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improvements in the recognition of qualifications are increasingly being sought through bilateral agreements.

One ofAustralia’s contributions in the region is the pilot project, “Diploma Supplement,” which is an attachment to academic and vocational awards that provides internationally- understood information about the qualification. It includes information about the award, its level, duration, mode of study, and subjects completed; the standing of the qualification in employment or professional terms; the status of the award and the awarding institutions; and the national education system at the time of the award. The Diploma Supplement can make qualifications more portable and their value more transparent.


Yang Yulian

Director General Office of the Academic Degrees Committee State Council Beijing, China

China’s higher education consists of three types: regular higher education, adult higher education, and higher vocational education. In China, the term “institutions of higher education” refers to universities and various kinds of specialized full-time colleges. The country also has established a degree-granting system, which covers almost all academic disciplines and basically guarantees the quality of various academic disciplines. China has a strict matriculation test system, which ensures the quality of students who receive higher education degrees.

China’s educational exchange policies were reinforced by the mandate that “the State encourages foreign exchange and cooperation in education.” There is also an interim provision for Chinese-foreign cooperation in running schools, which mandates that the State encourage joint cooperation in education between Chinese educational institutions and foreign educational institutions whose academic standards and quality of teaching are generally recognized. With these mandates, the Chinese government was able to collaborate with around 170 foreign educational institutions. With regard to the admission of foreign students, China has laws and decrees with which students are expected to comply. Chinese universities and colleges are responsible for determining the qualifications of foreign applicants through testing or evaluating their ability.

In 2004, the China Academic Degrees and Graduate Education Development Center (CADGEDC) was established to take charge of accreditation of Chinese diplomas and degrees. CADGEDC has established extensive ties with both foreign and domestic higher education institutions. It has also introduced an on-line accreditation system, which became operational in 2007.

Ninth Session of the Regional Committee


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