A Study on the Expansion and Its Effects on Higher Education in China
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Since the founding of new China, China's higher education has made historic achievements. China's education reform and development can be roughly divided into four stages: the foundation stage (1949-1984), the reforming stage (1985-1998), the stage of popularization(1999-2013) and the connotation development stage (from 2004 to now). With the deepening of China's higher education reform, it has made great achievements in terms of scale, quality, fairness and international influence. In particular, the 40 years since the reform and opening up is a very extraordinary historical stage in the development of China's higher education cause. Among those changes, there is a significant one, that is, the expansion of higher education in China. With the expansion of China's higher education, higher education began to become privatized, decentralized and internationalized. And as its incessant expansion, it also had some significant influences and challenges. This essay mainly talks about the expansion of Chinese higher education in the past 20 years and figures out the effects on Chinese higher education expansion.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it