關於 middle school, junior high school ，我們在網路上蒐集到這些相關的討論、資訊與評價

【國立臺灣大學109學年度畢業典禮 致詞代表 心理學系林世峰】
Student Address, National Taiwan University Commencement 2021
Shih-Feng Lin from the Department of Psychology

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校長、各位貴賓、師長，親愛的家長、同學、畢業生，還有所有螢幕前的觀眾朋友，大家好！我是臺大畢業生代表，心理學系四年級的林世峰。

四年來，真的很難忘，我們同學一起在新生書院互加好友，在醉月湖找校鵝，還到舟山路上觀察大笨鳥的慢動作，又騎腳踏車到溫州街裝文青，到118巷當吃貨。多希望一切歲月靜好，但新冠肺炎疫情揮之不去，年輕生命殞落的悲劇突然到來，讓我們成為最迷惘的一屆，也是最獨特的一屆。

學校的活動臨時停辦，線上課程堆積如山，畢業舞會、椰林辦桌又被忍痛取消，最後甚至連實體畢業典禮和謝師宴也成為永遠的遺憾。我有朋友被迫放棄出國交換的機會，而我夢寐以求的芬蘭教育見習也無法成行。計畫被打亂、不安變常態，我們卻又將面臨更多挑戰。

一天，我在溫州街二手書店翻到詹姆斯．卡斯的一句話，震撼了我。這位哲學家將人類活動分為兩種遊戲，他說：「有限遊戲以取勝為目的，無限遊戲以延續遊戲為目的。」當下我驚覺，或許求學路上感到煎熬，就是因為我們被困在有限的遊戲中。有限的學習是一場短跑，只是一種手段，是為了勝過別人來證明自己，而拼命地刷新履歷、獲得標籤。

我回想起大三的一晚，我陪高三的學弟妹們為大考奮戰，原本想說幫忙解題而已，但最後他們卻對我說 :「學長，我讀書感覺好空、好累、好悶……」、「學長，我學這些到底為了什麼……」

是啊！為了考試而讀書、為了標籤而學習，不問意義與價值，讓我們陷入空虛、疲憊與痛苦。於是，我和一群來自超過二十個不同科系的夥伴創立了「臺大青鳥教育社」，有來自超過五所大學甚至香港、加拿大的大學生，一起走進的社區、偏鄉引導國高中生探索學習意義和自我價值，我們一起描繪活用所學、開展生涯的美好未來。

驀然回首，當初那麼想到芬蘭，不就是為了回台灣實現讓學習更有意義的理想嗎？疫情是一位無形的嚴師，教導我們在變動中珍惜彼此，在家園築夢踏實，更讓我們重新發現，學習是一場無限的壯遊，本身就是一種目的，是為了提升自己來造福他人，而自在地探索未知、創造價值。

經過師生共同努力，今天的臺大更重視心輔資源，「防疫一號」、「線上杜鵑花節」、「未來大學」，都讓我們這最迷惘的一屆，不僅成為了最獨特的一屆，更將蛻變為最堅韌、最覺醒的一屆。無論如何我們堅信，來到生命的必有意義，即使畢業了、即使停課了，臺大人都將繼續沉思、繼續學習，在人生的無限遊戲，繼續締造壯舉，讓傅鐘在心裡迴響起，永不止息！

一路上感謝師長、同學，感謝親友、爸爸媽媽及阿公阿嬤。感謝臺大砥礪我們脫胎換骨。期許自己並祝福各位同學，艱難時刻盡己所能，抱持無限思維活學活用，超越自我、同理他人，我們一起創造共好的故事、貢獻宇宙的精神！我是林世峰，畢業後我們一起勇敢！謝謝大家！

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President Kuan, distinguished guests, professors, parents, graduates, and friends on the screen, Hi! I am the valedictorian on behalf of graduates. I am Lin, Shih-Feng from the Department of Psychology.

The past transient four years brought me lasting remembrance. We made friends with classmates at Orientation Camp, searched for geese at Drunken Moon Lake, watched languid birds, Malayan Night Heron, on Zhoushan Road, biked to Wenzhou Street like a hipster and took a bite at the Lane 118. Although I dream that serene days live on, Covid-19 pandemic and the tragic loss of young lives suddenly happened. Hence, we have become the most puzzled and unique graduating class of 2021.

The events on campus were abruptly suspended. Online courses were augmented. The graduation prom and the feast at Palm Boulevard were cancelled. Even the onsite graduation ceremony and the banquet for thanking professors have become impossible but eternal regrets. One of my friends was forced to relinquish the opportunity to exchange abroad. And I could not fulfill my internship program of which I dream in Finland. Facing the disruption of planning and uncertainty as normalcy, we meet myriad challenges.

One day, I read a sentence written by James Carse in a second-hand bookstore on Wenzhou Street. To my astonishment, the philosopher categorizes human activities as two kinds of games. He said that "a finite game is played for the purpose of winning, an infinite game for the purpose of continuing the play.” All of a sudden, I realized that my struggling study arises from the trap of finite game. The limited learning like a sprint aims to prove superiority as means that we spare no effort to renew resume and acquire labels.

Reflecting back on one evening in my junior year, I accompanied third graders of high school who strived to prepare university entrance exam. I thought I could help answer their questions but eventually they said to me that “I felt aimless, exhausted, and suffocated…＂“What is the purpose for learning indeed…?”

Right. Studying for exams and labels without inquiring into meaning and value could ensnare us within emptiness, exhaustion and pains. Therefore, I found NTU Avizure Education Club in partnership with peers from more than 20 departments. Students from over five universities including those from Hong Kong and Canada enter the community and guide middle and high schoolers to explore the meaning of learning and the value of self through application of what we have learned, leading to promising careers in the future.

While viewing the past and thinking of Finland, wasn’t it the ideal that I wish to accomplish after return to make learning more meaningful? The pandemic is an invisible stern teacher who teaches us to cherish each other in times of turmoil, to pursue dreams step by step in homeland, and to discover again. Learning is infinite grand journey embodied in a purpose, improving oneself to benefit others, exploring unknown, and creating value.

With joint endeavors of faculty and students, National Taiwan University today draws more attention to counseling resources. The Device of Epidemic Prevention No. 1, Azalea Festival online, and the University of Future project allow us as the most puzzled class to transform into the most unique and perseverant class with self-awareness. We firmly believe that anything that brings to the life gives meaning. Regardless of gradation and end of class, members of NTU would continue to consider and learn as well as proceed to accomplish in the infinite game of life. And the resonance of ringing the Full Bell in our mind never ceases.

I would like to extend my gratitude to professors, fellow classmates, family, friends, parents and grandparents in my path. Thank National Taiwan University for urging us to change. I expect each student and myself to transcend ourselves and to be compassionate toward others as active learners during trying times. We together create stories of common good and embrace the spirit to contribute to the universe. I am Lin, Shih-Feng. We are brave upon graduation. Thank you all.

詳見：
https://www.facebook.com/NTUCommencement/posts/2718183551805402

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#臺灣大學 #畢業典禮 #NTUCommencement2021 #學生致詞代表 #臺大心理學系 #林世峰

《我的幸福5/2 週末》

*週日下午兩點誠品信義書店「廿世紀典範人物」新書分享會，我下午二時開始演講，離上次在台灣大學公開演説。快半年了！分享會報名一小時預告已額滿，但TVBS電視台慷慨的支持。派出SNG車，屆時TVBS文茜的世界周報YouTube 及世界周報Facebook 都將同步直播。

*新書分享會後我將直奔高雄衛武營，參加劉孟捷（李斯特巡禮之年）鋼琴獨奏會。這是劉孟捷回台，最重要的一場音樂會，我目睹他用盡了一切心力。過去即使21歲時在費城代打缺席大師的音樂會，劉孟捷都未曾如此緊張。他此次回台，手術前為了沒有遺憾，共舉行三場音樂會：其中4/17與5/30皆是與國家交響樂團NSO合作：530那一場指揮是呂紹嘉。但他告訴我，某些曲目對他而言，是Piece of Cake ：惟獨衞武營這一場，曲目由他自己決定，現場錄影，並且找了金曲獎錄音師同步錄音。

5/2衛武營-劉孟捷鋼琴獨奏會《李斯特巡禮之年》購票連結
https://www.opentix.life/event/1384752689074294784

劉夢捷明白他即將面對一個大手術，手術風險之外，他的免疫系統疾病，將使他的康復之路更長。

沒有人可以預知未來，為了圓他的夢，醫院每天都要求他早上、晚上量血壓，報告直接傳給院長。振興醫院院長魏崢雖然是亞洲第一把心臟外科醫師，但也不敢大意。

畢竟這個人的生命那麼脆弱，他的心臟主動脈剝離，那是實質的「心碎」了：但他仍有詩，仍有音樂夢。在生命的交接處，在白日與黑夜的交义口，劉孟捷想為他的音樂生涯，留下最美好的紀錄。

他選擇了李斯特。

在這場音樂會前，他甚至以英文寫下了自己與音樂、疾病的半生回顧：如李斯特的巡禮，有仰望，有沉思，有失落，有幽微的疼痛。他以詩篇般的演奏模式，傾訴，詠嘆。他曾得到天賦，也走過死蔭的幽谷。命運是一層又一層的黑影逼近，老天爺隨時想帶走他。

而他已不再流淚，不再沉浸於悲愴告別：因為對他而言活著並不容易，他要讓自己更深刻的抓住每一分時光之美。

如果時間和空間，正如哲人們所形容的
都是不實際存在的東西：那從不感到衰敗的太陽，也不會比我們了不起多少！

他如艾略特的詩句中所形容的：我們為什麼要如此貪心總在祈禱，想活上整整一個世紀？

蝴蝶雖僅活了一天，已經歷了永恆。

當他的身軀如露水還在藤蔓顫抖時，他送給我們一場「完全浪漫又超技的李斯特」。

等音樂會結束了，至少有一張CD，一段YouTube 影像：不論孟捷代表生命的那朵鮮花是否枯萎，他彈奏如天使的音聲不會飛離，它會停留在那夜，繼續釋放芬芳。

這是盡生命之力、之情獨奏的音樂會。劉孟捷説：這樣當他走進手術室時，會少一點悲傷。

或許快樂的日子本來就不多，但讓這場「完全李斯特．完全劉孟捷」的獨奏會放出神聖的光彩吧！

我必將赴會，不會錯過！我知道此刻的獨奏會，很難複製，因為它綜合了太多的情感、愛念，釋放與生命的抒情。

*劉孟捷為此次獨奏會寫下的文字：This past year has seen some unprecedented changes in the world. Many lives have been lost and many have changed. The world has changed while many of us confront the uncertainty of the future.

For most musicians, life has changed. For months, we have been conducting our lessons online, and concerts have mostly stopped or become an online experience as well. More time has been spent learning how to improve the online teaching experience than one could have imagined. While I have felt the duty to continue teaching, the format the pandemic requires for teaching leaves me unwilling to spend more time than I have to.

And truly, I have had other things to deal with. When the pandemic started to worry the American public in March, I was in the middle of a tour with the String Quartet-in-Residence at Curtis, the Vera Quartet. However, our concerts were canceled, and everything came to a sudden halt.

I felt the universe had sent me an unexpected gift, as I had also just received some terrible news concerning my worsening aortic arches and a diagnosis of kidney cancer. The sudden halt in my professional schedule seemed perfect in its timing. I was able to settle into a monastic existence, to simply practice and attempt to heal.

I see many musicians itching to be concertizing again, and many stepped into new territory, performing on the internet. Many took time to develop new podcasts, and to write new materials for their art. Sadly, many have struggled as they have fallen into desperation without any concert incomes. Altogether the music industry seems to be in peril, and many worry about how music and musicians will survive.

However, I had my own survival to think about. Having been through many difficult experiences in my life, I knew this might be the most difficult I would encounter. My Doctors describe me as a walking time bomb. My condition could be lethal at any moment if my blood pressure gets out of control. So while others wrestle with the fate of the music industry, I’ve needed to face my own fate and mortality.

Playing concerts can mean many things to people. At different times throughout my life, I’ve felt the need to express different aspects of myself. When I was young, I wanted to embody the spirit of romanticism, playing lots of Chopin and Schumann. Then there was a period of time when I wanted to challenge myself by showing off pyrotechnics. I had a brooding period where I turned to the pathos of Rachmaninoff, and then felt the need to return to the purity of Schubert and nobility of Brahms. Throughout this pandemic, I wanted to play Bach. Through Bach’s music I found a kind of spiritual sanctuary.

In considering the program for this concert, I felt again the urge to play music that reflects my current feelings and state of mind. The title of today’s recital, “Years of Pilgrimage” seems to fit exactly what I am experiencing.

Liszt wrote several volumes of “Années de pèlerinage” throughout his life to reflect on thoughts he had during his travels. He links his philosophical thoughts to the scenery which inspired them. “Au Bord d’un Source” describes feelings of rejuvenation while standing next to a clear stream of water, a symbol and source of life and energy. It seems to say, when the stream is so pure, life can be so full of joy.

In the Les jeux d'eaux à la Villa d'Este (The Fountains of the Villa d'Este), the water has a magical and supernatural quality, as Liszt himself wrote in the inscription: "But the water that I shall give him shall become in him a well of water springing up into eternal life,"( from the Gospel of John.)

For me, I have never felt more connected to Liszt than when he looked upon the valley of Obermann and questioned the meaning of existence. At this moment in my life, I often find myself reflecting my experiences of what I see and read into philosophical musings. Perhaps many people come to a time when this is so.

In all this I have felt gratitude for the love stories and sonnets that one can romantically indulge in, and for storms so violent that they threaten to destroy one’s spirit, even the hell-bound journey which brings up questions about the purpose of life…

On this journey, I felt full and alive as a human being. Looking back on this journey, I am grateful for everything, whether happy or sad, to have made an impact, found and imparted meaning to this life.

The unusual time of this pandemic has marked a milestone for me. I have journeyed back home, and as it happened, this is the first time I have spent so much time in my hometown Kaohsiung in over 35 years. It’s particularly nostalgic to play these pieces as some of them were significant in my early musical career. Vallée d’Obermann was the piece I played in my first competition at the junior high school level, in which I won first prize on the national level, which allowed me to be qualified to apply for a special permission to study abroad. This meant my dream to be educated as a musician could be continued in an environment where I could develop fully. In the following year when I was 13, I won the first Asia-Pacific Youth PIano Competition with the Dante Sonata. The competition catapulted me into national attention as I was headlined in several newspapers, and especially since it was held in Kaohsiung, I became a local hero as well. During the same event, I had a fateful meeting with one of the important influences in my life, Mr. Gary Graffman, who then mentored me throughout not only the years when I was studying at Curtis, but throughout my illness and recovery as a pianist. Right before I departed to study in Philadelphia, I played my first solo recital throughout Taiwan, and along with the Dante Sonata, I also performed the three sonnets.

It’s perfect that now, back in Kaohsiung, all these memories have flooded back into my head. I feel so lucky to have been born here, and to have met my first teacher, Chin-Li Lee, who inspired me on the path to become a musician. Prof. Alexander Sung filled me with dreams of becoming an artist. I am grateful for his belief in my talent, when he chose to give a 12 year old such philosophical pieces to play.

Having once again spent some months in Kaohsiung, I can freshly appreciate the source of inspiration it once was for me. I have returned to the source to heal. Having already glimpsed hell’s gate several times, battered and weathered by the storms of life, I know there is a reason life is this way, and it all will be alright.

Meng-Chieh Liu
April, 2021

*劉孟捷衛武營《李斯特巡禮之年》演奏會中，包括李斯特以佩脫拉克三首情詩譜寫的鋼琴琴詩：這三首情詩是從大詩人佩脫拉克一百多首情詩挑出來的，詩本身就很優美，依此激發李斯特的浪漫主義創作靈感，成為琴藝上最困難演奏，但也特別細膩溫柔的琴詩。

這三首分別是：
〈佩脫拉克第47號十四行詩〉〈佩脫拉克第104號十四行詩〉及〈佩脫拉克第123號十四行詩〉。
Franz Liszt（1811-1886）: Sonetto 47 del Petrarca, Sonetto 104 del Petrarca, Sonetto 123 del Petrarca, from Années de pèlerinage, Deuxième année: Italie

李斯特於1846年先出版藝術歌曲《三首佩脫拉克十四行詩》（Tre sonetti del Petrarca），再改成鋼琴獨奏版。

三首佩脫拉克十四行詩
中譯：焦元溥（元溥也是友情贊助，特別準備音樂資料，周日南下，聆賞劉孟捷的樂曲，並且陪同他盯著錄音共三天）

〈第47〉
祝福每天、每月、每年，
所有片刻與鐘點、時間與季節，
在那美麗的原野，

我為一雙眼眸魂縈夢牽。

祝福初遇時的甜，
與愛同在、受苦不停歇，
如弓箭刺穿令我淌血，
傷口永留感動在我心間。

祝福一切我發出的聲音，
當呼喚著我深愛的女郎，
渴望、嘆息、淚濕滿襟。
祝福我寫下的文字遠揚，
歌頌她的芳名，萬古長新。
我心永屬於她，無人能闖。

〈第104〉
我找不到和平，也無意打仗，
我恐懼、我期望，燃燒又冰透。
我向天飛升，卻躺在地上，
我一無所有，卻又擁抱整個宇宙。

我身陷囹圄，監牢又開敞；
我不受囚禁，卻銬著鎖頭。
愛情不讓我死，也不讓我飛翔；
不要我活，也不准我逃離悲愁。

欲看卻無眼，啞口還在發言，
我甘心殞滅，卻仍高聲呼救，
我痛恨自己，但仍愛著他人。

憂傷滋潤我，淚水伴隨笑臉，
生命不足惜，死亡也不煩憂；
我淪落至此，都是妳啊，我的愛人！
〈第123〉

我在塵世見到仙子的美，

她天堂般優雅無與倫比。
想起她讓我悲傷又歡喜，
所見如幻夢迷霧與幽黑。

妳的可愛眼睛使我落淚，
多少次讓太陽也要妒忌。
我還聽到四周發出嘆息，
移動了山嶽停止了河水。

愛情智慧憐憫憂傷財富，
在淚水中形成甜美聲響，
奇妙和諧世上未曾目睹。
天堂追隨著音樂的流淌，
雖然枝上樹葉並未飛舞，
空氣與風息卻充滿芬芳。

5/2衛武營-劉孟捷鋼琴獨奏會《李斯特巡禮之年》購票連結
https://www.opentix.life/event/1384752689074294784

☆ネイティブの生の会話からリアルな英語を学ぶ☆
　
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1) To one’s knowledge（〜の知る限り）
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to one’s knowledgeは「自分の知る限りでは」を意味する表現です。相手から何かを聞かれたときの前置き表現として使われ、「間違っているかもしれないけど私が知っている範囲では」というニュアンスになります。as far as I know と意味はほぼ同じですが、to my knowledgeの方がややフォーマルな響きがあります。
　
✔️強調する場合はto the best of one’s knowledgeのように表現することがよくあります。
　
＜例文＞
　
To my knowledge, only foreign tourists can use the JR pass.
（私が知る限りでは、JRパスは外国人観光客しか使えません。）
　
To my knowledge, John took the rest of the week off.
（私が知る限りでは、ジョンは週の残りは全て休暇を取りました。）
　
Did they split up? Not to my knowledge.
（彼らが離婚したかって？僕が知っている限りではしてないよ。）
　
　
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2) Middle school（中学校）
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middle school は「中学校」を意味します。中学校はjunior high school とも言い、厳密に言えば middle school は６年生から８年生まで、junior high school は 7年生から８年生までの学校を指しますが、基本どちらを使っても問題ありません。
　
✔️ちなみに小学校は elementary school、高校は high school と言います。
　
＜例文＞
　
Which middle school did you go to?
（どの中学校に行ったんですか？）
　
I started playing basketball when I was in middle school.
（中学生のときにバスケを始めました。）
　
I've been friends with Tom since junior high.
（トムとは中学生以来の友達です。）
　
　
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3) Might as well（〜した方がいい）
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might as well は、他により良い選択肢や方法がないが故に「〜をした方がよさそうだ」と提案するときに使われる表現です。例えば、終電後にタクシーが捕まらない状況で「We might as well walk home.（歩いて帰った方が良さそうだ）」のように表現します。
　
＜例文＞
　
The next bus isn’t coming for another 30 minutes. We might as well walk.
（次のバスが来るまで３０分もある。歩いた方が良さそうだ。）
　
You only have one chapter left? You might as well finish it.
（残り１章しかないの？読み終わらせた方がいいよ。）
　
It’s only 10 dollars more for all-you-can-drink? We might as well do that.
（たった10ドル追加で飲み放題？それにした方がいいよ。）
　
　
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4) -wise（〜に関しては）
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-wise は「〜に関しては」や「〜的に」、「〜の点で」といった意味になる口語表現です。例えば、「お金に関しては」はmoney-wise、「教育に関しては」は education-wise、「時間的には」はtime-wiseのように基本的に名詞の後に-wiseを加えます。
　
＜例文＞
　
He’s struggling a little bit money-wise.
（彼は金銭的にちょっと困っています。）
　
If you’re OK time-wise, do you want to grab lunch after this?
（時間的に問題なければ、この後ランチしませんか？）
　
Food-wise, I can pretty much eat anything.
（食べ物に関しては、私は基本なんでも食べられます。）
　
　
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5) be fed up with（〜にうんざり）
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be fed up with ____は、これまでずっと我慢してきたことに耐えられなくなったり、愛想が尽きたり、何かにイライラする様子を表し、日本語の「～にうんざりしている」や「～に飽き飽きしている」に相当する口語表現です。特に、困難な状況や辛い出来事に耐えられなくなった時や、誰かの失礼な態度や軽率な振る舞いに対して我慢の限界を超えうんざりしている時に使われます。
　
＜例文＞
　
I’m fed up with this service. I’m going to cancel my membership.
（このサービスにはうんざりだ。会員登録を解約しよう。）
　
I’m pretty fed up with my job. Maybe it’s time for a career change.
（仕事に結構うんざりしています。キャリアチェンジの時期かな。）
　
I got fed up with the hustle and bustle of a big city and decided to move out to the countryside.
（大都会の喧騒に耐えられなくなって、田舎に引っ越すことにしました。）
　
　
　
　
　
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本日ご紹介したフレーズは、iTunes Japanの「Best of 2017/2018/2019」に3年連続選出されたHapa英会話の人気コンテンツPodcast第312回「日本語学習を始めたきっかけ」の内容の一部です。Podcastの全内容をご覧になりたい方は、Hapa英会話のブログをチェック！会話の全文、会話の要約、ピックアップしたフレーズ、ポッドキャストでは説明できなかった表現や言い回しが掲載されています。
　
https://hapaeikaiwa.com/podcast312
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How do foreign families who move to China cope with raising their Children here? If you wanted to come and live in China, could you bring your kids along? What about schooling? What about Medical care? I speak to my friend Kodak who has three American children and his American wife here in China.

George's YouTube channel:
https://www.youtube.com/channel/UCNXJ3BSjYia767J_UhbjcNw

Kodak's gaming channel:
https://www.youtube.com/channel/UCZO2fd3bVGSXmYuCfQRjNNg

Education in China is a state-run system of public education run by the Ministry of Education. All citizens must attend school for at least nine years, known as the nine-year compulsory education, which the government funds.

It includes six years of primary education, starting at age six or seven, and three years of junior secondary education (middle school) for ages 12 to 15. Some provinces may have five years of primary school but four years for middle school. After middle school, there are three years of high school, which then completes the secondary education.

The Ministry of Education reported a 99 percent attendance rate for primary school and an 80 percent rate for both primary and middle schools. In 1985, the government abolished tax-funded higher education, requiring university applicants to compete for scholarships based on academic ability. In the early 1980s the government allowed the establishment of the first private school, increasing the number of undergraduates and people who hold doctoral degrees fivefold from 1995 to 2005.

In 2003 China supported 1,552 institutions of higher learning (colleges and universities) and their 725,000 professors and 11 million students (see List of universities in China). There are over 100 National Key Universities, including Peking University and Tsinghua University. Chinese spending has grown by 20% per year since 1999, now reaching over $100bn, and as many as 1.5 million science and engineering students graduated from Chinese universities in 2006. China published 184,080 papers as of 2008.

China has also become a top destination for international students. As of 2013, China is the most popular country in Asia for international students, and ranks third overall among countries.

Laws regulating the system of education include the Regulation on Academic Degrees, the Compulsory Education Law, the Teachers Law, the Education Law, the Law on Vocational Education, and the Law on Higher Education. See also: Law of the People's Republic of China.

Although Shanghai and Hong Kong are among the top performers in the Programme for International Student Assessment, China's educational system has been criticized for its rigorousness and its emphasis on test preparation.

⚫ Watch Conquering Southern China (my documentary) and see China like no one outside of China has ever seen it before: https://vimeo.com/ondemand/conqueringsouthernchina
⚫ Support me on Patreon: http://www.patreon.com/serpentza
Join me on Facebook: http://www.facebook.com/winstoninchina
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My other channel: https://www.youtube.com/c/advchina
Music used: Virtual Vice - Sanctuary Run
Artist's bandcamp: https://virtual-vice.bandcamp.com/releases