Changing the Curriculum and Teaching Methods in Chinese Agricultural Schools

Abstract

In response to the nation’s economic and agricultural system reform, Chinese agricultural schools have begun the transformation from academic institutions to vocational and technical education. Significant efforts have been made to reform the curricula, as it is the key element needed for the formation of the new educational system. Prior to the nation’s reform starting in 1978, the curriculum in agricultural schools was theoretical information based and the instruction was teacher-centered. Students usually had little involvement in teaching and learning. In addition, the value of practical “hands-on” experiences in agricultural education had been neglected. During the past decade new ideas and approaches in curriculum development and instruction have been gradually incorporated into the agricultural vocational education through new policy initiatives and a pilot project launched by the Food and Agriculture Organization of United Nations during 1994-1998. The decentralization is one major feature of these changes. Introduction/Background China is undergoing a large transformation as its economic system is shifting from a centrally planned to a market-driven system (State Council, 1999). Agriculture the traditional foundation of Chinese society faces an especially great challenge in restructuring its system to meet the needs of the market economy. In particular, agricultural education is playing an important role in preparing people for a new phase of rural development. During the past decade, agricultural schools have started to take actions to reform their existing educational systems and to strengthen their vocational programs (Ministry of Agriculture, 1997). There are 360 agricultural schools distributed among the provinces, autonomous regions, and municipalities throughout China. Agricultural schools are typically resident schools that require students to pass standardized admission exams. Schools usually enroll graduates from junior secondary schools and each program lasts for three or four years. The average enrollment for each school ranges from 1000-3000 students. One-third of agricultural schools are governed at the provincial level, while two-thirds are administered by prefectures. None of the schools falls directly under the Ministry of Agriculture (MOA). However, the Ministry undertakes the function of guidance and macro-management for all agricultural schools. In the past, agricultural schools were academic institutions classified as secondary specialized schools. The mission of these schools was officially described as to train intermediate-level specialists who were political and technical experts. Students were required to master basic theory, to have specialized knowledge, and to develop practical technical skills. Graduates from these schools were graded as “middle-level specialists” (Henze, 1984). Students were usually trained theoretically and narrowly. Most subjects studied in the schools were academic and usually had little relevance to the students’ workplace and reality. Upon leaving school, graduates were often assigned jobs according to a centrally organized plan. Just like graduates from higher education institutions or at least in theory every graduate would be assigned to a job position that could be characterized as “white collar.” In recent years, significant changes have taken place to reflect the continued reform and the development of the “socialist market economy.” Today, jobs for graduates are no longer guaranteed and the government can only hire approximately 50% of agricultural graduates (Chen, 2000). As a result, it is becoming increasingly difficult for an agricultural graduate to find a job in the public sector. Accordingly, graduates need to find their employment in the private sector or they need to be self-employed. Students’ education has become more purposive and selective, since it now must relate to their training and to employment opportunities in the labor market. Moreover, the feedback to schools has indicated