By Cheryl Yu
When I was asked to speak about China’s Education Powerhouse Policy 2035 at the recent BUILA conference, I knew this was more than just another policy announcement and not easy to unpack either. Anyone who knows China well would really spend the time to read and understand the new policy in China, as that is the future.
China’s Education Powerhouse Policy 2035 is part of a long-term vision—one that will reshape the higher education (HE) landscape both within China and far beyond, as part of the educational system in China. For UK universities, this is not just a distant or another development; it is a shift that will define how we engage with one of the world’s most significant education systems in the years to come.
China’s Ambition: A Global Education Powerhouse by 2035
At the heart of the policy is an ambitious but clear objective: to build a high-quality, globally influential higher education system by 2035.
This ambition is backed by existing scale:
- 3,167 Higher Education Institutions (HEIs) operate across the country.
- Around 1,300 are degree-awarding institutions, of which about 400 are private universities.
- Nearly 1,500 are technical and vocational institutions, reflecting the strong emphasis on applied skills.
- At the very top sit 140 Double First-Class universities, the successors of the prestigious 985 and 211 projects, designed to elevate China’s global research profile.
This structure is not accidental. It is highly tiered and diversified, designed to combine academic excellence with practical and vocational pathways—ensuring the system can serve both national needs and global ambitions.
Reform at an Unprecedented Pace
To achieve its 2035 target, China is introducing reforms at remarkable speed.
- Elite expansion: New funding and initiatives are being channelled into expanding postgraduate opportunities and strengthening the research intensity of top universities.
- Curriculum transformation: The system is being reshaped to serve national priorities and labour market needs. In 2024 alone, 1,673 new undergraduate programmes were approved in strategic areas such as AI, green technologies, and advanced manufacturing, while 1,670 outdated programmes were retired. Vice Minister Wu Yan described this as an “unprecedented adjustment.”
- AI-driven transformation: Artificial intelligence is being applied not just in teaching, but in redesigning courses, reallocating institutional resources, and even streamlining administration. The aim is to create a more agile, responsive HE ecosystem.
The message is clear: China is not waiting for global trends; it is actively engineering them.
Transnational Education: A Space of Untapped Potential
For UK universities, the most direct point of contact is transnational education (TNE).
According to HESA 2023/24, 88,270 Chinese students are enrolled on UK TNE programmes. This makes China the largest host country for UK TNE. And yet, this number is tiny compared with China’s overall HE population—just 0.36% of all degree students.
- Total HE students in China: 59.1 million (2023)
- Degree students (UG + PG): 24.2 million
- Undergraduate: 20.3 million
- Postgraduate: 3.88 million
This gap represents extraordinary opportunity. TNE in China is still only scratching the surface of what is possible. We are anticipating further expansion and support of TNE in China.
Beyond Outbound Students: China’s Dual Strategy
So far, much international discussion has focused on Chinese students studying abroad. But within China, the policy direction is equally focused on “bringing in” international students and “going global” with Chinese institutions abroad.
This dual strategy—引进来 (bringing in) and 走出去 (going out)—is already reshaping global HE flows. The fascinating question is: what happens when these two directions begin to converge?
UK branch campuses in China may already be acting as early laboratories for this convergence, offering experiences that blend inbound and outbound flows, local and global perspectives, within one setting.
Rethinking Partnerships: Opportunities for UK Universities
If China becomes a global study hub in its own right, UK universities need to ask: what is our role in this evolving ecosystem?
Some insights from current engagement suggest clear opportunity areas:
- Institutional partnerships: Chinese universities are keen to collaborate directly, especially with institutions that can demonstrate long-term commitment rather than short-term recruitment goals.
- Joint and pathway programmes: Postgraduate collaboration is in demand, particularly in areas that boost employability and international competitiveness.
- Income diversification and capacity-building: Many Chinese institutions are under pressure to expand resources and diversify income streams. Models such as 2+2 and 1+3 programmes are proving attractive ways to achieve this while enhancing their international standing.
For UK universities, this is not simply about expanding market share—it is about co-creating value in ways that strengthen both sides.
Looking Toward 2035: A Strategic Question
The long-term horizon raises a deeper, more challenging question:
As China’s domestic student population begins to shrink—a consequence of demographic change—what does this mean for UK universities’ engagement with China?
The answer may be that China itself becomes one of the world’s most attractive destinations for international students. If so, the way UK universities think about “China engagement” will need to shift from outbound recruitment to joint capacity-building, co-branded programmes, and international student support within China itself.
Final Thoughts
China’s Education Powerhouse Policy is not a distant aspiration—it is already reshaping higher education today. For UK universities, the real challenge is whether we are prepared to engage with China not just as a source of students, but as a partner in reimagining global higher education.
The future of UK-China collaboration will depend on how quickly we adapt to this reality. If we embrace the opportunities now, we can help shape a partnership that serves students, institutions, and societies on both sides.