Keyword: «doctoral programs»

The relevance of the study is determined by the position of modern China in the international educational environment, Chinese experience of creating a successful postgraduate education in a relatively short period (1978 – 2024). For the first time, the dynamics of the postgraduate education development from the point of view of obtaining doctoral degrees from 1978 to 2022 has been analyzed and systemic contradictions of the postgraduate school institute in China have been identified. The purpose of the article is to study and analyze the experience of postgraduate education in China on the basis of statistical data and scientific papers on the issues of postgraduate education in China. Research tasks: to give a general description of postgraduate education of China; to identify the trends of postgraduate education. The following methods were used: method of analysis and synthesis; descriptive method for the presentation of specific educational processes involving diachronic and synchronous approaches; the use of the historical method was necessary for highlighting the process of formation of postgraduate education in China; elements of statistical analysis were used to demonstrate the dynamics of the educational process. Results: modern postgraduate education (Master`s programs and doctoral programs) or the 3rd level of Chinese higher education, which is a reflection of the American model, has demonstrated positive development dynamics over a relatively short period. This is the result of normative and regulatory documents worked out by the Party and government apparatus of China, which monitors the activities of universities and the process of awarding academic degrees. The number of qualified specialists with academic degrees in the field of engineering sciences is twice as the number of those in the field of "natural sciences". The problems within the international educational environment, nominated as the "Chinese educational crisis" are highlighted (the growing financial dependence of foreign universities on the investments of Chinese students and the influence of the Chinese scientific diaspora in the academic world). The internal contradictions in Chinese postgraduate education (the need to diversify doctoral programs and degrees) are outlined. The theoretical and practical significance lies in the possibility of using the successful experience of Chinese postgraduate education in the domestic university environment.