The Research On Historical Context Of Provincial Quality Monitoring Of Higher Education In China

Higher education quality is the lifeline of higher education, but also the eternaltheme of higher education research. To monitor the quality of higher education is thebasic work of the qualitative improvement of higher education. It is an inevitabletrend to enhance the position and function of provincial monitoring in the presentcontext of HE “administration cooperated by central and provincial authorities, butoperated by the provincial authority”. To research the history of provincial levelquality control of higher education since the founding of the PRC will help to enrichand develop the theory of provincial level quality control of higher education，andeffectively improve the quality of higher education. Therefore, it is necessary to dothe research.Since the founding of new China，the provincial level quality monitoringmechanisms of higher education、the main contents of provincial level qualitymonitoring of higher education and the methods of provincial level quality monitoringof higher education evolutes from four different historical stages.1949-1966：theinitial period of quality control.1966-1976: the period of "ten years" in qualitycontrol turmoil.1977-1998：the period of the rehabilitation of quality order and theestablishment of the monitoring system. Since1999, the period of the qualitymonitoring system development.The provincial level quality monitoring mechanismsare: oriented mechanism、monitoring and feedback mechanism、dynamic mechanism、constraint mechanism.The main contents of provincial level quality monitoring ofhigher education are: guiding ideology and positioning of universities、 collegeprofessional setting and development、teaching staff construction、the internal controlsystem of quality control in universities、teaching conditions and utilization.At thesame time, the provincial government use these methods while monitoring:legislation、administrative control、the function of information service and highereducation evaluation. There are three points of experience of provincial qualitymonitoring: First the interaction of various mechanisms to enhance awareness ofself-monitoring of the school; Second adhere to the cultivation of talents, ensure thecenter position of the teaching work, Third fully tap the quality monitoring functionand effectively guarantee education quality. At the same time the provincialgovernment should pay attention to the problems which existing in monitoring highereducation and what they should be improved in the future.