Read in Chinese
Speakers:
Mr. Huai Jinpeng, minister of education
Mr. Wang Jiayi, vice minister of education
Mr. Wu Yan, vice minister of education
Mr. Wang Guangyan, vice minister of education
Chairperson:
Shou Xiaoli, director general of the Press Bureau of the State Council Information Office (SCIO) and spokesperson of the SCIO
Date:
Sept. 26, 2024
Shou Xiaoli:
Ladies and gentlemen, good morning. Welcome to this press conference held by the State Council Information Office (SCIO), as part of the series "Promoting High-Quality Development." Today, we have invited Mr. Huai Jinpeng, minister of education, to brief you on relevant developments and to answer your questions. Also present today are Mr. Wang Jiayi, Mr. Wu Yan and Mr. Wang Guangyan, all vice ministers of education.
Now, I'll give the floor to Mr. Huai for his introduction.
Huai Jinpeng:
Ladies and gentlemen, friends from the media, good morning. I am very pleased to attend today's press conference with my colleagues from the Ministry of Education (MOE) and to speak with you on topics of common interest to you all and society at large. First, I would like to express my sincere respect and gratitude on behalf of the MOE for the long-term care, support and trust in education from you all and all sectors of society, as well as for your selfless assistance.
The Central Committee of the Communist Party of China (CPC) with Comrade Xi Jinping at its core places great emphasis on the development of education, treating education as a top priority for both the nation and the Party. It has made significant decisions to deeply implement the strategy of invigorating China through science and education and to accelerate the modernization of education, setting the goal of building a leading country in education by 2035. On Sept. 9, the CPC Central Committee convened the National Education Conference, where General Secretary Xi Jinping delivered an important speech, clearly outlining the strategic vision for building a leading country in education. The general secretary pointed out that education is the foundation for building a great country and achieving national rejuvenation. He emphasized that the strong educational system we aim to build should feature socialism with Chinese characteristics, and possess robust political guidance, competitiveness in talent, support for technology, ability to ensure people's well-being, synergy with social development, and international influence. These six characteristics fundamentally describe the key features of the strong educational system we aim to build. He required us to firmly grasp the political, people-centered and strategic nature of education, and correctly handle the relationships between supporting national strategy and meeting the people's needs, between knowledge learning and all-round development, between cultivating talent and meeting societal needs, between regulation and invigorating dynamism, and between being rooted in China and drawing on international experiences. He systematically laid out the strategic tasks and significant measures for building a leading country in education, forming the general outline and focus for our future education reform and development. The MOE is now deeply implementing the spirit of General Secretary Xi Jinping's important speech and the guiding principles of the National Education Conference, treating the formulation and implementation of the plan for building a leading country in education as a strategic measure to promote high-quality development. Moving forward, we will spare no effort to implement the spirit of the general secretary's important speech, comprehensively advance the tasks of building a leading country in education, fully implement the major tasks of comprehensive educational reform laid out during the third plenary session of the 20th CPC Central Committee, and make solid progress toward the goal of building a leading country in education.
Since the 18th CPC National Congress, the development of socialist education with Chinese characteristics has achieved historic accomplishments and undergone structural changes. These are primarily reflected in:
First, the results of all-round development in moral, intellectual, physical, aesthetic and labor education have become more significant. A basic framework of Party-building work that extends deeply, broadly and covers all aspects has been established. The concept of fostering development in all five educational aspects has deeply resonated with people, comprehensive efforts to strengthen political education in schools have been reinforced, and efforts to enhance students' well-rounded development has been solidly advanced. Schools conscientiously work to educate talent for the Party and the country, and the determination of young students to listen to and follow the Party has been further strengthened. Significant progress has been made in the development of teachers, with the number of teachers increasing from 14.629 million in 2012 to 18.918 million by the end of last year, while their abilities to teach and cultivate have been continually enhanced.
Second, the sense of gain in education among the people has increased. We have built the world's largest education system and it is of high quality. Here, I would like to share some statistics with you. The gross enrollment rate for preschool education in 2012 was 64.5%, which increased by 26.6 percentage points to 91.1% by the end of last year. Basic education has reached the average level of high-income countries around the world, signifying that the ability and quality of China's basic education are globally comparable. In terms of higher education, the enrollment rate was 30% in 2012, and over the past decade, it has risen by 30.2 percentage points, reaching the stage of being universal. In basic education, all 2,895 county-level regions nationwide have fully achieved a basic balance in the compulsory education system. The fundamental issue of people having access to education has been resolved. Student financial aid covers all educational stages, with 1.4 billion benefits being distributed to students. The nutrition improvement plan has benefited students 420 million person-times. Since 2012, we have initiated a special enrollment plan for key universities targeting rural areas and previously impoverished areas, benefiting students from the eastern, central and western parts of China, to promote more equitable development in education. Over the past decade, we have enrolled more than 1.1 million students in this plan. Additionally, in the targeted education of medical students for rural areas, we have provided free education specifically for over 50,000 graduates who later serve in township health centers in the central and western regions of China, helping improve the health of local people.
Third, education has provided stronger support for economic and social development. In the new era, universities and colleges have provided over 100 million graduates to serve economic and social development. We have achieved significant landmark results in scientific research, mainly characterized by more than 70% of the State Natural Science Award and State Technological Invention Award, and nearly 50% of the State Scientific and Technological Progress Award coming from universities. Especially in fields such as quantum technology, life sciences, materials science and space science, we have made a series of significant original achievements. These all demonstrate the important role of higher education in China as the main force in national basic research and a critical source of major technological breakthroughs. Universities and colleges have also made active contributions to research in philosophy, social sciences and the continuous development of culture and arts, with capabilities in policy advising, education and artistic creation continuously increasing.
Fourth, comprehensive educational reforms have deepened. We have advanced the reform of comprehensive educational evaluation and significantly transformed the ecosystem of basic education through the policy to relieve students of excessive burdens from homework and off-campus tutoring. We have also fundamentally established an exam recruitment model that includes categorized examination, comprehensive evaluation and diverse admissions. This has effectively promoted student development, national talent selection and social equity.
Fifth, the international influence of Chinese education has become more pronounced. We have signed agreements for the mutual recognition of academic degrees with 59 countries and regions. The National Smart Education Platform has provided services to over 200 countries and more than 10 million overseas users. As of this month, the National Smart Education Platform has received over 50 billion visits, making it the most actively used and most beneficial platform in the world. It has also provided valuable data resources for our basic education, vocational education and higher education, solidifying the achievements of our national digital education strategy. Meanwhile, we have successfully advocated for the establishment of the UNESCO International Institute for STEM Education in China. These efforts are of significant importance in further serving society and advancing international exchange and cooperation. Additionally, the China University of Geosciences (Beijing) and Xiamen University have initiated the Deep-time Digital Earth (DDE) and Ocean Negative Carbon Emissions (ONCE) Big Science Programs, respectively. Chinese education has demonstrated a more open and confident presence on the international stage, and is increasingly capable of participating in international scientific discoveries and research.
Building a leading country in education has been a cherished aspiration of the Chinese nation since modern times. We will bear in mind the trust of General Secretary Xi Jinping, focus on the overarching goal of building a leading country in education by 2035, and, with the strategic vision of cultivating talents with time and effort and the striving spirit of competing vigorously, we will write a new chapter in the development of a leading country in education and make even greater contributions to advancing Chinese modernization.
With the 75th anniversary of the founding of the People's Republic of China approaching, on behalf of the MOE, I would like to extend our best wishes to friends from the media and people from all sectors of society. I wish you a happy holiday and may our motherland continue to thrive and prosper.
That is all for my introduction. Thank you.
Shou Xiaoli:
Thank you, Mr. Huai. The floor is now open for questions. Please identify the media outlet you represent before asking questions.
CCTV:
The National Education Conference has made a series of new arrangements for building a leading country in education. Could you elaborate on how the MOE will implement the guiding principles of the conference and ensure that these arrangements are effectively carried out? Thank you.
Huai Jinpeng:
Thank you for your question. I will answer this.
As everyone knows, the third plenary session of the 20th CPC Central Committee established the integrated advancement of education, science and technology, and talent as an important foundation and support for enhancing the overall efficiency of the national innovation system, and it also laid out tasks for deepening comprehensive education reform. The convening of the National Education Conference has clarified significant tasks and strategic measures for the further development of the education sector, helping to deepen the implementation of the guiding principles of the third plenary session and achieve the grand goals of Chinese modernization established by the 20th CPC National Congress. Over this period, the entire education system has been comprehensively learning, understanding and promoting the guiding principles of the general secretary's important speech and the National Education Conference, treating the building of a leading country in education as the "No. 1 project" to promote implementation. The MOE will deeply study and understand these principles and fully communicate with local governments and departments to further consolidate a common understanding and jointly advance the building of a leading country in education. Moreover, the MOE will make in-depth plans for implementing the guiding principles of the National Education Conference, turning grand blueprints into roadmaps, directions into methods, and effectively translating them into vivid practices within the education system to achieve the goal of becoming a leading country in education. We often talk about learning, thinking, practicing and understanding. First, we must learn and think clearly, aligning our thoughts and understandings with the central government's decisions and arrangements on building a leading country in education. At the same time, we need to be clear in our actions and comprehension, constantly exploring and optimizing to combine theory and practice, using the strategic goal of becoming a leading country in education to guide major tasks, major projects, and major measures to complete our work.
In specific terms, our work is planned and advanced from three aspects.
First, we will make the political nature of education more prominent. We will strengthen the comprehensive leadership of the Party over education, implement the project for fostering virtue through education in the new era, and resolutely carry out the fundamental task of fostering virtue through education. This is our foremost project in building a leading country in education. We will conduct and improve the introductory courses on Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era, and deeply promote the integrated development of political education in universities, secondary and primary schools, focusing on using successful cases from the great changes in the new era to create a number of brands for major political education curriculum. We will deepen the systematic and theoretical study and interpretation of the Party's innovative theories, and construct a curriculum and textbook system centered on Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era. We will perfect the comprehensive cultivation system of all-round development in moral, intellectual, physical, aesthetic and labor education, strengthen the coordination of science and technology education with humanities education, cultivate a scientific spirit in students, help them master scientific methods, continuously enhance their humanistic literacy, and strengthen their cultural confidence.
Second, we will make the people-oriented nature of education more distinct. Currently, China is advancing socialist modernization, while social and demographic structures are changing. To more effectively adapt education to the development of the economy and society, we will establish a basic public education service supply mechanism coordinated with demographic changes, promote the quality and balanced development of compulsory education, and advance the universal and inclusive development of preschool education along with the diversified development of senior high schools. We will strive to address issues of imbalanced and insufficient development, and enhance the inclusiveness, accessibility and convenience of public education services. At the same time, we will deeply implement the national digital education strategy, improve the level of public services for lifelong learning, and build a learning society. We will carry out actions to strengthen the capabilities of teachers inspired by the spirit of great educators, establish a long-term mechanism for building teacher ethics and behavior, promote high-level universities to carry out teacher training, and cultivate a high-level teaching workforce for the new era.
Third, we will further emphasize the strategic nature of education. Over the past decade, China's higher education system has achieved significant accomplishments, securing an important position in global higher education. As we build a strong education system, we'll implement category-specific university reforms and optimize the regional distribution of higher education resources to support high-quality socioeconomic development, particularly the advancement of Chinese modernization. Specifically, we're launching initiatives to break new ground in basic and interdisciplinary subjects, establishing effective mechanisms where technological innovation and talent cultivation mutually reinforce each other to drive high-quality disciplinary development. This represents a crucial step in promoting the integrated development of education, science and technology, and talent. We will identify major scientific and technological challenges from national strategic needs, continuously producing original and breakthrough innovations. We will prioritize the cultivation of talent crucial to national strategic priorities, and accelerate the establishment of discipline adjustment mechanisms and talent training models to meet the needs of China's scientific and technological development and national strategies. This will enhance the training of top-tier innovative talent and better align cultivation efforts with economic and social development needs. We will actively promote the transfer and transformation of universities' scientific and technological achievements, plan the construction of regional technology transfer and transformation centers, and strengthen national university science parks and international scientific and technological cooperation. We'll advance high-level educational openness, coordinating efforts to "bring in" and "go global" while building an education center with global influence. Thank you.
Nanfang Daily, Nanfang Plus:
We've noticed that some universities have recently adjusted their undergraduate majors. Could you explain the key factors behind these adjustments? In promoting the high-quality development of higher education, how can we make scientific and rational adjustments to optimize undergraduate majors? Thank you.
Huai Jinpeng：
The journalist has raised an astute point. The relationship between disciplines and majors planning and socioeconomic development is a key element specifically addressed in the comprehensive education reform plans outlined at the third plenary session of the 20th CPC Central Committee. I would like to invite Mr. Wu to respond to this question.
Wu Yan:
Let me address this question. We have two fundamental principles regarding undergraduate education: "Talent cultivation is foundational, and undergraduate education is the root," and "without a solid undergraduate foundation, everything else falters." These principles underscore the irreplaceable foundational role of undergraduate education in higher education. The significance of undergraduate education is threefold. Looking upward, it connects directly to graduate education, providing excellent "raw material" for advanced studies. Looking downward, it links directly to basic education, especially high school education, where its standards and direction shape basic education reform. Looking outward, undergraduates make up 80% of all higher education students (including undergraduate, master's, and doctoral levels), and undergraduate educational quality directly determines this primary group's quality, level and contributions. As for how to effectively manage undergraduate education, we adhere to two key principles: "The major is the basic unit of talent cultivation," and "the curriculum is the core element of talent cultivation." In a certain sense, all educational components — from teaching and learning to courses, textbooks, internships, experiments and practical training — must be integrated into undergraduate majors. The CPC Central Committee, the State Council and society at large place great emphasis on undergraduate education. In building a strong educational nation, the quality of undergraduate majors determines the overall caliber of higher education.
Currently, there are 1,308 institutions offering undergraduate programs nationwide, with the number of placements of undergraduate majors reaching 62,000 across 12 disciplines, 93 categories of majors and 816 specific majors. Since the 18th CPC National Congress, we have accelerated the adjustment and optimization of the majors structure. Let me share two data points: Over the past 12 years, we have added 21,000 new placements of undergraduate majors and discontinued or suspended 12,000 that no longer align with socioeconomic development needs. We have undertaken a significant and extensive restructuring of our disciplines and majors. This year alone, we established 1,673 new placements of majors urgently needed for driving national strategies while discontinuing 1,670 that were not aligned with socioeconomic development. The scale of these adjustments is unprecedented.
Next, in line with the spirit of the third plenary session of the 20th CPC Central Committee and the recently concluded National Education Conference, we will work on enhancing the mechanism for aligning talent cultivation with socioeconomic development needs. We will dynamically adjust the requirements for disciplines and majors, focusing our efforts on three areas of alignment:
First, we must align undergraduate majors development with urgent national strategic needs. This involves deepening the development of education in new engineering, new medicine, new agriculture and new liberal arts. Additionally, we should focus on cutting-edge technologies and key national strategic areas, establishing emerging majors and expanding placements in urgently needed and scarce majors. It is particularly important to improve how well university majors and talent cultivation respond to the demands of quality-driven development, taking a more targeted approach to cultivating talent with expertise of strategic importance and addressing critical talent shortages.
Second, we must improve the alignment of majors development in universities, especially local institutions, with regional development. At the beginning of this year, we conducted assessments of how well university majors matched regional development in provinces and cities, including Heilongjiang, Zhejiang, Henan, Chongqing and Shaanxi. Next year, we will further expand this initiative. Through these efforts, we actively encourage each region to align majors development with local development needs, particularly in industries, to create clusters of majors with unique strengths. This will help establish a mechanism for coordinating higher education and industry clusters to serve regional development better.
Third, we aim to better align undergraduate majors with students' holistic development. We will leverage AI to enrich the content of majors, purposefully optimize talent cultivation plans and refine knowledge and competency frameworks for each major. These efforts will comprehensively improve education and teaching quality. We will encourage universities to correctly balance knowledge acquisition with overall development (the integration of intellectual, moral, physical, aesthetic and labor education) and to strengthen the cultivation of core competencies. The goal is to nurture a new generation of individuals who possess both moral and intellectual integrity, maintain physical and mental health, demonstrate vigor and actively pursue their dreams.
That's all for my response. Thank you!
National Business Daily:
Since its introduction in July 2021, the "Double Reduction" policy has garnered significant attention. Could you share the progress of its implementation over the past three years and outline the upcoming measures to further strengthen these efforts? Thank you.
Huai Jinpeng:
Thank you. This is a matter of public concern and remains a key focus of the MOE's ongoing work. I would like to invite Mr. Wang to respond to this question.
Wang Jiayi:
Thank you for your interest in the "Double Reduction" policy. This policy is crucial for primary and secondary school students' healthy growth and holistic development. It is a matter of concern for the central government, society at large and the general public. In essence, while the "Double Reduction" policy may seem focused on a specific issue, its impact is broad and significant.
Over the past three years, the education system has earnestly implemented the central government's directives on the "Double Reduction" policy, emphasizing the role of schools as the primary platform for this initiative. The efforts can be summarized as "two reductions and two enhancements." The first "reduction" is the significant decrease in the number of academic tutoring institutions at the compulsory education level, effectively curbing the disorderly expansion of large-scale academic training. The second "reduction" is the decrease in students' homework burden and off-campus tutoring load. The first "enhancement" is that over 200,000 schools nationwide at the compulsory education level have universally implemented after-school services, with the proportion of students voluntarily participating rising from about 50% before "Double Reduction" to over 90% now. The second "enhancement" is the noticeable improvement in teaching quality for students in compulsory education.
Moving forward, we will continue to consolidate these achievements and foster a positive educational environment. Ultimately, our goal is to achieve "Double Enhancement" within schools. We will focus on four key areas:
First, we will expand resources. We aim to stabilize the "basic framework" of primary and secondary school classroom teaching quality. This involves implementing the action plan for enhancing and improving basic education while optimizing the allocation of educational resources across regions. We will also strengthen the development of a high-quality professional teaching workforce and steadfastly advance educational digitalization to effectively expand the coverage of high-quality educational resources.
Second, we will improve quality. We seek to invigorate the "internal motivation" of school education and teaching. By optimizing teaching methods, strengthening teaching management and promoting technology-enabled learning, we aim to comprehensively enhance classroom teaching levels. These efforts will ensure that teachers can teach effectively and students can learn efficiently. We will continue to improve the quality of after-school services, especially in meeting students' diverse learning needs.
Third, we will emphasize practice. We will build a "grand framework" for a comprehensive education system. This involves fully implementing practice-based education requirements and thoroughly executing the science education enhancement plan. We will strengthen disciplinary, interdisciplinary and comprehensive social practice to cultivate students' exploratory and innovative thinking skills.
Fourth, we will strengthen supervision. We aim to create a positive ecosystem for synchronized governance both inside and outside schools. This includes establishing a permanent mechanism for managing off-campus training, strictly controlling academic training, addressing covert and variant forms of academic training and regulating nonacademic training. We will particularly focus on rigorously addressing illegal training activities. Additionally, we will strengthen supervision of prepayments by training institutions to firmly curb excessive charges and profit-driven practices. Thank you.
Huai Jinpeng:
Please allow me to add two points. First, compulsory education is a national responsibility, which is a consensus worldwide, particularly regarding academic tutoring. Second, the purpose of implementing the "Double Reduction" policy is to achieve "Double Enhancement" - improving educational outcomes and the balanced and high-quality development of basic education. Thank you.
CETV:
Engineering technology is a significant force influencing world and national development. Whether it's the high-speed rail network or the Shenzhou spacecraft, these advances have greatly improved our lives. We have noticed that China has made considerable efforts to cultivate outstanding engineers in recent years. I would like to ask: What progress has been made so far, and what measures will be taken next? Thank you.
Huai Jinpeng:
Thank you for your question. I will address this. Outstanding engineers are one of the four types of personnel with expertise of strategic importance identified at the Central Talent Work Conference on Sept. 27, 2021. This conference led to the development of a training program for outstanding engineers, which we internally refer to as engineering master's and doctoral students. Since the founding of the People's Republic of China, the training of engineers has undergone long-term development. In the face of new circumstances, particularly the technological revolution and industrial transformation, it is crucial to enhance new quality productive forces and stimulate innovation more effectively to better serve economic and social development and achieve Chinese modernization. The MOE is promoting the reform of outstanding engineer training, which holds significant importance.
Talent cultivation involves not only creating knowledge and scientific discovery but also solving technological challenges, improving production capacity and continuously developing products and services. The goal of cultivating outstanding engineers is precisely to achieve technological innovation, advance the integration of science and education, promote industry-education integration and facilitate industrial iteration and upgrading. This is crucial for developing a contingent of personnel with expertise of strategic importance for quality-driven socioeconomic development. Cultivating outstanding engineers is a key initiative that focuses on national strategies, serves Chinese modernization, strengthens international cooperation and exchange, and cultivates talent. Notably, outstanding engineers have become a significant marker of social development. In January this year, for the first time, the CPC Central Committee and the State Council launched the National Engineer Awards to honor engineers who have made outstanding contributions. The MOE regards the accelerated cultivation of outstanding engineers as an important political task, leveraging the exemplary and leading role of "Double First-Class" universities, steadily promoting industry-education integration, and continuously advancing the cultivation of top-notch innovative talent. We are using deep engagement in innovation, industrial development and economic progress as driving forces to enhance the quality of training for engineering master's and doctoral students. The main approaches include the following aspects:
First, we have continued to deepen the transformation of the engineer training system. I mentioned just now that the integration of general education and industry provides a pivotal foundation for and an inevitable path in the cultivation of innovative talent, especially outstanding engineers. Therefore, motivating the industrial sector and universities serves as a very important institutional design and policy to provide solutions. Under the guidance of the Organization Department of the CPC Central Committee, the MOE has worked with the State-owned Assets Supervision and Administration Commission (SASAC) to support the establishment of two batches of 32 national graduate colleges for engineers by Double First-Class universities and state-owned enterprises directly under the central government. To meet China's strategic needs, we have made concerted efforts to set up four national innovation institutes of outstanding engineers in Beijing, Shanghai and the Guangdong-Hong Kong-Macao Greater Bay Area, which are located in three centers for innovation deployed by the state, namely the Beijing-Tianjin-Hebei region, the Yangtze River Delta and the Guangdong-Hong Kong-Macao Greater Bay Area. By designing the above-mentioned organization mechanism and structural network, the MOE has worked with the Ministry of Industry and Information Technology (MIIT), the SASAC, the Chinese Academy of Engineering (CAE) and the China Association for Science and Technology (CAST) to support collaboration between industries, universities and research institutes and the establishment of China's outstanding engineer training consortia by universities, enterprises and national research institutions. Universities, local governments and research institutions have worked together to set up a network and an organizational structure with collaborative development among enterprises, universities and research institutions, and cooperation and coordination among relevant departments.
Second, we have innovated in building an engineer training mechanism that is well-integrated with both general education and industry. Just now, Mr. Wu introduced that training undergraduate students is in line with the industrial structure. So, what is the focus of training outstanding engineers as innovators? From enrollment and the curriculum system, to coordinated cooperation between tutors from industry and academia, and from evaluation criteria to the efficient transformation and eventual definition of intellectual property, these are all very important and provide a key path to setting up a full-chain system with collaboration between industries, universities and research institutes and to fully participate in the training of high-caliber professionals. In this aspect, we should give full play to the initiative of both universities and enterprises and promote joint enrollment, training, subject selection and outcome sharing, achieving integrated cultivation with features including the mobilization of teachers, course sharing, integrated platforms and policy coordination. The aim is to cultivate talent, and serve national economic and social development. Reform of the training mechanism is an active response of higher education to the national economic and social development and a basic requirement of Chinese modernization.
Third, we have focused on achieving breakthroughs in the crucial links of engineer training. We have organized Double First-Class universities to collaborate with enterprises to develop over 200 key courses focusing on 18 key fields. Like with courses for undergraduate students, the key courses of engineer training do not only impart knowledge, but also build up capacity. Especially when it comes to important industrial issues, the new curriculum system, practice system and innovation capacity help students build competency and improve their performance, thus forming a new training approach. In terms of faculty development, 32 national graduate colleges for engineers have hired over 20,000 teachers from enterprises, which is a systematic, well-organized, well-targeted and important method of cooperation with collaboration between industries, universities and research institutes in the cultivation of postgraduates and engineers. The tutor double-engagement model, dual selection of teaching and the processing pattern of courses are all important innovations. After the adoption of the law on academic degrees, the basic requirement for engineering degree applications for masters and doctorates has been extended to practical reports, patents and innovative achievements, which is an important breakthrough of reform in our evaluation standard system. The law provides a legal basis for talent training that is adapted to economic and social development, and that also ensures the reforms have a solid basis, breaking down the paper-centered assessment system and taking valuable contributions as the important measure of assessment. We especially encourage and support enterprises to propose subjects and jointly study them with universities. For three years, about 5,000 practical questions have been submitted from the business world. What does "training talent in creating innovation" mean? It should be achieving innovations in the process of solving practical problems, which also helps realize the talent training. We always say that we should identify problems when making innovation, and train talent when solving these problems. Thus, we should train talent in the process of solving the problems.
I want to inform you all that we will convene a working processing conference for outstanding engineer training with collaboration between industries and universities, according to the arrangement of “semiannual exchanges and “annual reviews.” The first batch of graduate students have entered enterprises as interns and doctoral students have worked in relevant industries. The current situation shows that the purposeful and well-organized cooperation between industries, universities and research institutes has important practical meaning for training outstanding engineers. In the process, new problems will arise, which we should research and think about, better adapting to the industrial changes and fostering new quality productive forces. We will publish China's outstanding engineer training standards and increase international cooperation, providing Chinese solutions and wisdom to global engineering education. Thank you.
CNS:
I am particularly interested in the issue of changes to the demographic structure and the allocation of educational resources. What are the MOE's considerations on the establishment of mechanisms for aligning the supply of basic public education services with demographic changes? Thank you.
Huai Jinpeng:
This is a question that has attracted much interest. I would like to invite Mr. Wang to answer it.
Wang Guangyan:
Thank you for your question. The question you raised is a very important, as a great matter related to improving the quality of public education services. We all know that Chinese modernization involves a huge population, and the national program for strengthening education is a strategic undertaking for achieving high-quality population development.
This is therefore a key priority for us as we work towards that goal. The MOE faithfully implements the decisions and plans of the CPC Central Committee, and comprehensively analyzes and assesses the future changing trends in the school-age population, adhering to a holistic approach and a full range of steps to continuously improve the mechanism for allocating and distributing educational resources in coordination with demographic changes. The main considerations are specifically as follows:
Regarding preschool education, the school-age population continues to decline. The main challenge in resource allocation is a structural imbalance, including limited inclusive preschool education resources especially limited public education resources in urban areas, and weak condition of preschool education in rural areas. We will make efforts to optimize the distribution of inclusive resources, solidly increase the supply of public education resources, and strengthen the competency of teachers, promoting universal access and inclusive development of preschool education.
Regarding compulsory education, primary school enrollment peaked around 2023, while junior high school enrollment continues to increase. The main challenge in resource allocation is "crowded conditions in urban schools and weaknesses in rural schools." Limited access to education in some urban areas exists along with relatively abundant resources in rural areas. Going forward, we will further improve the distribution of schools in urban areas, expand the supply of access to education in areas that have net population inflows, improve conditions and management in boarding schools, step up the development of small-scale schools in villages, strengthen standardized construction of compulsory-education schools, promote the coordinated deployment and exchange of outstanding principals and backbone teachers within regions, and facilitate the sharing of excellent education resources through the digitalization of education. Just now, Mr. Huai mentioned the issues in implementing the digital education strategy. We should fully implement this important strategy, promoting high-quality, balanced development and urban-rural integration.
Regarding high school education, when deploying resources, we should put the same emphasis on new construction as maximizing the use of existing facilities in accordance with the changing trends of the school-age population. We should properly balance the significant pressure before the peak in high school student population and the relatively easing of pressure afterward. We will moderately increase budgetary spending on education, and guide and support local governments to coordinate and improve the distribution of regular senior high schools and secondary vocational schools. In regions with weak educational infrastructure, or that have concentrated population inflows, a batch of high schools will be built, expanded or remodeled. Through these efforts, we aim to ensure the success of comprehensive high schools and promote the diversified development of high schools. Meanwhile, we encourage local governments to strengthen overall management, and smooth the flow of educational resources at all stages of schooling according to local conditions, which are the key areas of the future education resource allocation.
Regarding higher education, it is projected that the school-age population will continue to increase until 2032. At present, solid progress has been made in universal access to high-school education in China. As Mr. Huai mentioned, the gross enrollment ratio for higher education has exceeded 60% and we have moved into a phase of universal access to high-school education. Demand for degree programs will continue to increase in the future. We will extend and increase higher education resources through multiple approaches such as tapping into potential for expanding or remodeling existing higher education institutions, or setting up new ones, ensuring access to education. At the same time, we will support expanding educational capacity for the development of world-class universities and strong disciplines. We will set up several new advanced-level research universities and encourage first-rate foreign universities in science and engineering to develop partner schools and programs in China, expanding the supply of high-quality resources. We will continue to implement the national program for setting an enrollment quota for students from central and western regions, and the special initiative for setting an enrollment quota for key universities enrolling students from rural areas and areas that have shaken off poverty, better promoting equitable access to education.
That is all from me. Thank you.
Nanfang Metropolis Daily N Video App:
We have noticed that the 10 minute break between classes for compulsory education has been extended to 15 minutes starting this fall semester in some regions. What arrangements will the MOE make in the next phase to promote students' overall health and well-rounded development. Thank you.
Huai Jinpeng:
Thank you for your question. The 10 minute break has become a hot topic. I would like to invite Mr. Wang to answer this question.
Wang Jiayi:
Thank you for your question. I will answer it. Thank you for your attention to such a specific issue as breaks between classes in primary and secondary schools. You have a keen eye.
The healthy growth and well-rounded development of children is of utmost concern to every family, represents a fundamental wish of every parent and is also the warmest heartfelt desire of General Secretary Xi Jinping. The general secretary has reiterated his advocation for the coordinated development of academic learning and physical exercise among Chinese youth. He has also constantly emphasized that students' ideals, convictions, moral qualities, knowledge, intelligence, and physical and mental abilities should all be fostered and that none is dispensable.
Although it may appear to be a specific and small issue that the 10 minute break between classes for students in compulsory education has been extended to 15 minutes, it is also very important. It extends the form and content of moral, intellectual, physical, aesthetic and labor education, reflecting our education's greater focus on students' well-rounded development.
Going forward, we will fully implement the important instructions given by General Secretary Xi Jinping and the principles from the National Education Conference, and focus on the fundamental task of fostering virtue through education, prioritizing students' health and well-rounded development. We will start with building up students' physical and mental health, and further strengthen the overall development of moral, intellectual, physical, aesthetic and labor education, nurturing generations of capable young people who will fully develop socialism and carry forward the socialist cause.
In terms of top-level design, we will refine the systems for nurturing capable young people with sound moral grounding, intellectual ability, physical vigor, aesthetic sensibility and work skills. We will make sustained efforts to draw on Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era to forge inner strength and inspire our people, and introduce integrated reforms and new approaches in the political education curriculum at all levels, from elementary school to university. We will continue to implement initiatives such as the aesthetic education enrichment program, the program for fostering good work habits, and the youth reading initiative, promoting students' well-rounded development. At the same time, we will further strengthen disciplinary and interdisciplinary practices, and comprehensive social practices, promote the combination of learning and thinking and unity of knowledge and action in students' education, and help them learn how to survive and live, and adapt to the needs of society and future development.
In terms of key sectors and links, we're implementing the "health first" concept through concrete actions. Through student physical fitness programs and mental health promotion initiatives, we ensure primary and secondary school students engage in comprehensive physical activities for no less than two hours daily – one PE class plus an hour of after-school exercise – while cultivating positive psychological qualities. We view extended recess periods as an effective starting point for the implementation of the "health first" concept. The goal is to get children moving, running and being active, especially in the sunlight, where they can run, exercise and breathe fresh air – working up a healthy sweat with bright eyes. Through these various efforts, we aim to address issues like widespread nearsightedness and childhood obesity, helping students become healthier and more energetic.
Regarding institutional support, we're steadily advancing collaborative education among families, schools and society. Students' comprehensive healthy development is a common responsibility for society as a whole, requiring close cooperation between schools, families and society. We will further strengthen this collaborative mechanism through "education consortiums," mobilizing departmental resources and coordinating social forces. This includes strengthening partnerships between the health and education sectors, sports-education integration, home-school interaction, and community education alignment to jointly shoulder the important responsibility for students' well-rounded development and healthy growth.
That concludes my response. Thank you.
CNR:
I'd like to ask about vocational education, which I believe is also a key area of focus for you. As we know, vocational education provides the foundation for cultivating skilled craftspeople. How does the MOE plan to further promote integration between vocational education and general education, between industry and education to cultivate more master craftspeople and highly-skilled workers? Thank you.
Wu Yan:
I'm glad to answer your question. As we all know, advancing Chinese-style modernization requires building a modernized industrial system, which necessitates overcoming a crucial threshold – new industrialization. To promote the new industrialization, we must have an abundant supply of high-quality, skilled professionals. That's why the report to the 20th CPC National Congress incorporated master craftspeople and highly-skilled workers into the contingent of personnel with expertise of strategic importance. Here, I would like to share with you a set of data: Vocational education produces more than 10 million graduates annually. In recent years, more than 70% of new front-line employees in modern manufacturing, strategic emerging industries and modern service industries have come from vocational schools. Among the 40 National Master Artisans of the Year selected by the All-China Federation of Trade Unions over the last four years, 32 graduated from vocational schools. Among the 30 winners of the China Skills Award in 2022, 18 graduated from vocational schools. These figures show that vocational schools serve as the primary training ground for national-level master artisans, master craftspeople and highly-skilled workers.
At the National Conference on Education, General Secretary Xi Jinping proposed building a vocational education system that is well-integrated with both general education and industry to cultivate high-caliber craftsmen and skilled talent. Next, we need to focus on the following four aspects.
First, we'll promote the integration of vocational education and general education. Labor education and career orientation programs should be implemented in primary and secondary schools, offering vocational experience and skills-based courses to cultivate students' interest in acquiring technical skills at an early age. At the high school level, we will build a number of comprehensive senior high schools. We will promote the mutual selection of courses and mutual recognition of credits between secondary vocational schools and regular high schools. We'll further improve the content and format of vocational college entrance exams, and optimize the connection between secondary vocational schools, higher vocational colleges, vocational undergraduate programs and application-oriented universities, thus providing students with diverse pathways for growth and development.
Second, we need to deepen the integration of industry and education. This involves strengthening the development of a provincial-level modern vocational education system as well as the city-level industry-education consortiums and industry-specific collaborative communities. We will implement "four areas of cooperation" between government, enterprises, universities and research institutions. This will include collaborative education programs, talent cultivation, employment partnerships, and shared development initiatives. These efforts will strengthen the alignment between skills training and local economic needs while better matching talent development with industry requirements.
Third, we'll improve operational capabilities and training quality in schools. To support technological transformation and industrial upgrading, we will deepen the integration of industry and education and systematically advance reforms in key areas, including disciplines, curricula, teaching materials, faculty and practical training facilities. We will strengthen the development of "five golden aspects" encompassing "golden majors, golden courses, golden teachers, golden bases and golden textbooks."
Fourth, we will create a favorable environment. We will vigorously promote the spirit of model workers, the spirit of work, and the spirit of craftsmanship, fostering a social ethos where "labor is glorious, skills are precious, and creation is great." We will ensure that the idea of "possessing a skill brings lifelong security" becomes deeply rooted in people's minds, make vocational education more attractive, and cultivate more national-level master artisans, master craftspeople and highly-skilled workers for Chinese-style modernization. Thank you.
Hong Kong Bauhinia Magazine:
What measures will the MOE take to promote innovation in the science and technology management system and mechanisms in universities and accelerate the transformation of scientific and technological advances into new quality productive forces? Thank you.
Huai Jinpeng:
Thank you for your question. Scientific and technological structural reform was a key focus of the National Science and Technology Conference held in the first half of the year. I will answer this question.
As we all know, the third plenary session of the 20th CPC Central Committee regards education, science and technology, and talent as important support for the integrated promotion of national innovation efficiency. The 20th CPC National Congress, for the first time, took this strategic perspective in making integrated plans for education, science and technology, and talent development to advance Chinese-style modernization.
There are compelling reasons why reforming the science and technology management mechanisms in universities and accelerating the application of scientific and technological advances have attracted significant public attention. First, in any country, the quality and capabilities of higher education are the most valuable resources. Higher education institutions can produce innovations and creative achievements, cultivate high-quality talents, and constantly ensure the application of technological advances and serve social development. At the same time, the application of scientific and technological advances and technology transfer from higher education remain common issues attracting global concern. These are becoming increasingly important with the accelerated sci-tech revolution and industrial transformation. As a significant part of boosting innovation and building a modern country, education is also key to fostering new quality productive forces. Higher education institutions shoulder the responsibility of training talents while also being commissioned with the task of creating knowledge and value. High-level research universities are the main force of national fundamental research and a source of major sci-tech breakthroughs, so the education system fulfills an indispensable responsibility.
Knowledge creation drives both technology transfer and market application of technological advances, and China's higher education system has made remarkable achievements in this regard. Since the 18th CPC National Congress, higher education institutions have received 70% of all natural science awards and 70% of all technological invention awards, reflecting their role as the main driving force and source of innovation. Meanwhile, several outstanding achievements have emerged, including the chemical reprogramming of human somatic cells into pluripotent stem cells — a breakthrough of great significance for human health and the treatment of major diseases in modern society. Other notable accomplishments include the state-of-the-art Tianjing self-propelled cutter-suction dredger's contribution to China's marine engineering, and the world's first fourth-generation nuclear power plant beginning commercial operations. These examples illustrate that breakthroughs in basic research are extremely important for the future of the life sciences, health care, major engineering projects, national innovation and industrial development. Therefore, higher education institutions should play an even more important role in basic research, technology transfer and promoting market application of technological advances. The MOE is combining the development of higher education with the construction of hubs for science and innovation.
The first point concerns the source of innovation, which I mentioned just now. We will support the better development of higher education institutions through programs focused on basic disciplines and interdisciplinary breakthroughs. As we all know, basic research requires patience, dedication, and persistent effort for long-term research and knowledge accumulation. Evaluation of such work requires institutional opportunity and adequate time. Only by ensuring this wellspring of innovation can we achieve subsequent technology transfer and market application of technological advances. This requires us to use the integration of science and education in major tasks as an "engine," incorporating it into interdisciplinary and fundamental research, thus providing sources for original and disruptive innovation.
The second involves technology transfer and application. Just now, a reporter asked about the training of excellent engineers. Students, after mastering knowledge and skills and discovering problems in practice, can effectively solve problems using the knowledge they've learned. For example, when I conducted research at the beginning of this year, a student said that he saw fractures and fatigue in large mechanical devices during practical work. He quickly developed a new diagnostic method by applying his optical knowledge. This demonstrates that most technology transfers and applications stem from combining existing knowledge with real-world problems. We also encourage another kind of effort. It's not about looking around for methods but discovering problems in practice, projects and products and then solving them to achieve innovation. Technology transfer and market application of advances involve combining existing knowledge with real-world problems and integrating innovation achievements with industrial needs. In this regard, the MOE is establishing an effective mechanism to foster an enabling environment for such practices. Recently, we partnered with Jiangsu province to promote the construction of Regional University–Industry Technology Transfer Center. The province is enthusiastic about building this platform, which will attract universities to align industrial development with regional innovation as well as national strategies. This effort focuses on advantageous industries such as biological medicine, information and communication, and advanced materials. The goal is to create synergy between existing achievements on the supply and demand sides, strengthening collaboration among industries, universities, and research institutes. This regional center will gather investments and leverage government public policy platforms. We are also optimizing and remodeling universities' sci-tech parks to build an overall network, addressing a global concern. In exploring technology transfer and market application of advances, we're thoughtfully combining talent training and problem discovery with ecosystem development. We expect higher education institutions to play an increasingly important role in creating value and serving economic and social development.
Third, in order to maintain the wellspring of basic research, we will support and encourage young faculty members to engage in long-term fundamental research and interdisciplinary studies as they strive to make future breakthroughs. In this regard, we will support long-term scientific projects and encourage technology transfer and market application of advances through both the reform and optimization of the evaluation system and global cooperation. In recent years, through college students innovation, entrepreneurship activities and industry-university-research cooperation, most students have successfully combined theoretical knowledge with practical problems and discovered new opportunities through social practice, achieving remarkable results. We aim to integrate college students innovation and entrepreneurship with the development of university sci-tech parks, technology transfer centers and advanced research institutes while combining regional industrial development needs with our capabilities and deepening evaluation mechanism reforms. This represents our most typical and important task, requiring continuous effort and unremitting exploration in advancing the integrated development of education, science and technology, and talent. Although there isn't yet a fixed mechanism, we'll accelerate efforts to establish structural and ecosystem frameworks to further enhance universities' momentum, vitality and competitiveness in technology transfer and market application of scientific and technological advances.
Thank you.
Shou Xiaoli:
Many of you are concerned about education, and I see several journalists with raised hands. Due to time constraints, we'll take two final questions.
China Youth Daily:
The MOE has continued to promote the national education digitalization strategic action. What important achievements have been made in the past three years? How will we further promote and build this learning society in the future? What are the specific measures in this regard? Thank you.
Wang Guangyan:
Thank you for your question. The digitalization of education represents a crucial breakthrough point for China, allowing it to pioneer new pathways and build fresh advantages in educational development. Over the past three years, the MOE has fully implemented the national education digitalization strategic action. We have made application the top priority and governance our foundation, and moved towards integration, intelligence, and internationalization in accordance with the principles of connection first, content as the basis, and cooperation as the key. We have built a national smart education platform, expanded the sharing of high-quality educational resources, promoted educational reforms and innovation, and transformed China's educational institutional and scale advantages into drivers of high-quality educational development. The ministers who spoke just now also talked about the outstanding achievements made in promoting educational equity in all aspects through digitalization.
Today, high-quality education is accessible anytime and anywhere, with excellent courses available throughout the country. At the same time, the integration and widespread use of resources bring real benefits to teachers and students. To give you an example, last week, I visited a primary school during my trip to Kashgar, Xinjiang. The school has made full use of the national smart education platform, where teachers easily prepare and teach math lessons. The principal noted that every teacher in the school skillfully uses the platform for training, learning and class discussions. This experience showed me how the national smart education platform, as part of our digital strategy, has expanded access to high-quality resources. This is particularly significant for improving under-resourced schools and promoting educational equality.
China's contribution to global digital education has been significantly enhanced through three years of continuous iteration and upgrading. This is not only a new track, momentum and advantage for our educational development but has also put our digital education transformation in a leading position globally. To cite one data point, China's ranking in the Global Digital Education Development Index jumped from 24th to ninth, a significant achievement. As Mr. Huai just noted, the national platform has received more than 50 billion visits, covering more than 200 countries and regions. It has become the world's largest digital center and service platform for educational resources. It was awarded the King Hamad Bin Isa Al-Khalifa Prize, UNESCO's highest award for education informatization.
Standing at a new historical starting point for strengthening education, we must further strengthen planning and innovative policy initiatives, fully unleash the powerful momentum of educational digitalization to open up new development areas and create new advantages, and explore effective ways to use digitization to empower large-scale individualized and innovative teaching. Next, we will advance our work in five areas.
In terms of deepening institutional reform, we will formulate guidelines to accelerate education digitalization, adapt to the development patterns of different types of education, and ensure effective connections between national and local platforms. We will build a government-led, multi-participant resource supply and application incentive mechanism. We will also establish long-term mechanisms, including standardized sharing and effective big data development empowerment. Therefore, mechanism building must be our top priority.
In terms of platform resource construction, we will prioritize practical applications and improve and make better use of the national smart education platform. We will expand pilot programs for comprehensive platform implementation, promote integration and interoperability, improve resource distribution, and continuously meet the personalized needs of teachers and students across all levels and types of schools.
In terms of empowering the construction of a learning society, we will build a public education service platform for lifelong learning. In accordance with the National Education Conference's deployment, we will build a lifelong learning system based on the qualifications framework, with a credit bank as a platform, focusing on learning outcomes certification. Through digital empowerment, we will promote the construction of a learning society and the development of lifelong education.
In terms of artificial intelligence, we will maximize the role of artificial intelligence as the "golden key," implement AI-enabled education actions in depth, establish an education evaluation and scientific decision-making system based on big data and AI, enhance the digital literacy of teachers and students, and help promote educational reforms.
Finally, we will continue to expand openness and cooperation, actively promote international exchanges in digital education, ensure the success of the World Digital Education Conference, accelerate the construction of the international version of the national smart education platform, and promote Chinese digital education solutions to the world. Thank you.
Shou Xiaoli:
The last question.
Phoenix TV:
We're particularly concerned about the openness in education. The National Conference on Education proposed that we should further promote openness in education, coordinating both "bringing in" and "going global." What key measures will we take in the next step to advance high-standard opening-up in education through "bringing in" and "going global?" Thank you.
Wu Yan:
Since the 18th CPC National Congress, China's international influence in education has increased significantly, as shown by three encouraging indicators. First, China's international educational partnerships have expanded, with educational cooperation and exchanges reaching countries worldwide. Eighty-five countries have included Chinese in their national education systems, and the number of international Chinese learners and users now exceeds 200 million. We have built over 30 "Luban Workshops " in cooperation with other countries, which have been highly popular. Second, the appeal of Chinese education has grown. International students from 195 countries and regions study in China, with the proportion of degree-seeking students increasing to more than 60%. Third, the contribution of Chinese education has expanded. We cooperate with UNESCO and many international organizations worldwide. For example, the UNESCO International Institute for STEM Education will be established in Shanghai, making it the first UNESCO Category 1 Institute outside Europe and the United States. Additionally, at the recent China-Africa summit, President Xi Jinping announced that 10 Luban Workshops would be established in Africa. China has also cooperated with African countries and UNESCO to hold dialogues on education and heritage protection, contributing to the joint promotion of the 2030 international education goals.
Moving forward, we will focus on two major initiatives. The first major task is to unswervingly pursue our "bringing in" strategy. First, at the institutional level, we will effectively use world-class educational resources and innovative elements. We will bring in the best foreign universities, especially those specializing in science and engineering, to encourage high-standard cooperative learning institutions and programs. Second, in terms of international students, we will strengthen the brand and capacity building of "study in China," especially at "Double First-Class" universities (namely world-class universities and those with first-class disciplines). This will help attract outstanding overseas talent to study and exchange in China and enhance our ability to cultivate and gather important global talent. Third, for youth exchanges, we will launch 800 key international summer school projects over the next three years, invite 50,000 American youths to exchange programs in China over the next five years, invite 10,000 French youths to exchange programs in China over the next three years, and double the number of European youths in exchange programs in China. These initiatives will enable young people from China and around the world to have in-depth interactions and further strengthen the foundation for people-to-people exchanges.
The second major task is to steadily "go global." We will further enhance China's international appeal, influence and power to shape in education. First, in terms of higher education, we will promote the international expansion of higher education, maintain our policy of "supporting study abroad, encouraging return, ensuring free movement, and promoting making contributions,” and encourage students to study abroad. We will continue to improve the national comprehensive platform for overseas students, promote overseas programs in fields where China has comparative advantages, especially engineering education and medical education, and help relevant academic standards gain international recognition. Second, in terms of vocational education, we will encourage vocational education to go overseas. We will ensure the success of the World Vocational and Technical Education Development Conference, the World Vocational College Skills Competition and the World Vocational and Technical Education Exhibition. We will set up the first world vocational and technical education award, establish the world vocational and technical education development alliance, promote high-quality vocational education cooperation under the Belt and Road Initiative, and support Chinese vocational colleges in conducting overseas education in an orderly manner. Third, in terms of digital education, we will promote China's digital education to go overseas steadily and ensure the success of the World Digital Education Conference and the Global MOOC and Online Education Conference. We will develop and strengthen the World Digital Education Alliance, publish the Global Digital Education Development Index and demonstration cases, and promote the international version of the smart education public service platform. This will enable China's high-quality MOOC resources to reach global audiences and establish China's digital education as a leading voice in the next round of global educational development.
In addition, Chinese universities have led the launch of two international science programs: the "Deep-time Digital Earth" program, with the participation of scientists from more than 100 countries, and the "Ocean Negative Carbon Emissions" program, with the participation of scientists from over 30 countries. These two major scientific programs represent significant contributions to humanity and will provide Chinese solutions and strength to address common global challenges. We will continue to advance the opening-up of education with full confidence. Thank you.
Huai Jinpeng:
I would like to add a few words. It is a rare opportunity to communicate with the media today. The National Conference on Education issued a mobilization order to build a strong country in education by 2035. This is our grand goal and direction for the next 11 years. Realizing Chinese modernization brings historical opportunities for building a strong country in education. However, we recognize that many difficulties and challenges remain in this endeavor. It requires both systematic leaps and qualitative changes, demanding continued study and research. Two points are indisputable. First, we must unswervingly promote high-quality educational development to serve the construction of a great modern socialist country. Second, we must unswervingly open up to the outside world and promote educational cooperation between China and countries worldwide. People-to-people exchanges and educational cooperation are essential to China's opening-up and national development.
We are ready to work alongside other countries worldwide to contribute to education cooperation, innovation capacity building and cultural exchanges. I would also like to thank our media friends. I wish you all happy holidays in advance and hope you will continue to show interest in and support for education, offering ideas and constructive criticism for educational development. Thank you all!
Shou Xiaoli:
Thank you, Mr. Huai, to all the speakers and to all our media friends for participating. That's all for today's press conference. Goodbye, everyone!
Translated and edited by Zhang Rui, Yuan Fang, Yang Chuanli, Wang Yanfang, Li Huiru, Zhang Tingting, Huang Shan, Yang Xi, David Ball, and Jay Birbeck. In case of any discrepancy between the English and Chinese texts, the Chinese version is deemed to prevail.
