Information about China

• Meta-survey on the Use of Technologies in Education in Asia and the Pacific 2003-2004
• ICT Policies - summaries and links to actual policy papers
• ICT use in primary and secondary education
• Teacher training programmes
• Teachers’ Professional Development in Technology-Pedagogy Integration: Experiences and Suggestions from China by Prof. Zhu Zhiting  

Projects

• Bridging the Within-Country Digital Divide in Education: Improving Education in Western China through Innovative Use of ICTs
• ICTs for the Promotion of Literacy, especially in E-9 Countries 

External links

• China TV University This is the largest university in the world with a total enrolment of 850,000 in 1994. The system includes a central unit that develops and produces course materials, 44 provincial units that also develop and produce such materials, 1,550 education centres at the county or company level, and 30,000 tutorial groups. The education centres have pressured the system to provide more job training, courses of local interest, and continuing education. Although China TV University mostly serves urban residents, there are plans to broadcast some of its programmes more widely, and twenty million farmers have already received "intermediate education of a practical interest" through an associated unit.
• eChina-UK    The Sino-UK eLearning Programme (eChina-UK) is a collaborative eLearning initiative, funded in the UK by the Higher Education Funding Council for England (HEFCE) and supported by the Chinese Ministry of Education (MoE).
  eChina-UK comprises a number of teacher training projects in which British and Chinese teams have been working collaboratively to develop and pilot eLearning materials.
• China: Lifelong learning and the use of new technology
  This article describes the responses in China to the growing demands for education for the elderly. The author outlines the emergence of the University of the Third Age, with centres springing up all over China, and their use of new technologies, specifically the Internet and TV.
• New Functions of Higher Education and ICT to Achieve Education for All
  In spite of the progress made towards achieving the objectives of the 1990 Jomtein Conference on 'Education for All', 125 million people are still out of school, and nearly 1 billion are illiterate. This paper looks at why these objectives have not been fully achieved and, subsequently, how they can be realised. This document, prepared for the Expert Roundtable on University and Technology-for-Literacy/Basic Education Partnership in Developing Countries (Paris, September 2001), includes examples of the use of ICT for the promotion of education for all in India and China.  
• e-Learning in K-12 schools in China
  As China’s economy expands, growing numbers of e-learning providers are simultaneously being attracted and bewildered by the country’s market. This article offers a brief overview of the extent of ICT integration in K-12 schools, and suggests that to penetrate successfully the Chinese market, foreign companies will need local partnerships to help overcome cultural barriers.
• China: Lifelong learning and the use of new technology
  This article describes the responses in China to the growing demands for education for the elderly. The author outlines the emergence of the University of the Third Age, with centres springing up all over China, and their use of new technologies, specifically the Internet and TV.
• Teacher training and technology: An overview of case studies and lessons learned
  The World Bank supported case studies of various international teacher training and technology programmes, hoping to discern good practices and effective strategies to share with other education initiatives. This paper outlines the findings of three such studies – in Armenia, China and Singapore.
• Information Accessibility, User Sophistication, and Source Credibility: The Impact of the Internet on Value Orientations in Mainland China
  This academic paper, written by professors at City University, Hong Kong, provides some excellent insights into who is currently using the Internet in China, what it is they are using the Internet for and media impact on their value orientations. Specifically, it examines "how the adoption and use of the Internet affect Chinese audiences' identification with three competing value orientations: Communism, Materialism, and Post-materialism." The report is based on interviews with 2,600 adult residents in Beijing and Guangzhou.
• Teacher Training and Technology: An Overview of Case Studies and Lessons Learned
  These case studies from Armenia, China and Singapore are intended to document various models of teacher training and technology, to learn about what does and does not work in a variety of countries and contexts, and to share this knowledge with others who may be considering using technology to improve both teacher training and teaching and learning.
• Project Hope Cyberschools
  With a $46,000 donation from Microsoft, Project Hope is creating five computer labs, or Cyberschools, that will teach computer skills to disadvantaged youth in rural China. Each lab includes 15 computers, network and audio-visual equipment, computer-assisted educational software, access to the Internet, and thus, access to the highest quality teachers and curricula in China.
• School Governance Network for Educational Improvement
  This project seeks to improve governance in isolated rural schools serving impoverished populations. The project team proposes an ICT-enabled rural school governance network for principals in remote regions of Northwest China. ICT tools that facilitate school management and planning will be developed, piloted, and refined, and interaction with peers and expert advisors will be promoted.
• Coca-Cola E-learning Initiative in China
  Bringing digital resources and e-learning opportunities to teachers, less advantaged young people and rural communities, Coca-Cola brought its e-learning for life initiative to China in 2001. Since then, over 10,000 Chinese students and their communities have benefited from the project, which has so far established twenty 'Coca-Cola e-learning centres' in rural areas of the country. The project also involves ICT skills training for school teachers who use the centres and software to teach subjects such as Maths, Chinese, English and History.