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China

Here you will find links to most of the country specific information provided by this site regarding China. You may also want to do a search by clicking on "ICT search" in the sidebar, or a search in one of our databases. Note that most of the projects have a regional impact and therefore are not necessarily listed here.

 

Information about China

 

 

Projects

  • Coca-Cola E-learning Initiative in China 
    Bringing digital resources and e-learning opportunities to teachers, less advantaged young people and rural communities throughout China, 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.

  • Use of ICT in Schools: A British Council Project
    In February 2003 Wired Communities—a Sino-British Workshop on ICT in Education was held in Beijing. Developed by our Education and Training Group e-Networks and Communities Team the workshop was organized to provide another platform for UK and China to exchange experience and expertise in ICT used in education. The three-day workshop attracted over 60 policy makers, officials, researchers, school principals and teachers from Beijing, Chongqing, Zhejiang and Guangdong.

  • ICT in Education: 11 Countries to Watch and Learn from
    The author of this World Bank piece states: “In my opinion, what is happening in China is perhaps the most interesting and relevant experience for many other developing countries.  (This is true for the use of ICT in education, as in so many other areas.)  It is especially true given China's emergence as an important developmental partner for many countries (in Africa and elsewhere) and the fact that the center of production of most ICT equipment used in the world's schools is in Southern China.”

  • Lifelong Learning and the Use of New Technology in China
    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.

 

Further resources

  • Improving Education in Western China through Innovative Use of ICTs
    Bridging the Within-Country Digital Divide in Education: Improving Education in Western China through Innovative Use of ICTs is a Joint Innovative Project (JIP) which aims at bridging the within-country 'digital divide' in education between the under-developed western and the developed eastern regions of China and at enhancing equal access to basic education by disadvantaged groups, as well as at improving the quality of education in poor and remote communities through capacity building, policy change and model development for the effective use of ICTs.

  • ICTs for the Promotion of Literacy
    The Beijing Declaration of the E-9 countries, adopted by the E-9 Ministerial Review Meeting held in Beijing, China during 21-23 August, 2001, underlined the importance of harnessing the great potential of ICTs to achieve the goals of EFA, particularly literacy.

  • China TV University
    This is the largest university in the world with a total enrollment of 850,000 in 1994. Although China TV University mostly serves urban residents, there are plans to broadcast programs more widely, and twenty million farmers have already received "intermediate education of a practical interest."

  • 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.

  • An Overview of Case Studies and Lessons Learned in China
    These case studies 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.

  • Gender, ICT and Education
    As Hafkin and Taggart (2001) argue, “The single most important factor in improving the ability of girls and women in developing countries to take full advantage of the opportunities offered by information technology is more education, at all levels from literacy through scientific and technological education.”

  • ICT Industry-Oriented Education in China
    (This is a powerpoint presentation which contextualizes ICT within the economic demands facing China today. It concludes that): The rapid developed Chinese ICT and software industry needs more IT and software professionals. In order to understand the requirements of ICT and software industry is important to develop the IT industry-oriented education system and the ethos and model of education in current Chinese universities must be reformed toward the industrial requirements.