Core Points - The article discusses the establishment and development of comprehensive high schools in China, which integrate general high school education with vocational training, providing students with diverse educational pathways and opportunities for personal growth [6][8][10]. Group 1: Reasons for Establishing Comprehensive High Schools - Comprehensive high schools aim to meet the diverse developmental needs of students and help them find suitable career paths [8][10]. - In Guangzhou, the introduction of comprehensive high schools was a response to the high admission scores for public high schools, allowing students to register for general high school status through a unified entrance examination [8][10]. - The initiative is part of a broader educational reform outlined in national planning documents, emphasizing the importance of providing satisfactory education to the public [6][8]. Group 2: Implementation and Structure - The comprehensive high school model combines cultural knowledge and vocational skills, allowing students to choose their educational paths based on their interests and academic performance [6][10]. - In 2024, the number of students enrolled in comprehensive high schools in Guangzhou increased from 1,100 to 1,514, indicating growing interest and demand for this educational model [10]. - Different regions, such as Ningbo and Chengdu, have adopted various approaches to implementing comprehensive high schools, including joint operations between general and vocational schools [10][11]. Group 3: Curriculum Integration - The curriculum in comprehensive high schools integrates general education with vocational training, creating a new educational framework that enhances students' learning experiences [12][13]. - Students participate in vocational experience classes, which allow them to explore their interests and gain practical skills [12][13]. - The curriculum is divided into three stages, with the first two focusing on integrating general and vocational courses, while the final stage is tailored to individual student choices [12][13]. Group 4: Teacher Resource Sharing - Comprehensive high schools have established mechanisms for sharing teaching resources between vocational and general education teachers, enhancing the quality of instruction [16][17]. - Teachers from vocational backgrounds are being trained to adapt their teaching methods to meet the needs of comprehensive high school students [18][19]. - The integration of teaching staff aims to break down barriers between vocational and general education, fostering a more cohesive learning environment [19][20]. Group 5: Student Enrollment and Academic Pathways - Comprehensive high schools offer flexible enrollment options, allowing students to switch between vocational and general high school statuses based on their academic performance and interests [21][23]. - Students have multiple opportunities to convert their academic status, with specific criteria and assessments in place to ensure fairness and transparency [21][23]. - The model encourages students to make informed decisions about their educational paths, reflecting their evolving interests and capabilities [24][25].

Core Viewpoint - The establishment of comprehensive high schools in China aims to meet the diverse development needs of students, allowing them to choose suitable educational paths that combine academic and vocational training [6][7][9]. Group 1: Reasons for Establishing Comprehensive High Schools - Comprehensive high schools are designed to address the anxiety of students and parents regarding educational pathways, particularly in regions where access to traditional high schools is limited [7][9]. - The initiative is part of a broader educational reform to provide a more flexible and diversified educational system, as highlighted in national planning documents [6][9]. - The model allows students to transition between vocational and academic tracks based on their interests and academic performance, thus promoting personalized education [6][10]. Group 2: Implementation and Structure - In 2024, Guangzhou initiated a pilot program for comprehensive high schools, expanding from 5 to 1514 students, indicating a growing acceptance of this educational model [9][10]. - Different regions, such as Ningbo and Chengdu, have adopted unique approaches to implementing comprehensive high schools, with Ningbo expanding from 8 to 22 schools and Chengdu integrating vocational and academic resources [9][10][11]. - The curriculum is designed to blend academic and vocational training, with a focus on practical skills and career readiness [11][12]. Group 3: Curriculum Integration - The curriculum in comprehensive high schools includes both academic subjects and vocational training, allowing students to explore their interests while receiving a solid educational foundation [11][12]. - Schools like Tianfu New District Comprehensive High School offer a structured three-phase curriculum that evolves from foundational knowledge to specialized vocational training [11][12]. - The integration of vocational courses, such as data-driven video production, provides students with hands-on experience and practical skills relevant to the job market [12][14]. Group 4: Teacher Resource Sharing - Comprehensive high schools utilize a teacher resource-sharing model, where vocational and academic teachers collaborate to enhance the educational experience [14][15]. - Schools are encouraged to recruit high-quality teachers from both vocational and academic backgrounds to ensure a well-rounded educational approach [15][16]. - Training programs for teachers are implemented to help them adapt to the unique needs of comprehensive high school students, ensuring effective teaching methods are employed [17][18]. Group 5: Student Enrollment and Academic Transition - Comprehensive high schools provide students with opportunities to switch between vocational and academic tracks, with specific criteria and assessments in place to facilitate these transitions [19][20]. - The policy allows for multiple opportunities for students to change their academic status, reflecting the understanding that student interests and capabilities may evolve over time [21][22]. - The flexibility in academic pathways is designed to empower students to make informed decisions about their futures, whether they choose to pursue vocational training or academic qualifications [23][24].

Core Viewpoint - The article discusses the importance of comprehensive high schools in providing diverse educational pathways for students, bridging the gap between general and vocational education, and allowing for a more personalized approach to learning [1][2]. Group 1: Educational Structure - The current education system divides students into general education and vocational education after the high school entrance examination, which may not align with their interests or strengths [1]. - Comprehensive high schools aim to break the boundaries between vocational and general education by offering both cultural knowledge and vocational skills [1]. Group 2: Curriculum Development - Comprehensive high schools are encouraged to establish inter-school curriculum cooperation mechanisms to better meet the diverse developmental needs of students [1]. - The article emphasizes the need for a variety of courses to cater to students' different interests and potentials, suggesting that a single school's course offerings may be insufficient [1]. Group 3: Teacher Quality and Training - The quality of teaching staff significantly impacts the effectiveness of the curriculum, and comprehensive high schools should facilitate the free movement of teachers across different types of schools [2]. - Regular targeted training for teachers in comprehensive high schools is recommended to enhance teaching effectiveness and adapt to the unique characteristics of these institutions [2]. Group 4: Student Development - Comprehensive high schools should actively guide students in recognizing their strengths and potential, which is crucial for making informed decisions about their future education and career paths [2]. - The article highlights the need for systemic reforms to overcome existing challenges in the development of comprehensive high schools, aiming for innovative educational models that cater to every child's needs [2].

上海和成都两地的贯通式培养，都只是少数学校试点。成都已经公布了试点的8所学校，从这8所学校的办学看，属于当地中等层次的普高。选择中等层次的 普高进行贯通培养，是有良苦用心的。因为如果选择当地的优质高中、顶尖高中贯通培养，就很可能变为这些高中"掐尖"，家长会争着让孩子进入顶尖高中 的贯通班，进一步刺激升学竞争。 正是因为如此，成都设计的贯通培养，试点范围并不大，由学生自主申请，不进行考试选拔，报名人数超过招生计划则进行摇号录取。在求学过程中，贯通 班的学生还可以申请退出，但"只出不进"。试点这样的贯通培养，对选择贯通班的学生来说，相当于有了进普高的保底，贯通班可以进行小初高一体化培 养，关注学生的综合素质。但这并不会影响整体中考格局，大部分初中毕业生还将参加中考。选择贯通班的学生，如果想报考更好的普高，也可能退出贯通 班。 不少人希望贯通培养模式能扩大，这样就可以让更多学生不参加中考了。但这是受到现实局限的。扩大贯通培养及取消中考的难点都在于，除了高中阶段实 行普职分流外，我国普通高中体系内仍存在事实上的等级差异，诸如超级高中、示范性高中、特色高中等多种类型，其资源配置和升学前景差异显著。 熊丙奇/文 近日，上 ...

Core Viewpoint - The latest data from the Ministry of Education indicates significant changes in the school-age population in China, with a notable decline in preschool and primary school-age children, while the number of students in junior and senior high schools continues to rise [1][15]. Group 1: Changes in Preschool Education - The number of children in preschool education has decreased significantly, with a total reduction of over 10 million in the past two years, leading to a decline in the number of kindergartens [5][6]. - The average class size in kindergartens has decreased from 26.32 to 25.38 children, providing an opportunity to explore "small classes and small kindergartens" [5][6]. - The proportion of inclusive kindergartens has increased, with 87.26% of kindergartens being inclusive and 91.61% of children in inclusive kindergartens [5][7]. Group 2: Primary Education Trends - The number of primary school enrollments in 2024 is projected to be 16.17 million, a decrease of 2.61 million from the previous year, indicating a peak in enrollment numbers [10]. - The total number of primary schools has decreased to 136,300, with a reduction of 7,200 schools and 13,800 teaching points [10]. - The number of large classes (over 56 students) has increased by 25%, with 17,600 such classes reported [10][11]. Group 3: Junior and Senior High School Developments - Enrollment in junior high schools has increased by 941,200 to 18.49 million, while senior high school enrollment has risen by 684,000 to 10.36 million [15]. - The number of ordinary high schools has increased by approximately 400 to 15,800, responding to the growing demand for high school education [16]. - The ratio of ordinary high school to vocational school enrollments has widened, with over 70% of junior high graduates expected to enter ordinary high schools [16][17]. Group 4: Educational Resource Optimization - The changes in school-age population necessitate a flexible and rapid optimization of educational resource allocation to enhance educational ecology and promote comprehensive student development [18]. - The government is encouraged to provide sufficient funding and break down existing barriers to improve the quality of education, especially in rural areas [13][18].

Core Insights - The latest data from the Ministry of Education indicates significant changes in the school-age population in China, with a notable decline in preschool and primary school enrollment, while secondary education is experiencing an increase in student numbers [1][13]. Group 1: Changes in School-Age Population - The number of children in kindergartens has decreased by over 10 million in the past two years, with 35.84 million children enrolled in 2024, down by 5.09 million from the previous year [2][4]. - Primary school enrollment is projected to have peaked, with 16.17 million students enrolled in 2024, a decrease of 2.61 million from the previous year [7][10]. - The total number of primary schools has decreased to 136,300, with a reduction of 7,200 schools compared to the previous year [9]. Group 2: Class Size and Resource Allocation - Despite the decrease in student numbers, the number of large classes (over 56 students) in primary and junior high schools has significantly increased, with a 25% rise in such classes in primary schools [10]. - The average class size in kindergartens has decreased from 26.32 to 25.38 students, indicating a shift towards smaller class sizes [4]. - The government is urged to optimize educational resource allocation to meet the demand for quality education, especially in rural areas [1][11]. Group 3: Secondary Education Trends - Enrollment in junior high schools has increased by 941,200 students to 18.49 million in 2024, while high school enrollment has risen by 684,000 to 10.36 million [13][16]. - The ratio of students entering general high schools versus vocational schools has widened, with over 70% of junior high graduates expected to enroll in general high schools [16][17]. - The Ministry of Education plans to build or expand over 1,000 quality general high schools to address the shortage of high school seats [15]. Group 4: Policy and Future Directions - The implementation of the new Preschool Education Law aims to gradually promote free preschool education in qualified areas, which is expected to enhance the accessibility of early childhood education [5]. - Experts suggest that the government should increase funding for early childhood education and adjust class size standards to improve the quality of education [5][12]. - The focus on balancing educational resources and improving the quality of education is essential for addressing the disparities in educational access across different regions [18].

Core Viewpoint - The article discusses the significant increase in ordinary high school enrollment in China, driven by government policies aimed at expanding educational resources to meet rising demand from families [2][3][6]. Enrollment Trends - In 2024, the total enrollment in ordinary high schools reached 10.362 million, marking a 684,000 increase from the previous year, the largest growth in 20 years [3][6]. - The number of students enrolled in ordinary high schools is projected to exceed 30 million by 2025, given the current growth rate [6][10]. Policy Initiatives - The "Education Strong Nation Construction Plan (2024-2035)" emphasizes the acceleration of ordinary high school education resource supply [2][12]. - Various regions, including Beijing, Chengdu, and Jiangsu, are implementing policies to increase ordinary high school enrollment, with specific targets set for 2025 [8][9]. Changes in Educational Structure - The ratio of ordinary high school to vocational education has shifted to nearly 7:3, reflecting a growing preference for ordinary high school education [2][3]. - The article highlights a transition from "expanding quality" to "expanding capacity" in educational policies, indicating a response to demographic changes and family needs [12][13]. Regional Developments - Beijing plans to increase its ordinary high school enrollment by approximately 3,000 students in 2025 [8]. - Chengdu is expected to add over 10 new ordinary high schools to accommodate increased enrollment [9]. - Jiangsu and Zhejiang provinces are also expanding their ordinary high school capacities significantly [9]. Educational Access - The gross enrollment rate for high school education has reached 92%, with some provinces achieving rates as high as 96%, indicating near-universal access for junior high school graduates [10][11]. - The article notes that the number of "dropout" students in Beijing has become minimal, suggesting a high level of educational accessibility [11]. Comprehensive High Schools - The concept of comprehensive high schools is being explored, which combines ordinary high school curricula with vocational training, allowing students to choose their educational paths [18][20]. - This model aims to address the mismatch between vocational and ordinary education, providing flexibility for students based on their interests and abilities [17][18]. Conclusion - The article underscores the importance of expanding ordinary high school education resources to meet the growing demand and ensure equitable access to education across different regions in China [12][14].