Why China’s new TNE reforms have stakeholders hopeful
Just this September, China’s education ministry announced a series of updates to its transnational education policy during a briefing for international diplomatic missions, as the country seeks to boost TNE enrolments.
According to recent updates, China’s new regulatory framework for TNE will ease several restrictions, including lifting the enrolment cap of 1,200 students previously applied to joint education institutes (JEIs) and joint education programs (JEPs).
The new policy will also extend flexibility beyond the traditional 4+0 model – where students complete all four years of study in China – to include 3+1 and other exchange formats, in which students spend part of their studies abroad, while allowing institutions to submit multiple applications within the same approval cycle.
To provide clearer guidance, the ministry has held nationwide briefings to clarify application requirements, offer standardised model agreements, and create more transparent communication channels with Chinese universities and their international partners.
International universities are also expected to benefit from a single-round feedback mechanism for JEIs and JEPs, reducing the need for repeated supplementary submissions. Applications that are rejected are expected to include clear explanations, with opportunities provided for resubmission.
Moreover, the MoE is expected to issue decisions on applications within 45 working days of formal acceptance, with some recent cases reportedly processed in approximately two months.
Chinese government has introduced favourable changes to TNE policies to achieve a goal of increasing TNE enrolment from 800,000 to 8 million
Charles Sun, China Education International
The new TNE rules would further enable a digital “smart platform” with AI-driven partner matching, and a database for sharing partnership intentions and commitments, offering greater autonomy for international universities wanting to collaborate with prominent Chinese institutions.
“China’s new rules show that transnational education is still a real growth area, even though student travel is getting harder,” Leina Shi, director, education, British Council China, told The PIE News.
“Based on the direction we are seeing, we expect more focus on quality and student outcomes, continued support for flexible formats like 2+2 and 3+1 where programmes are genuinely collaborative, and clearer, more predictable rules and processes that help universities plan.”
According to Charles Sun, founder and managing director of China Education International, the new reforms, though not yet formally published, are already in play through internal circulation and policy briefings to universities and other stakeholders.
“It is expected that [the] new policy will be published in November, but I believe this may not happen. The new policy may remain ‘internal’ for some period of time until the government is confident that it is being implemented well in practice,” suggested Sun.
“An international partner should not wait for the printed form of the new policy but should move ahead to work with potential Chinese partners to develop TNE programs in this window of opportunity.”
The recent reforms would also help international institutions expand their existing TNE initiatives in China while maintaining control over academic quality.
Existing joint institutions and programs no longer need to wait for a full graduating cohort to establish a new entity if each partner has an approved TNE program, while third-party agencies are allowed to provide consulting and support but are barred from teaching core courses or sharing tuition revenue.
Last September, Chinese President Xi Jinping highlighted the need to “expand international academic exchanges and research cooperation” to advance global education, as outlined in China’s Education Power Construction Plan Outline (2024-35), aiming to make the country an “education power” by 2027.
Since then, nearly 160 TNE partnerships have been approved in 2025, alongside the introduction of the K visa for young international STEM talent from leading domestic and global institutions.
“In recent years, major destinations for international students have undergone a major shift in policies. Such unfavourable policies have created obstacles toward international students. Chinese international students have to seek alternatives,” stated Sun.
“To cater the dreams of many Chinese students for international qualifications in this changing landscape, the Chinese government has introduced favourable changes to TNE policies to achieve a goal of increasing TNE enrolments from 800,000 to 8 million.”
UK at the forefront of rising JEI partnerships in China
While countries like Russia, Finland, France, Italy, Poland, Germany, Belarus, Hungary, Australia, Malaysia, South Korea, and Brazil have expanded JEIs and JEPs with Chinese universities, the UK leads, boasting nine of the 46 recent approvals.
These include joint institutes between Zhejiang University of Technology and the University of Exeter, China Agricultural University and the University of Surrey, as well as programs such as Shandong Agricultural University’s collaboration with the Royal Agricultural University in animal science and Yunnan Agricultural University’s partnership with the University of Wolverhampton in physical education.
With two UK branch campuses, the University of Nottingham Ningbo China and Xi’an Jiaotong-Liverpool University in Suzhou “demonstrating the depth of engagement in China”, the new wave of initiatives aligns closely with the UK’s own Global TNE Strategy 2025-27, released by the British Council, according to Shi.
“The strategy focuses on high-quality, long-term, partnership-based TNE and better outcomes for students. In China, our role is to use our insight, networks and policy work to help UK and Chinese partners make the most of the new flexibility, while keeping quality at the centre,” stated Shi.
“Undergraduate programmes and STEM subjects are becoming more dominant, and more provinces are now active, with Chinese regional local authorities keen to attract strong international partners. For UK universities, this means we are starting from a strong position but need to be very clear on our strengths, our quality and our long-term commitment.”
“The key point is that trust and transparency must be built into UK TNE from the start, regardless of the host countries,” stated Shi, adding that this involves due diligence, clear agreements, strong ethics and security, funding transparency, and careful, case-by-case decisions on collaborations in China.
“Overall, the answer is responsible engagement, not disengagement. We should continue TNE and research partnerships where they are in the long-term interest of both countries, while putting the right safeguards and honest dialogue in place to handle issues properly.”
Australia-China focus on education and research
Australia, home to one of the largest cohorts of Chinese students, is also seeking to strengthen education, research, and innovation ties with China.
According to Kevin Sun, regional project business partner at Chisholm Institute, a state-owned Technical and Further Education (TAFE) provider, China’s TNE boom also benefits vocational education initiatives with other countries – particularly Australia.
“Senior Chinese MOE leadership has emphasised making vocational education “inclusive, industry-oriented, innovative, intelligent, and international,” culminating in the World Vocational and Technical Education Development Conference in Tianjin (Nov 2024) and the adoption of the Tianjin Consensus to deepen global collaboration,” stated Sun.
“Australian providers face competition but also can leverage sectoral niches (apprenticeships, competency‑based assessment) where Australia’s VET model is globally respected.”
International partners must meet China’s nationally-aligned obligations
Though recent reforms are seen as a breath of fresh air in China’s education sector, university partners and stakeholders are likely to face the key yet challenging task of navigating the country’s national obligations.
The new reforms require a Chinese Communist Party-building plan and a party representative in the joint management committee, with Chinese laws and public morality upheld, “excluding religious activities or special fields like military education”.
Moreover, curricula must follow the “Four One-Thirds Rule”, meaning at least one-third of courses and core courses must be imported, and one-third of core courses and teaching hours must be delivered by international faculty – a requirement that, according to Sun, “was not carefully framed, causing confusion and varied interpretations”, despite being intended to maintain strong collaboration between partners.
Faculty contracts, teaching models, legal and financial frameworks, and student recruitment must also align with regulations to ensure qualified instructors, risk mitigation, proper tuition handling, and protection of student rights.
“TNE in China has grown significantly in a healthy way in the past 30 years, creating an important pathway for international education to millions of Chinese students.
“It is an important part of the Chinese education system and is expect to contribute to priorities of economic development in the country,” added Sun.
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