doctor-

P a g e | 4

al programs. From bachelor-program with a long cycle of 4-5 years you will get a cer-

tificate called “Benke”. This can be given both by academic and vocational institutions.

For short cycle of studies – 2-3 years – you will get a certificate termed “Zhuanke”,

which does not match any degrees directly.

The table sets out the relation between academic degrees and certificate of comple-

tion.

Chinese degrees and certificates

Certificates of Completion of Study (years of study) Academic

degrees

Certificate of

Completion

from PhD-

programme

(+3-5)

PhD Degree

Certificate of

Completion

from master

programme

(+2-3)

Master degree

Benke Certifi-

cate of Com-

pletion

(4-5)

Bachelor de-

gree

Zhuanke Cer-

tificate of

Completion

(2-3)

Sub-degree

Institutions of higher education have to be authorized by the Ministry of Education to

deliver and organize education programs of certain level and to hand out certificates of

completion of study.

Institutions at the tertiary level can also only offer academic degree after it has been

authorised to do so by the Academic Degrees Committee of State Council, placed at

the Chinese Ministry of Education. This also goes for private and independent institu-

tions, cf. later.

The authorization of an institution to deliver a program of certain level and to award

corresponding qualification happens before authorization to award a degree. In prac-

tice, the separation means that some institutions e.g. have the right to award a post-

graduate study completion certificate but they do not necessarily and automatically

have the right to award a Master or PhD degree.

In terms of ownership, the Chinese system can be somewhat complex. Institutions

that at the tertiary level can enrol students can be divided into public, private and in-

dependent ones. Private institutions are owned by a private entity, an individual or a

corporation, whereas an independent institution is set up by a public institution with a

contribution from a private investor. Private and independent institutions have a con-

siderable share of the market for zhuanke- and benke-courses, but are however very

rarely admitted to offer bachelor degrees.

P a g e | 5

2.2.2 Tertiary General Education (6, 7, 8)

When public universities authorized by the Ministry of Education offer benke-

programmes, they almost universally also lead to a a bachelor-degree (6),. Upon suc-

cessful completion of such a programme, students therefore receive a bachelor-degree

as well as the benke-qualification.

Admission to bachelor-studies is generally based on graduation from Senior Middle

School (3.4) or one of the vocational institutions at the secondary level (3.5) and

scores on the unified NCEE.

In order to apply for a master-degree (7), you have to have a benke-

certificate/qualification, but not necessarily a bachelor-degree. However, accessing

master studies is very competitive; therefore in practice both are needed. A master-

degree allows candidates to apply for PhD-studies (8). Both bachelor and master de-

grees educate a student for further studies and employment and in fact most Chinese

undergraduates transit directly to the workforce.

A difference compared to Denmark is that the years of study differ from the Danish

3+2+3-system. The main rule is that a Chinese bachelor is 4 years, a master 2.5-3

years and a PhD 3-5 years, meaning that a Chinese PhD have up to 12 years of uni-

versity studies, whereas the maximum in Denmark is 8 years – with a very few excep-

tions, 9 years.

Almost 900 institutions in China offer bachelor-degrees to a total of over 14 million

students. This embraces both public and private (but not independent institutions). In

terms of institutional names you have universities, institutes, academies and colleges.

They are here referred to as universities as a common denominator.

2.2.3 Tertiary Vocational Education (5.5)

It can be discussed whether benke-course that are more practically oriented – and

that do or do not also entitle to a bachelor-degree – should be characterised as within

tertiary vocational education or not. Such courses are typically offered by the so-called

“vocational universities” that in most cases do not offer studies beyond benke.

On the other hand, safely within the track of tertiary vocational education students

can attend zhuanke-programmes that is more practically and professionally-oriented

than in the general education-track.

Admission to this type of education is also generally based on graduation from senior

middle school (3.4) or one of the vocational institutions at the secondary level (3.5),

and scores on the NCEE.

Among institutions that offer this short-cycle education are polytechnic/vocational col-

leges that focuses on occupational and technical training, specialized junior colleges

mainly for capacity building rather than technical training, and technician colleges pro-

vide courses specially designed for the state occupational license qualification of tech-

nicians. All the zhuanke-educations take 2-3 years and educate you to join the work-

force and together as a group the institutions are often referred to as junior colleges

as they cannot confer degrees.

P a g e | 6

However, a range of the university institutions also provides zhuanke-courses. These

are in general viewed to be of a higher quality than the colleges mentioned above.

There exists upgrading- and transition-programmes typically two or three years,

meaning that a proportion of the students after zhuanke can continue to benke.

There exists close to 1,300 junior colleges – which is the overall term for all the edu-

cation institutions in this vocational track. Almost 25 million students are enrolled at

zhuanke and benke courses in 2012, but that number is both covering the academic

and vocational stream. Some of the institutions combine both (3.5) and (5.5), thereby

providing a tight link between the second and tertiary levels. Some would perhaps

regard zhuanke-education rather as a post-secondary non-tertiary education rather

than a short-cycle tertiary.

MATCHING CHINESE AND DANISH EDUCATION INSTITUTIONS

The mapping of the education provides the backbone for matching Danish and Chinese

education institutions. The following sections provide some guidelines for Danish edu-

cation institutions to reflect upon when considering a partner among Chinese educa-

tion institutions. When possible, they are based on indicators of quality of the Chinese

institutions. Such information is, however, not available in all cases. Therefore, more

practical and strategic considerations are also offered.

The choice of partner also very much depends on the kind of collaboration that the

individual institution is pursuing. If the interest concerns “formal” collaboration that

involves degrees, it is of course important to observe the actual recognition of degrees

in both Denmark and China. If the interest is to develop more “informal” relations,

equality in terms of content can be said to take precedence. But of course, in most

cases the two are aligned.

General pointers for all Danish education institutions

Authorisation by the Chinese Ministry of Education – it should be a prerequisite

when identifying a Chinese partner, especially if collaboration is to involve degrees

and certificates.

Command of English – this is also a prerequisite for collaboration and cannot be

tested conclusively before the first meeting. However, a first good indicator - also

for the degree of internationalisation, cf. below – is the quality and depth of the

institution’s English webpage.

Degree of internationalisation – does the institution have examples of and a track

record of international collaboration already? On the downside, this may mean that

the institution already has a longstanding and committed collaboration with other

partners.

Long-term investment - collaboration on education in China is a long-term invest-

ment. Let the collaboration grow organically from small initiatives to larger and

deeper ones as trust and confidence is built over the years.

3.1 Danish Universities

In 2007, Denmark and China, signed an agreement on the mutual recognition of aca-

demic degrees. This effectively means that it is settled how some Danish and Chinese

degrees in higher education align. For universities, this means that there is an agreed

P a g e | 7

equivalence between Danish and Chinese bachelor-, master- and PhD-degrees – and

not benke and other certificates of completion.

The agreement therefore also implies that collaboration between Danish and Chinese

university-like institutions – universities and the higher education institutions in archi-

tecture and arts in Denmark, that offer the three degrees, are a relatively easy match

for potential collaboration.

However, as mentioned, with close to 900 institutions offering bachelor degrees, it can

be difficult to navigate in the Chinese system and find the best and most fitting part-

ner.

Danish universities can choose to rely on international rankings of Chinese universities

(e.g. Times Higher education) or by conducting bibliometric analyses of specific scien-

tific areas – both methods are mainly based on science indicators – and there even

exist Chinese national rankings for universities as well. Furthermore, Danish institu-

tions can also base their considerations on the following categories, which distinguish

among Chinese universities based on funding and priority:

In 1998, the Chinese government introduced “Project 985”. The project award-

ed a number of the most prominent public universities additional financial sup-

port with the aim of generating first-class research universities that were able

to compete on a global scale. The government singled out 39 universities, who

are all also 211-institutions.

This group is therefore widely recognized as the “best” universities in China in

terms of finances and government backing. The universities are also the ones

generally considered to be ones that are most research-intensive and the heav-

iest research-based education.

“Project 211” was introduced by the Chinese government in 1992. The ambi-

tion was to improve the quality of education to satisfy international standards.

This implied extra financial support from government for better facilities,

equipment, curricula and staff at public universities. Today the list consists of

112 universities and all offer degrees up to the PhD-level.

It is estimated that the 211-universities provide training 4/5 of doctoral stu-

dents, 2/3 of graduate students, 1/3 of undergraduates.

Another way to stratify universities is via the ranking of disciplines. There are

two ways. One to look into the so-called national key disciplines, out of which is

estimated that 211-universities are responsible for over 90% of them. The key

disciplines are subjects that have received extra funding from the Ministry of

education to be cultivated and offered at the highest level possible.

An alternative method is to rely on China Discipline Ranking (CDR) that evalu-

ates the disciplines of universities and colleges. The evaluation is mainly based

on a university/college’s teaching staff and resources, its scientific research

level, its talent training quality and the reputation of its disciplines. The ranking

can be accessed from CDR’s webpage.

P a g e | 8

There is, of course, a significant overlap between the results of the two ap-

proaches.

Annex 1 provides a list of the 985 and 211-universities in China, grouped by region.

The annex also mentions all the key disciplines according to their host 211-university.

These rankings do not include the University of the Chinese Academy of Sciences

(UCAS) that the Danish universities have establish the Sino-Danish Centre for Educa-

tion & Research (SDC) together with.

On the Ministry of Education’s webpage one can find lists of all the education institu-

tions authorised to offer undergraduate education and upwards. Unfortunately, there

exist no lists for which universities who only offer undergraduate degrees. However, as

a general rule the most common terminology is that colleges on the list offer bachelor-

degrees. But this cannot be taken as an exclusive rule.

3.2 Danish University Colleges

The mutual recognition of degrees between Denmark and China also embraces Danish

professional bachelor degrees and gives it equal status as the Chinese university

bachelor degree (but still not benke). It is therefore also relevant to work with Chinese

universities at the undergraduate level for this group of Danish institutions.

The above considerations on the Chinese universities therefore also hold relevance for

the Danish university colleges. However, the following remarks might also be worth

taken into account.

For the best and research-based Chinese universities, the immediate attraction

to collaborate with Danish university colleges as compared to Danish and other

foreign universities must be expected to be lower. Irrespective of the high

quality of the Danish educations, the highest ranked Chinese universities will

be a more natural fit for Danish universities.

Thus, it can be a strategic consideration for Danish university colleges not to

strive after the absolute top-Chinese universities, but instead, to target the

universities e.g. outside the 985 and/or universities in Chinese 2nd or 3rd tier

cities that currently are less in demand among international education institu-

tions.

China’s Cities in Tiers

1st tier

1A: Beijing, Shanghai

1B: Guangzhou, Shen-

zhen

1C: Tianjin (or 2A)

2nd tier

2A: Nanjing, Wuhan,

Shenyang, Xian,

Chengdu

2B: Jinan, Harbin,

Changchun, Xiamen,

3rd tier

3A: Yinchuan, Xining, Haikou, Luoyang, Nantong, Chang-

zhou, Xuzhou, Weifang, Zibo, Shaoxing, Wenzhou, Tai-

zhou, Daqing, Anshan, Zhongshan, Zhuhai, Shantou, Ji-

lin, Liuzhou

3B: Lhasa, Baoding, Handan, Qinghuangdao, Cangzhou,

Erodes, Dongying, Weihai, Jining, Linyi, Dezhou, Binzhou,

Taian, Huzhou, Jiaxing, Jinhua, Taizhou, Zhengjiang, Yan-

chen, Yangzhou, Guilin, Huizhouzhanjiang, Jiangmen,

Maoming, Zhuzhou, Yueyang, Hengyang, Baoji, Yichang,

Xiangfan, Kaifeng, Xuchang, Pingdingshan, Ganzhou,

Jiujiang, Wuhu, Mianyang, Qiqihar, Mudanjiang, Fushu

P a g e | 9

Zhengzhou, Changsha,

Fuzhou, Urumqi, Kun-

ming, Lanzhou, Suzhou,

Wuxi

2C: Nanchang, Gui-

yang, Nanning, Hefei,

Taiyuan, Shijiazhuang,

Huhehot,

2D: Foshan, Dongguan,

Tangshan, Yantai,

Quanzhou, Baotou

3C: Benxi, Dandong, Liaoning, Jinzhou, Yingkou, Cheng-

de, Langfang, Xingtai, Datong, Yulin, Yanqing, Tianshui,

Kelamayi, Kashi, Shihezi, Nanyang, Puyang, Anyang,

Jiaozuo, Xinxiang, Rizhao, Liaochengzaozhuang, Bengbu,

Huanan, Maanshan, Lianyungang, Huaian, Lishui,

Quzhou, Jinzhou, Anqing, Jingdezhen, Xinyu, Xiangtan,

Changde, Chenzhou, Zhangzhou, Qingyuan, Jieyang, Mei-

zhou, Zhaoqing, Yulin, Beihai, Deyang, Yibin, Zunyi, Dali

A proportion of the students continue from bachelor to master-studies, but

there are a range of universities that are less research-based and not mandat-

ed to provide graduate programmes for students. They may have a clearer

“professional” focus than purely “academic” even though they are based in the

academic stream. In this way, many of their students conclude studies at this

level and go to the labour market. Unfortunately, a list of the undergraduate

universities does not exist.

SUCCESS CASE: VIA College and Chinese Universities

VIA University College has cooperated with universities in China since 2001. Academ-

ic collaboration includes recruiting Chinese students for VIA’s English programmes in

Denmark, exchanging Danish students with Chinese universities, offering joint- and

double degree programmes as well as establishing joint development projects and

staff exchange. Also in collaboration with public and private partners from Denmark

and China, VIA provides tailor-made educational courses for staff in areas such as

pre-schools and nursing homes.

In 2011, VIA opened the first representative office in Chengdu, which is considered

as a strategic area for VIA’s activities in China. In 2013, the Municipality of Chengdu

and Horsens Municipality, Denmark, signed a sister-city agreement. The agreement

was partly a result of VIAs activities in Chengdu. VIA’s representative office is moved

to a new office, which VIA share with their Danish partners: Horsens and Hedensted

municipalities.

3.3 Danish Business Academies

To the extent that a Danish business academy offers professional bachelor degrees

they are of course also automatically recognised in China, cf. the mutual agreement.

However, the Danish academy bachelor are not covered by the agreement on mutual

recognition degrees between Denmark and China, which means the degree needs to

be recognised on an individual basis and case-by-case. On the other hand – and as

mentioned – the Chinese benke and zhuanke-certificate are not a part of the agree-

ment either.

The Danish Agency for Higher Education in the Danish Ministry for Higher Education

and Science assesses that a zhuanke equals 1 year of a bachelor degree, whereas a

benke equals 2 years of a bachelor-degree. How it relates to an Academy Bachelor

degree is currently not decided and institutions thereby have to proceed case-by case.

P a g e | 10

Additionally, the Danish academies seem to cut across – or fall between – two of the

institution-types in China, for which reason finding the proper institutional match in

China can prove more complex.

Universities – and especially universities offering solely bachelor-programmes

and benke and zhuanke-programmes. However, they may not necessarily be a

natural partner for Danish business academies, confer the considerations above

reg. the strongest Chinese universities.

Junior colleges – used as the common denominator for the institutions at the

tertiary vocational education level – offering zhuanke-certificates. However,

given the Danish evaluation mentioned above, this is not the perfect match ei-

ther.

A couple of supplementary considerations could prove to be helpful, which also might

be of relevance to other Danish institutions providing education at the tertiary level.

The first step is to look into potential sister-city/region agreements by the Danish enti-

ties in which the education institution is based. Many Danish cities/regions already

have agreements with Chinese counterparts, and some even include collaboration on

education. Political backing in China is of great importance and referring to such

agreements can provide a stepping stone, when approaching a Chinese institution. For

the agreements that currently do not embrace education, this could be the opportunity

to work for the inclusion of it.

The following map provides a list of the established agreements between Danish and

Chinese cities and provinces; take into account that the overview might include all

agreements.

Sister-city/-regions between Denmark and China

København-Beijing

Kalundborg-Tianjin

Region Midtjylland- Shanghai

Region Sjælland-Zhejiang

Vordingborg-Benxi

Aalborg-Hefei

Morsø-Foshan

Esbjerg-Suzhou

Randers-Changzhou

Odense-Shaoxing

Sønderborg-

Baoding

Svendborg-Bozhou

Ballerup/Egedal/Frederikssund

- Wuxi

Aarhus-Harbin

Rebild-Jiaxing

Frederikshavn-Qingdao

Vejle-Nantong

Silkeborg-

Shijiazhuang

Horsens-

Chengdu

Viborg –

Chongqing

Hedensted-

Xindu

Sønderborg-Haiyan

P a g e | 11

Secondly, another approach is to use the resources for networking available to each

Danish institution in order to identify partners. That can both be via Chinese alumni,

who have been for a shorter or longer study period in a Danish institution and can

build bridges back to a Chinese education institution. This is often an underestimated

resource. The same can Danish companies do. Business academies have very strong

links to Danish industry and some – of course very dependent on sector – of the spe-

cific companies have subsidiaries in China, where they might have established links to

education institutions. A list of the Danish subsidiaries in China can be found on the

webpage of the Danish Trade Council.

The Chinese Ministry of Education also has a list of the authorised junior colleges in

the country.

A ranking for junior colleges in China does exist. However, the criteria upon which it is

based, is not disclosed and should thus be used with some reservations. Nonetheless,

the 30 highest ranked colleges – offering zhuanke-certificates in the vocational track -

and their regions are listed in Annex 2.

3.4 Danish High Schools

As was the situation for the Danish business academies, there is not signed an agree-

ment on mutual recognition on degree at the level of upper secondary general educa-

tion institutions either. However, identifying an institutional match appears to be

somewhat easier – also given that the collaboration will most likely not revolve around

degree-collaboration.

The natural partner for Danish high schools – STX, HHX, HTX, HF – would be Senior

Middle Schools providing general upper secondary education. But Danish institutions

should be aware that the Danish Agency for Higher Education estimates that a 3-year

study and leaving certificate equals 2 years of a Danish high school. However, since

the interest in collaboration here does not concern collaboration on degrees or certifi-

cates, this should not prove a major hurdle.

It might be equally relevant for Danish institutions to tap into sister-city agreements

that can provide the political foundation for making strong links to Chinese institutions

in that city or region.

Annex 3 has a list of the highest 30 ranked Senior Middle Schools in China, including

mentioning of the region. The same reservations as mentioned in relation to the rank-

ings above should be made.

SUCCESS CASE: Bycirklen and Wuxi

Bycirklen is a strategic partnership between the three municipalities Egedal, Freder-

ikssund and Ballerup. All schools in Bycirklen have an exchange programme with a

school in Wuxi at their equivalent level i.e. senior middle school, high school, voca-

tional school and university, as a part of Bycirklen’s China cooperation.

Bycirklen’s China cooperation began in 2007 when Bycirklen signed partnership

agreement with Wuxi, and it opens up the exchanges of knowledge and experience in

education, culture, health, and environment and ensures business a more direct path

to cooperation in China. In 2010, the conference Wuxi/China-Bycirklen/Denmark

Learning Expo 2010 was held in Wuxi to share the teaching and learning methods in

P a g e | 12

Denmark to Chinese teachers. Other activities include but are not limited to mutual

visits and students/teachers exchanges.

3.5 Danish Vocational High Schools

Finally coming to the Danish vocational institutions, it unfortunately also gets more

difficult to add new insights and proposals.

The Danish Agency for Higher Education equals a certificate from one of the vocational

senior middle schools as 1-2 years at a Danish vocational school. However as men-

tioned above, this is not considered to pose a great challenge. And any sister-

city/region agreements are equally relevant for vocational institutions, of course.

There exist a complete list of the Chinese vocational institutions in Chinese, but a

ranking does not seem to exist unfortunately.

KEY TAKE-AWAYS

Many opportunities and avenues exist for Danish education institutions interested in

collaborating with Chinese counterparts. However, there are also dead-ends and pit-

falls.

The report will conclude with an overview of the Chinese institutions, the degrees and

certificates and their Danish match.

Chinese institutions, degrees/certificates and their Danish match

Institution in

English

Institution in

Chinese / Pin

yin

Certifi-

cate/Degree

in English

Certifi-

cate/Degree

in Chinese /

Pin yin

Danish in-

stitution

Secondary

education

Senior Middle

School

高级中学

Gao Ji Zhong

Xue

Certificate of

Completion 高中毕业证书

Gao Zhong Bi

Ye Zheng Shu

Danish high

schools

Specialised

Techical School 中等专业学校

Zhong Deng

Zhuan Ye Xue

Xiao

Certificate of

Completion 中专毕业证书

Zhong Zhuan

Bi Ye Zheng

Shu

Danish voca-

tional high

schools

Vocational

Middle School 职业高级中学

Zhi Ye Gao Ji

Zhong Xue

Certificate of

Completion 职业高级中学毕

业证书

Zhi Ye Gao Ji

Zhong Xue Bi

Ye Zheng Shu

Danish voca-

tional high

schools

Skilled Work-

ers School

技工学校

Ji Gong Xue

Xiao

Certificate of

Completion 技校毕业证书

Ji Xiao Bi Ye

Zheng Shu

Danish voca-

tional high

schools

P a g e |13

Tert

iary

education

Polytech-

tech-

inc/Vocational

college

职业学院

Zhi Ye Xue

Yuan

Zhuanke Cer-

tificate of

Completion

专科毕业证书

Zhuan Ke Bi Ye

Zheng Shu

Danish busi-

ness acade-

mies

Specialized

Junior Colleges

高等专科学校

Gao Deng

Zhuan Ke Xue

Xiao

Danish busi-

ness acade-

mies

Technician Col-

leges

技工学院

Ji Gong Xue

Yuan

Danish busi-

ness acade-

mies

University 大学

Da Xue

Danish busi-

ness acade-

mies

Benke Certifi-

cate of Com-

pletion

本科毕业证书

Ben Ke Bi Ye

Zheng Shu

Danish busi-

ness acade-

mies

Bachelor's De-

gree

学士学位

Xue Shi Xue

Wei

Danish uni-

versity col-

leges and

universities

Master's De-

gree

硕士学位

Shuo Shi Xue

Wei

Danish uni-

versities

Certificate of

Completion

from master

programme

硕士毕业证书

Yan Jiu Sheng

Bi Ye Zheng

Shu

Danish uni-

versities

Doctor's De-

gree

博士学位

Bo Shi Xue Wei

Danish uni-

versities

Certificate of

Completion

from PhD pro-

gramme

博士毕业证书

Bo Shi Bi Ye

Zheng Shu

Danish uni-

versities

P a g e |14

ANNEX 1: 985- AND 211-UNIVERSITIES AND THEIR KEY-DISCIPLINES AT FIRST LEVEL

Region Institution (green = 985-universities)

Number of

key-

disciplines

Beijing Beihang University 8

Beijing Foreign Studies University

Beijing Forestry University 1

Beijing Institute of Technology 4

Beijing Jiao Tong University 2

Beijing Normal University 5

Beijing Sport University 1

Beijing University of Chemical Technology 1

Beijing University of Chinese Medicine 2

Beijing University of Posts and Telecommunications 2

Beijing University of Technology

Central Conservatory of Music

Central University of Finance and Economics 1

China Agricultural University 6

China University of Geosciences (Beijing) 2

China University of Mining and Technology (Beijing) 1

China University of Petroleum (Beijing) 1

China University of Political Science and Law 1

Communication University of China

Minzu University of China

North China Electric Power University (Beijing)

Peking University 17

Renmin University of China 8

Tsinghua University 21

University of International Business and Economics

University of Science and Technology Beijing 4

Shanghai Donghua University 1

East China Normal University 2

East China University of Science and Technology 1

Fudan University 11

Second Military Medical University

Shanghai International Studies University

Shanghai Jiao Tong University 9

Shanghai University

Shanghai University of Finance and Economics

Tongji University 3

Tianjin Nankai University 7

Tianjin Medical University

Tianjin University 7

Chongqing Chongqing University 3

Southwest University

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Hebei Hebei University of Technology

North China Electric Power University (Baoding)

Shanxi Taiyuan University of Technology

Shandong China University of Petroleum (Qingdao) 1

Ocean University of China 1

Shandong University 2

Inner Mon-

golia

Inner Mongolia University

Heilongjiang Harbin Engineering University

Harbin Institute of Technology 10

Northeast Agricultural University

Northeast Forestry University 2

Jilin Jilin University 4

Northeast Normal University

Yanbian University

Liaoning Dalian Maritime University

Dalian University of Technology 4

Liaoning University

Northeastern University 3

Zhejiang Zhejiang University 14

Jiangsu China Pharmaceutical University 1

China University of Mining and Technology (Xuzhou) 1

Hohai University 1

Jiangnan University 1

Nanjing Agricultural University 4

Nanjing Normal University

Nanjing University 7

Nanjing University of Aeronautics and Astronautics 2

Nanjing University of Science and Technology 3

Soochow University

Southeast University 5

Anhui Anhui University

Hefei University of Technology 1

University of Science and Technology of China 9

Jiangxi Nanchang University

Henan Zhengzhou University

Hubei Central China Normal University

P a g e |16

China University of Geosciences (Wuhan) 2

Huazhong Agricultural University 1

Huazhong University of Science &Technology 7

Wuhan University 5

Wuhan University of Technology 2

Zhongnan University of Economics and Law

Hunan Central South University 6

Hunan Normal University

Hunan University 2

National University of Defense Technology 5

Guangdong Jinan University

South China Normal University

South China University of Technology 2

Sun Yat-Sen University 2

Guangxi Guangxi University

Fujian Fuzhou University

Xiamen University 5

Hainan Hainan University

Sichuan Sichuan Agricultural University

Sichuan University 5

Southwest Jiao Tong University 2

Southwestern University of Finance and Economics

University of Electronic Science and Technology of

China

2

Yunnan Yunnan University

Guizhou Guizhou University

Shaanxi Xidian University 2

Chang'an University 1

Fourth Military Medical University

Northwest Agriculture & Forestry University

Northwest University 1

Northwestern Polytechnical University 2

Shaanxi Normal University

Xi'an Jiao Tong University 8

Gansu Lanzhou University

Ningxia Ningxia University

Qinghai Qinghai University

P a g e |17

Tibet Tibet University

Xinjiang Xinjiang University

Shihezi University

P a g e |18

ANNEX 2: 30 HIGHEST RANKED JUNIOR COLLEGES AND THEIR REGION

Ran-

king

College Region

1 Tianjing Vocational Institute Tianjin

2 Xingtai Polytechnic College Chongqing

3 Taxation Institute of Shanxi Province Shanxi

4 Liaoning Provincial College of Communications Liaoning

5 Changchun Automobile Industry Insititute Jilin

6 Heilongjiang College of Construction Heilongjiang

7 Shanghai Institute of Health Sciences Shanghai

8 Nanjing Insititute of Industry Technology Jiangsu

9 Wuxi Institute of Technology Jiangsu

10 Zhejiang Financial College Zhejiang

11 Wuhu Vocational Technical College Anhui

12 Fujian Communications Technology College Fujian

13 Weihai Vocational College Shandong

14 Yellow River Conservancy Technical Institute Henan

15 Pingdingshan Industry Vocational Technology Institute Henan

16 Changsha Social Work College Hunan

17 Hunan Railway Professional Technology College Hunan

18 Guangzhou Panyu Polytechnic Guangdong

19 Nanning College for Vocational Technology Guangxi

20 Chongqing Industry Polytechnic College Chongqing

21 Chengdu Aeronautic Polytechnic Sichuan

22 Sichuan Engineering Technical College Sichuan

23 Yangling Vocational & Technical College Shaanxi

24 Lanzhou Petrochemical College of Vocational Technology Gansu

25 Xinjiang Agricultural Vocational Technology College Xinjiang

26 Qingdao Technical College Shandong

27 Ningbo Polytechnic Zhejiang

28 Shenzhen Polytechnic Guangdong

29 Beijing Polytechnic College Beijing

30 Beijing Vocational College of Electronic Science and Technol-

ogy

Beijing

P a g e |19

ANNEX 3: 30 HIGHEST RANKED UPPER MIDDLE SCHOOLS AND THEIR REGION

Ran

king

School Region

1 The High School Affiliated to Renmin University of China Beijing

2 Hubei NO.1 Middle School affiliated to Central China Normal

University

Hubei

3 Beijing No.4 High School Beijing

4 Jiangsu Qidong High Scholl Jiangsu

5 Zhejiang Hangzhou No.2 High School Zhejiang

6 The Affiliated High School of Peking University Beijing

7 Hubei Huanggang High School Hubei

8 Shanghai Foreign Language School Shanghai

9 Guangdong The Affliated High School of South China Normal

University

Guangdong

10 Hubei Wuhan Foreign Language School Hubei

11 Beijing The Affiliated High School of Tsinghua University Beijing

12 Sichuan Chengdu No.7 High School Sichuan

13 Beijing 101 Middle School Beijing

14 The Experimental High School Attached to Beijing Normal

University

Beijing

15 Hubei Xiaogan Senior Middle School Hubei

16 Hubei No.4 High School of Xiangyang Hubei

17 The High School affiliated with Hunan Normal University Hunan

18 Beijing High Achool affiliated with Capital Normal University Beijing

19 The Affiliated High School of Fujian Normal University Fujian

20 Shanghai Nan Yang Model High School Shanghai

21 Liaoning Fuxin Experimental Middle School Liaoning

22 Anhui Anqing No. 1 Middle School Anhui

23 Jiangsu Jiangyan High School Jiangsu

24 Hubei No.3 High School of WISCO Hubei

25 Henan Kaifeng Senior High School Henan

26 Sichuan Ya'an Middle School Sichuan

27 Hubei Xiangyang No.5 Middle School Hubei

28 Hubei Wuchang Experimental High School Hubei

29 Zhejiang Leqing Yuecheng Public Boarding School Zhejiang

30 Shaanxi Xi'an Gaoxin No.1 High School Shaanxi

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