Research on Diversification in Higher Education: A Perspective from Construction of Skilled Society

doi:10.16382/j.cnki.1000-5560.2024.04.010

Abstract

Abstract:

The pursuit of diversified development remains pivotal in fostering the connotation construction of higher education. In the context of construction of skilled society, achieving this diversification necessitates adjustments across three key facets: addressing multi-tiered skill demands, adopting versatile educational approaches, and ensuring sustainability within such a societal framework. Since the expansion of higher education in the late 1990s, China has achieved diversification of higher education in form, but the constraints within the evaluation and management mechanism of higher education, the rigidity of educational goals and systems, and the overemphasis on higher-tier education have led to a serious trend of institutional homogenization, resulting in unitary education provision, which makes it difficult to support the construction of a skilled society. To further support the construction of a skilled society, Chinese higher education institutions are suggested to direct their attention towards the cognitive requisites of diverse skilled individuals. This entails tailored classification and development strategies, a deep understanding of skill acquisition patterns, and a concerted effort to enrich horizontal diversity. Concurrently, the state and the government need to actively facilitate reforms in the evaluation and management of higher education institutions to create an institutional environment for the diversified development of higher education.

Key words: diversification of higher education, skilled society, diversity, process

Jie Zheng, Jinlin Lan, Mengting Li. Research on Diversification in Higher Education: A Perspective from Construction of Skilled Society[J]. Journal of East China Normal University(Educational Sciences), 2024, 42(4): 110-122.

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		哲学	经济学	法学	教育学	文学	历史学
招生人数（人）	1995	1578	71333	18050	16013	44994	7571
	1999	2687	142287	48348	37618	123053	8037
	2001	3602	84036	79695	53476	207217	8459
	2014	7074	251053	179465	175663	386745	23966
	2020	7907	277064	225401	279683	479002	32038
增长倍数（倍）	1995	5.01	3.88	12.49	17.47	10.65	4.23
	1999	2.94	1.95	4.66	7.43	3.89	3.99
	2001	2.20	3.30	2.83	5.23	2.31	3.79
	2014	1.12	1.10	1.26	1.59	1.24	1.34
		理学	工学	农学	医学	管理学^④
招生人数（人）	1995	51862	226157	19675	41972	--
	1999	113052	425526	39284	84464	--
	2001	186895	561942	42820	114312	199954
	2014	335924	1517365	94058	311224	781135
	2020	405149	1923738	133887	441755	808871
增长倍数（倍）	1995	7.81	8.51	6.80	10.52	--
	1999	3.58	4.52	3.41	5.23	--
	2001	2.17	3.42	3.13	3.86	4.05
	2014	1.21	1.27	1.42	1.42	1.04

	农林牧渔大类	资源环境与安全大类	能源动力与材料大类	土木建筑大类	水利大类	装备制造大类	生物与化工大类	轻工纺织大类	食品药品与粮食大类	交通运输大类
2016	57727	41521	38928	268687	13389	393597	31234	16364	56278	210564
2017	60570	43218	37081	266671	13162	382379	28506	17555	59024	233493
2018	64658	48799	39264	272797	14340	395111	29070	20512	59373	251113
2019	102662	71777	49229	383703	18080	522649	37517	25091	76478	304570
2020	103076	74891	49053	414306	19065	543913	40866	25413	81895	311967
增长倍数	1.79	1.80	1.26	1.54	1.42	1.38	1.31	1.55	1.46	1.48
年均增长率（%）	15.60	15.89	5.95	11.43	9.24	8.42	6.95	11.63	9.83	10.33
	电子信息大类	医药卫生大类	财经商贸大类	旅游大类	文化艺术大类	新闻传播大类	教育与体育大类	公安与司法大类	公共管理与服务大类
2016	408656	425334	729323	114986	163211	30620	351902	47069	32713
2017	457623	450382	687966	116039	164077	31050	375891	46390	36282
2018	513504	473838	666749	122679	187971	34018	403524	44692	46329
2019	694153	611309	864174	155969	237148	40644	502451	49780	88762
2020	777384	679658	930125	146402	255284	43576	575913	52867	117710
增长倍数	1.90	1.60	1.28	1.27	1.56	1.42	1.64	1.12	3.60
年均增长率（%）	17.44	12.43	6.27	6.22	11.83	9.22	13.11	2.95	37.73%

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