What Does China’s Ban on Overseas Online Colleges Mean for Students and Education Policy?

“Allowing Chinese students to get certified overseas degrees online is just a can of worms that the Chinese government decided to close… and China’s focus on equity and academic integrity may inspire other nations to re-evaluate their own policies regarding online education.”

Martin McLaughlin, CEO and Founder of Journey Far

China’s Ministry of Education announced a ban on recognizing online degrees from overseas colleges, leaving thousands of Chinese students scrambling to make international travel arrangements or seek exemptions.

This policy decision has significant implications for the landscape of international education. It raises concerns about the Chinese government’s understanding of online education despite its goals of Chinese Education Modernization by 2035.

We spoke with Chinese education expert Martin McLaughlin to learn what this means for students preparing for college and Chinese education policy moving forward.

Martin McLaughlin is the Founder and CEO of Journey Far. He is a seasoned expert with a decade of experience in guiding Chinese students towards achieving their educational aspirations.

With a triple major in economics, Chinese, and international studies from the University of Wisconsin-Milwaukee and a dual degree master’s in international relations from Johns Hopkins University and Nanjing University, Martin’s interdisciplinary academic credentials help him support academic and professional success. He is currently attending an MBA program at the China Europe International Business School (CEIBS) while also running Journey Far.

Before the ban, many Chinese students pursued online degrees from overseas colleges due to their convenience, affordability, and flexibility. The rise of online education, accelerated by the Covid-19 pandemic, allowed students to access high-quality education without the need to relocate. This option was particularly appealing for those wanting to gain international qualifications while staying in China, saving on the substantial costs of studying abroad.

Online degrees provide a viable alternative for students who might not have the financial resources to live and study overseas. They also offer a solution for those with professional or personal commitments in China that prevented them from relocating. Additionally, the flexibility of online education allows students to balance their studies with work or other responsibilities.

During the pandemic, the Chinese government initially recognized the necessity of online education, as international travel was restricted and many foreign institutions shifted their programs online. This temporary acceptance enabled thousands of Chinese students to continue their education without major disruptions, maintaining their academic progress during uncertain times. In fact, at the peak of the pandemic, it was estimated that approximately 500,000 Chinese students were enrolled in online degree programs from overseas institutions.

However, the recent policy shift has abruptly changed this landscape. The ban on recognizing online degrees from overseas colleges has upended many students’ plans, forcing them to reconsider their educational paths and seek alternative solutions. This policy change has created significant challenges and uncertainties for students who may have been planning on online education as a stepping stone to international qualifications and career opportunities.

The impact of this ban is particularly significant for students who are about to apply to colleges and universities. These students now face the challenge of rethinking their educational plans as online degrees from overseas institutions are no longer an option. Many will need to consider in-person programs at foreign universities, which can be a complicated and competitive process.

This policy could drastically limit students’ educational options. With the requirement to study abroad in person, many students might be unable to afford the additional costs of international travel and living expenses. This financial barrier effectively narrows their choices, forcing some to opt for domestic institutions instead. As a result, fewer Chinese students may pursue international degrees, which could impact their career prospects in an increasingly globalized job market.

Expert Martin McLaughlin highlights another major challenge: the information gap. Navigating the transfer process to foreign universities and understanding their requirements is already complex. With the new regulations, students must now decipher additional rules and figure out their best course of action, often without clear guidance. The competitive nature of admissions to top universities in countries like the United States exacerbates the situation. With acceptance rates at an all-time low, Chinese students face tougher competition for limited spots in reputable programs.

This ban has disrupted many students’ educational plans, creating both immediate challenges in finding new programs and long-term uncertainties about their academic and professional futures.

While it may seem that the policy limits educational opportunities and goes against China’s Education Modernization by 2035 goals, McLaughlin explains that it is important to understand the context of the Chinese educational landscape that may be influencing these decisions.

The Chinese government’s decision to ban recognition of online degrees from overseas institutions may stem from concerns about academic integrity and the quality of education. Martin McLaughlin points that issues like cheating and the difficulty in verifying the authenticity of online assessments are significant factors and increasingly prevalent.

“Every year, there are reports of AP exam tests and answers being sold online on Taobao, and IB exam questions shared on Reddit,” McLaughlin notes, highlighting the challenge of maintaining academic standards in online education.

Then, there is also the issue of the validity of online certificates. Enrolled students could potentially pay someone else to complete their online courses, without effectively doing any of the work themselves. Or certain online programs may not be rigorous enough by the Chinese government’s educational standards.

McLaughlin points out that, “allowing Chinese students to get certified overseas degrees online is just a can of worms that the Chinese government decided to close… and China’s focus on equity and academic integrity may inspire other nations to re-evaluate their own policies regarding online education.” This could result in stricter regulations and quality assurance measures globally as countries seek to maintain the credibility of their educational qualifications.

The government also considers equity an important issue. Recognizing online degrees could create an unfair advantage for students who can afford to pay for better online services, including potential academic dishonesty. By enforcing this ban, the government aims to ensure that all students compete on a more level playing field.

“If international degrees are recognized, it might be unfair for the people who can afford to pay someone to complete their degree,” McLaughlin adds.

So, in the short term, policymakers have prioritized addressing issues of equity and integrity over the broader goal of modernization, with a possible re-evaluation of this stance in the future.

While online education overseas is no longer an option, there are other significant shifts in Chinese education policy and trends to support student success. McLaughlin notes an increasing focus on vocational education.

“China is putting more attention on vocational schools to address the skills mismatch in the job market,” he explains. This shift aims to provide students with practical skills that align with the needs of employers, addressing high youth unemployment rates.

McLaughlin also highlights demographic challenges, such as low birth rates, which are expected to lead to fewer students in the future. This could result in less competition for educational resources and opportunities, but it also requires strategic planning to ensure educational institutions can adapt to these changes.

Ensuring that Chinese students receive a high-quality education involves several critical factors. McLaughlin emphasizes the importance of bridging the information gap when applying to international schools.

“Students need accurate and reliable information to navigate the complex process of applying to universities, both domestically and internationally,” he says. Different schools are looking for different things from students applying. And differentiation is key. There aren’t always clear details on how to best prepare for college applications, particularly for international schools that prioritize well-rounded, but often unclear, backgrounds of students.

Fostering creativity, communication skills, and self-awareness is crucial for students interested in studying or working abroad. While students may excel in the existing school system based on their goals, traditional rote memorization methods are still being reevaluated to better prepare them for the demands of the modern workforce.

McLaughlin notes that it is important to know your goals as a student and what you want to get from your academic experience beyond what schools want.

Underpinning this is the critical factor of financial investment capability. “The amount of money a family can spend on education significantly impacts the quality of education a student receives or opportunities they may have,” McLaughlin points out. This can include costs associated with attending prestigious schools, participating in extracurricular activities, and obtaining private tutoring. Consequently, students from wealthier families have more opportunities to enhance their educational experiences, which can lead to better academic and career outcomes.

Ultimately, educational landscapes will always be evolving. As China navigates the implications of this recent ban, students, schools, and policymakers must adapt proactively.

Martin McLaughlin advises students to stay informed and flexible, seeking out credible information and exploring all available educational pathways: “Students need to focus on their unique strengths and differentiate themselves in an increasingly competitive environment,” he suggests.

Policymakers, on the other hand, must balance the need for academic integrity with the goals of modernization. McLaughlin stresses the importance of ongoing dialogue and re-evaluation of policies to ensure they meet the evolving needs of the educational landscape: “It’s essential for policymakers to consider the long-term impacts and continually adapt to provide equitable and high-quality education for all students,” he advises.

By confronting these challenges pragmatically, stakeholders can navigate the complexities of evolving educational demands and ensure that students are prepared for a globalized future.