The Separated Multi-Departments Dual Model in China’s Distance Education

In the early 1950s, as China embarked on building its socialist education system, a critical challenge emerged: how to provide higher education to millions of citizens scattered across vast distances, many of whom were already working or living in remote areas. The solution was higher correspondence education, a system that would eventually become one of the pillars of China’s distance learning infrastructure. This model, known as the “separated multi-department dual model,” represents a unique approach to expanding educational access while maintaining centralized control over quality and content.

Historical foundations: From modest beginnings to national reform 🔗

The origins of China’s higher correspondence education can be traced to 1953, when Renmin University of China became the first institution to offer correspondence programs leading to diplomas in finance and economics. This pioneering effort was soon replicated by numerous other respected universities across the country. However, these early programs remained relatively modest in scope, offering limited subjects and resources under the Ministry of Education’s direction.

The system’s trajectory changed dramatically following the Cultural Revolution period from 1966 to 1976. During this turbulent decade, China’s educational system experienced severe disruptions, with higher education largely sidelined as political ideology took precedence over academic pursuits. When the country began its reforms and opening up in the late 1970s, the demand for skilled labor and higher educational qualifications surged dramatically.

The formalization of distance education came in 1978 when China established its Open Education policy, which allowed universities to offer degrees through correspondence courses. This policy aimed to make higher education accessible to a broader population, including workers, farmers, and people living in rural areas. By the 1990s, distance education was experiencing rapid growth, with many universities beginning to offer specialized correspondence programs tailored to various professional fields.

The operational structure: A complex administrative framework 🔗

One of the most distinctive features of China’s higher correspondence education is its complex operational structure built around the “separated multi-department dual model.” This system separates operational aspects of the educational process across different administrative levels, creating a hierarchical network of responsibility and oversight.

Central authority and institutional organization 🔗

At the top of this structure sits the central government, primarily through the Ministry of Education, which establishes national policies, sets educational standards, and allocates resources. The Ministry determines which universities can offer correspondence programs and what subjects they may teach, ensuring consistency across the nation’s diverse regions.

Regular universities play a dual role in this system. They are not only responsible for teaching students but also serve as intermediaries, ensuring that government policies related to distance education are properly implemented. To facilitate this, universities established correspondence divisions within their existing structures, creating specialized departments to manage distance learners separately from on-campus students.

Local educational offices in various regions assist in managing programs, ensuring that educational opportunities reach even the most remote areas. This multi-layered approach allows for central standardization while accommodating local implementation needs, though it also introduces complexity and potential coordination challenges.

Instructional design: Balancing accessibility with structure 🔗

The instructional design of China’s higher correspondence education system reflects both the practical constraints of reaching dispersed learners and the government’s commitment to maintaining educational standards.

Printed materials as the foundation 🔗

Printed materials have historically been the backbone of correspondence education in China. Textbooks, study guides, and exercises are designed to be self-contained, allowing students to study independently without direct interaction with lecturers. Given the vast geographical spread of students and the limited technological infrastructure in earlier decades, this method was the most practical way to deliver education consistently across the country.

Tutorial sessions and support 🔗

Tutorial sessions represent a crucial component of the instructional design, providing opportunities for students to clarify doubts, engage in discussions, and receive further instruction on complex topics. These sessions traditionally occurred in-person at designated locations but have increasingly moved to scheduled online formats as technology has advanced. The shift to online platforms accelerated dramatically during the COVID-19 pandemic, demonstrating both the potential and challenges of digital distance education.

Compulsory pacing system 🔗

A distinctive feature of China’s correspondence education is its compulsory pacing system. Unlike fully self-paced distance learning models, this approach requires students to complete coursework within specific timeframes, replicating the semester structure found in traditional universities. This system provides clear deadlines and expectations, helping to ensure that distance learners maintain progress without the benefit of daily classroom accountability. The structured approach reflects the system’s goal of maintaining academic rigor comparable to on-campus programs.

Challenges and impact: Navigating scalability and quality 🔗

Despite its successes in expanding educational access, China’s higher correspondence education system faces several significant challenges that affect its ability to meet contemporary educational needs.

Scalability constraints 🔗

While the separated multi-department dual model allows for centralized quality control, it also creates scalability challenges. The hierarchical approval processes and coordination requirements can slow the system’s ability to expand rapidly or respond to emerging educational needs. As recent research has identified problems such as inconsistent standards and imperfect organizational structures that hinder quality development in distance education.

Quality of materials and pedagogical approaches 🔗

The reliance on printed materials and structured pacing, while providing consistency, can limit pedagogical innovation. Critics argue that the system often emphasizes rote memorization rather than critical thinking and problem-solving skills. Additionally, the quality of correspondence materials varies across institutions and programs, with some struggling to match the resources available to on-campus students.

The digital divide remains a significant concern, with differences in equipment quality, network access, and students’ adaptability to online teaching affecting learning outcomes. Rural students often face greater challenges accessing high-quality materials and technology infrastructure compared to their urban counterparts.

Alignment with national goals 🔗

Perhaps the most pressing challenge facing China’s correspondence education system is ensuring alignment with the country’s evolving national educational priorities. As China’s economy has become increasingly knowledge-driven and technology-focused, there is growing pressure for distance education programs to offer more specialized and cutting-edge courses rather than the broad, general education programs that historically dominated correspondence education.

The government has recognized the need for educational programs that support innovation, technological advancement, and workforce development in emerging sectors. However, adapting correspondence education to meet these demands while maintaining accessibility and quality remains an ongoing challenge. The system must balance its historical mission of providing basic higher education to underserved populations with the need to develop specialized skills for a modern economy.

The enduring significance of correspondence education 🔗

China’s higher correspondence education system, built on the separated multi-department dual model, represents an ambitious and sustained effort to democratize access to higher learning. From its modest beginnings in 1953 through the transformative post-Cultural Revolution reforms and into the digital age, this system has educated millions of Chinese citizens who might otherwise have been excluded from higher education opportunities.

The model’s emphasis on centralized planning, structured delivery, and systematic quality control reflects both the strengths and limitations of China’s approach to educational development. While these features have enabled remarkable consistency and scale, they have also created challenges in adapting to rapid technological change and evolving educational needs. As China continues to modernize its economy and society, the correspondence education system must evolve to balance its foundational commitment to accessibility with the demands of preparing students for an increasingly complex and technology-driven world.

What do you think? How can correspondence education systems balance centralized quality control with the flexibility needed to serve diverse learner needs? In what ways might emerging technologies transform traditional correspondence education models while preserving their commitment to educational equity?

References

1. https://openpraxis.org/articles/10.55982/openpraxis.17.1.773
2. https://en.wikipedia.org/wiki/Education_in_China
3. https://link.springer.com/chapter/10.1007/978-981-13-5787-9_2
4. https://slejournal.springeropen.com/articles/10.1186/s40561-020-00125-8
5. https://www.atlantis-press.com/proceedings/icmeim-24/126005347
6. https://pmc.ncbi.nlm.nih.gov/articles/PMC9468296/
7. https://www.emerald.com/insight/content/doi/10.1108/aeds-05-2020-0118/full/html