Chapter 2、The theory of globalization and human capital flow
4.4 China
4.4.1 The talent foundation in the past
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Section 4、China
The current foreign exchange reserve of China is the first of world and the oil consumption is the second of the world. The amount of trade is the third in the world and the total economic output is the fourth in the world. The rapid rise of China makes the world cannot ignore it that is rapid construction to re-entry into the center of world with more active personnel training to become a real powerful country. After joining World Trade Organization (WTO) at the end of 2001, the foreign enterprises influx funds into China for investment and speed up the transformation of the industrial structures. According to the China Statistical Yearbook 200356, after the economic open in 1992, the proportion of the foreign investment into the economy market in the first, second, tertiary industry were adjusted from 21.8%, 43.9%, 31.3% to 15.4%, 50.1%, 34.1% in the decade. Due to the face of industrial upgrading, the general talents have been unable to meet the development needs. Filling the talent gap in China only is available through the higher education training and high-quality talents.
Since 1993, due to the great demands for the talents, the government launched a series of higher education and recruiting policy to be a pioneer in the higher education internationalization of China in the 21th century and to improve the quality of human resources by recruiting the foreign scholars. The economic competing relationship between China and Taiwan is close. Taiwan relies on China deep as the major flow of talents to China.
China by "The talent foundation in the past" and "The talent strategy at present" will be illustrated as below,
4.4.1 The talent foundation in the past
4.4.1.1 From the "211 Project57" to the "985 Project58"
56 胡宇芳（2004），《二十一世紀初中國大陸「人才強國」策略之分析》，頁 5。
57 Wikipedia."Project 211 (211 工程)" refers to the 21st century one hundred key universities in China”。
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In 1993, the higher education of China began to be planned and implementation of construction of "Chinese one hundred key universities of the strategic policy in the 21st century" ("211 Project"), referring to be focus on building one hundred colleges and universities and key disciplines in different period. It has improved greatly in the quality of education, scientific research, management standards and school effectiveness in 2000. It was hoped that a number of colleges, universities, disciplines and professional are approached or reached the standard construction of world-class universities in the early 2000s.
In May 1998, the government announced "The building a number of the world's advanced level class university" ("985 Project") that the adjustment of the
"211 Project" to promote the university key disciplines with the establishment of the regional characteristics and the development of industry characteristics as the target. The "985 Project" is responsible for promoting the construction of international or world-class university, which established the development strategy of the Chinese higher education pyramid. In 2012 of the World University Ranking, Peking University, Tsing-hua(清華) University, Fu-dan(復旦) University were rated as 44, 48, and 90 respectively and gradually reached the goals of the construction of the world-class universities.
"211 Project" and "985 Project" are still differences (Table-8 The comparison of the objectives and functions of "211 Project" and "985 Project"). However, the
58 The "985 Project (985 工程)"is a project that was first announced by CPC General Secretary and Chinese President Jiang Ze-min(江澤民) at the 100th anniversary of Peking University on May 4, 1998 to promote the development and reputation of the Chinese higher education system. The project involves both national and local governments allocating large amounts of funding to certain universities in order to build new research centers, improve facilities, hold international conferences, attract world-renowned faculty and visiting scholars, and help Chinese faculty attend conferences abroad..
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common goal of the two projects is for the construction of key disciplines and based on the development of post graduation education. "985 Project" is promote the upsurge development of researching universities as the hot topics of comparison among the elite universities, such as the World University Rankings, the international retrieval system SCI, SSCI, EI, ISTP rankings, the funding ratio, the ratio of graduate and undergraduate international students enrolled etc.
Table-8 The comparison of the objectives and functions of "211 Project" and "985 Project59"
211 Project 985 Project
Objective 1
Striving for a number of colleges and universities to approach or reach the academic standards of a world-class university in the 21st century.
Building world-class universities and disciplines
2
For the selected schools continue to focus on the construction of the research, teaching standards to reach the domestic leading position.
Explore the new mechanism and introduce a number of world-class academic leaders of the talents in the world-class universities.
The focus of the development
Key disciplines, public service
systems The whole and key disciplines
Objects
64 institutions and more than 600 disciplines of the “95 Plan
"period; 99 institutions and more than 800 disciplines of the" 15 Plan”
The first phase of the project, 34schools; the second phase of the project, 38 schools, and 39 schools so far
The method of filtrations
Expert review and regional balance
Selected from the elite to the regional balance
Central special funds, a civil mobilization of the central and provincial funds
Source: Ministry of Education of China (2004); 陳學飛 (2003:33) 4.4.1.2 Academic awards and
「
Cheung Kong(長江
) Scholar Achievement Award」
In 1994, China announced "Ten Million Project Plan(百千萬工程計畫)" to59 湯京平，《中國大陸暨兩岸關係研究（台北：巨流圖書公司）》，2011 年 9 月第一版第一刷，頁 377。
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promote the academic reward fund that aimed at cultivating the leaders of century academic and technology in natural disciplines. There are two main measures.
4.4.1.2.1 The staff is exceptionally promoted
The Chinese government screening the criteria of papers and publications is through the "Special Employment" or "Low vocational and high recruits", which the promotion of young professors to above the associate professor, while allowing them to manage 2-3 research projects to encourage the grading and quantitative of the academic research papers, books and journals.
4.4.1.2.2 Setting up the flexible systems
The Chinese government allows the universities hiring the part-time lectures, hiring the young lectures through the contract and the postgraduate students as the assistants, such as Tsinghua University established the Doctoral assistant system and Huazhong( 華 中 ) University of Science and Technology double-employed to attract renowned scholars as the lectures. The establishment of Cheung Kong Achievement Award funded by Li Ka-shing (李 嘉誠) of the Hong Kong business person in 1998 is as the highest academic awards of the China, which the first and second prize can be offered 1 million and 0.5 million respectively with effectiveness of the implementation currently (Table-9 The recipients of Cheung Kong Achievement Award). In the same year, the Ministry of Education set 500-1000 distinguished professors in the key disciplines and the appointee is entitled to an annual allowance of 100,000 yuan.
The eligible qualification shall be under 45 years old and screened and hired by the Assessment Committee organized by the local and international experts.
The combination of Youth excellence Award including the cross-century talents
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training plan , the help of outstanding young teachers funded project and related projects are still running, which not only driven by the local government incentives, also academically quantization and the foundation of the academic journals grading.
Table-9 The recipients of Cheung Kong Achievement Award
First prize Second prize
The first The Chinese University of Hong Kong Sung Joseph
The Chinese University of Hong Kong Lo Dennis
Peking University Fang Jing-yun
2007
Life Sciences Award：The Chinese University of Hong Kong, Chan Hsiao Chang Engineering Science Award：Harbin Institute of Technology, Ma Jun
Environmental Science Award：Ecological Environment Research Center, Jiang Gui-bin
2008
Physics and Chemistry Science Award：China University of Science and Technology, Chen Xian-hui
Life Sciences Award：Peking University, Cheng He-ping
Resources and Environment Science Award：China University of Science and Technology, Zheng Yong-fei
Information Science Award：Beihang University, Zhang Guang-jun
Engineering Science Award：Shangha JiaoTong University, Lin Zhong-qin
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2009
Physics and Chemistry Science Award：Dalian Institute of Chemical Physics, Yang Xue-ming
Life Sciences Award：Xiamen University, Han Jia-huai
Earth Sciences and Environmental Sciences Award：Hunan University, Zeng Guang-ming
Engineering Science Award：Northwestern Polytechnical University, Zhu Xiao-ping
Ref. Resource: The Development Center of China Ministry of Education, Science and Technology
4.4.1.3 The Diversities of Higher Education
In the mid-1990s, the master and doctoral education of China is benefit from the changes of the job and education market. Thus, the enrollment of the master and doctoral students suddenly increased from 47,000、11,000 to 378,000、53,000 respectively from 1997 to 2008 (Figur-7 The enrolment numbers of the master and doctoral students in 1997-2008). The numbers of the postgraduate admissions and enrollments increased from 50,000、160,000 to 420,000、1230,000 respectively (Figure-8 The numbers of the postgraduate admissions and enrollments in 1993-2008). During this period, there were three important changes of postgraduate schools institutionalized, the rights of evaluation of postgraduate students gradually decentralized to the local and the diversification of Master Education. Due to the expansion of the higher education in China too fast, the ineffective supervision of the local government, the differences of information between urban and rural areas and the variety of school teaching quality greatly induced the increasing of an unemployment rate of the Chinese university students with the profusion phenomenon of "Snail Clan(蝸族)" and "Ant Tribe(蟻族)" as the threat to the national stability.
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1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008Year 萬
Bachelor Doctor
Figure-7 The enrolment numbers of the master and doctoral students in 1997-2008
Ref. resource: The website of Chinese Ministry of Education
Figure-8 The numbers of the postgraduate admissions and enrollments in 1993-2008
Ref. resource: The website of Chinese Ministry of Education
4 5 5 5 5 6 8 12 15 19
1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 Years 萬人
enrollement postgraduate
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4.4.1.4 International learning environment
The higher education presents the three major characteristics after the reform and opening up. The first of all, the elite universities began to interact with the international academic institutions in 1992 under the guidance of national policy, and actively carried out the international academic exchanges. In 1993, the promoting the study abroad policy included the studying abroad supporting, returning encouraging and movement free resulting in the rapid growth of the number of Chinese international students. In the mid-1990s, the implementation of the "foreign intelligence" policy hired the famous scholars or institutions of Europe, America and Japan for the methods of long-term cooperation and short-term teaching to assist the establishment of the new discipline researching room. In the late 1990s, the international exchanges extends to the research, development, training, cooperation and joint ventures from lecturing and the object is extended by the foreign universities to the research institutions, multinational enterprises. It is the best instance to set up 30 research centers of the Tsinghua University in Beijing. The final step is to develop and publish the provisional regulations of international cooperation in running schools and the cooperative education approaches to regulate the schools' set-up, operation and supervision.
In the late 1990s, the higher education deeply influenced by the market economy and the factors of regional differences expanding, the national policy shifted from non-equilibrium to equilibrium and comprehensive well-off stage.
Firstly, the human resources are towards the development of human capital. In 1998, the Chinese government approved the Higher Education Act. The higher education is positioned as the cultivation the innovative spirit and practical ability
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of the "senior specialists". In 1999, "the education revitalization action plan for the 21st century" was issued by the PRC State Council, which proposed the implementation of a "high-level creative talents engineering". In 2001, the CPC Central Committee launched the "brain power" strategy to cultivate the international talents with the global vision and concentrate the resources in three types of high-level personnel of the party and government, business management and professional technology.