Question: What term was used in some countries to describe select universities that focus on technological education in applied science and engineering?

In a number of countries, although being today generally considered similar institutions of higher learning across many countries, polytechnics and institutes of technology used to have a quite different statute among each other, its teaching competences and organizational history. In many cases polytechnic were elite technological universities concentrating on applied science and engineering and may also be a former designation for a vocational institution, before it has been granted the exclusive right to award academic degrees and can be truly called an institute of technology. A number of polytechnics providing higher education is simply a result of a formal upgrading from their original and historical role as intermediate technical education schools. In some situations, former polytechnics or other non-university institutions have emerged solely through an administrative change of statutes, which often included a name change with the introduction of new designations like institute of technology, polytechnic university, university of applied sciences, or university of technology for marketing purposes. Such emergence of so many upgraded polytechnics, former vocational education and technical schools converted into more university-like institutions has caused concern where the lack of specialized intermediate technical professionals lead to industrial skill shortages in some fields, being also associated to an increase of the graduate unemployment rate. This is mostly the case in those countries, where the education system is not controlled by the state and everybody can grant degrees.[citation needed] Evidence have also shown a decline in the general quality of teaching and graduate's preparation for the workplace, due to the fast-paced conversion of that technical institutions to more advanced higher level institutions. Mentz, Kotze and Van der Merwe (2008) argues that all the tools are in place to promote the debate on the place of technology in higher education in general and in Universities of Technology specifically. The aspects of this debate can follow the following lines: • To what degree is technology defined as a concept? • What is the scope of technology discourse? • What is the place and relation of science with technology? • How useful is the Mitcham framework in thinking about technology in South Africa? • Can a measure of cooperation as opposed to competition be achieved amongst higher education institutions? • Who ultimately is responsible for vocational training and what is the role of technology in this?

Answer: polytechnics

<hl> In a number of countries, although being today generally considered similar institutions of higher learning across many countries, polytechnics and institutes of technology used to have a quite different statute among each other, its teaching competences and organizational history. <hl> In many cases polytechnic were elite technological universities concentrating on applied science and engineering and may also be a former designation for a vocational institution, before it has been granted the exclusive right to award academic degrees and can be truly called an institute of technology. A number of polytechnics providing higher education is simply a result of a formal upgrading from their original and historical role as intermediate technical education schools. In some situations, former polytechnics or other non-university institutions have emerged solely through an administrative change of statutes, which often included a name change with the introduction of new designations like institute of technology, polytechnic university, university of applied sciences, or university of technology for marketing purposes. Such emergence of so many upgraded polytechnics, former vocational education and technical schools converted into more university-like institutions has caused concern where the lack of specialized intermediate technical professionals lead to industrial skill shortages in some fields, being also associated to an increase of the graduate unemployment rate. This is mostly the case in those countries, where the education system is not controlled by the state and everybody can grant degrees.[citation needed] Evidence have also shown a decline in the general quality of teaching and graduate's preparation for the workplace, due to the fast-paced conversion of that technical institutions to more advanced higher level institutions. Mentz, Kotze and Van der Merwe (2008) argues that all the tools are in place to promote the debate on the place of technology in higher education in general and in Universities of Technology specifically. The aspects of this debate can follow the following lines: • To what degree is technology defined as a concept? • What is the scope of technology discourse? • What is the place and relation of science with technology? • How useful is the Mitcham framework in thinking about technology in South Africa? • Can a measure of cooperation as opposed to competition be achieved amongst higher education institutions? • Who ultimately is responsible for vocational training and what is the role of technology in this?

In a number of countries, although being today generally considered similar institutions of higher learning across many countries, <hl> polytechnics <hl> and institutes of technology used to have a quite different statute among each other, its teaching competences and organizational history. In many cases polytechnic were elite technological universities concentrating on applied science and engineering and may also be a former designation for a vocational institution, before it has been granted the exclusive right to award academic degrees and can be truly called an institute of technology. A number of polytechnics providing higher education is simply a result of a formal upgrading from their original and historical role as intermediate technical education schools. In some situations, former polytechnics or other non-university institutions have emerged solely through an administrative change of statutes, which often included a name change with the introduction of new designations like institute of technology, polytechnic university, university of applied sciences, or university of technology for marketing purposes. Such emergence of so many upgraded polytechnics, former vocational education and technical schools converted into more university-like institutions has caused concern where the lack of specialized intermediate technical professionals lead to industrial skill shortages in some fields, being also associated to an increase of the graduate unemployment rate. This is mostly the case in those countries, where the education system is not controlled by the state and everybody can grant degrees.[citation needed] Evidence have also shown a decline in the general quality of teaching and graduate's preparation for the workplace, due to the fast-paced conversion of that technical institutions to more advanced higher level institutions. Mentz, Kotze and Van der Merwe (2008) argues that all the tools are in place to promote the debate on the place of technology in higher education in general and in Universities of Technology specifically. The aspects of this debate can follow the following lines: • To what degree is technology defined as a concept? • What is the scope of technology discourse? • What is the place and relation of science with technology? • How useful is the Mitcham framework in thinking about technology in South Africa? • Can a measure of cooperation as opposed to competition be achieved amongst higher education institutions? • Who ultimately is responsible for vocational training and what is the role of technology in this?


Question: What name did some universities switch to in the 1990s for marketing purposes?

During the 1970s to early 1990s, the term was used to describe state owned and funded technical schools that offered both vocational and higher education. They were part of the College of Advanced Education system. In the 1990s most of these merged with existing universities, or formed new ones of their own. These new universities often took the title University of Technology, for marketing rather than legal purposes. AVCC report The most prominent such university in each state founded the Australian Technology Network a few years later.

Answer: University of Technology

During the 1970s to early 1990s, the term was used to describe state owned and funded technical schools that offered both vocational and higher education. They were part of the College of Advanced Education system. In the 1990s most of these merged with existing universities, or formed new ones of their own. <hl> These new universities often took the title University of Technology , for marketing rather than legal purposes. <hl> AVCC report The most prominent such university in each state founded the Australian Technology Network a few years later.

During the 1970s to early 1990s, the term was used to describe state owned and funded technical schools that offered both vocational and higher education. They were part of the College of Advanced Education system. In the 1990s most of these merged with existing universities, or formed new ones of their own. These new universities often took the title <hl> University of Technology <hl>, for marketing rather than legal purposes. AVCC report The most prominent such university in each state founded the Australian Technology Network a few years later.

These new universities often took the title <hl> University of Technology <hl> , for marketing rather than legal purposes.


Question: What system were institutes of technology a part of during the seventies, eighties, and early nineties?

Answer: College of Advanced Education system

During the 1970s to early 1990s, the term was used to describe state owned and funded technical schools that offered both vocational and higher education. <hl> They were part of the College of Advanced Education system . <hl> In the 1990s most of these merged with existing universities, or formed new ones of their own. These new universities often took the title University of Technology, for marketing rather than legal purposes. AVCC report The most prominent such university in each state founded the Australian Technology Network a few years later.

During the 1970s to early 1990s, the term was used to describe state owned and funded technical schools that offered both vocational and higher education. They were part of the <hl> College of Advanced Education system <hl>. In the 1990s most of these merged with existing universities, or formed new ones of their own. These new universities often took the title University of Technology, for marketing rather than legal purposes. AVCC report The most prominent such university in each state founded the Australian Technology Network a few years later.

They were part of the <hl> College of Advanced Education system <hl> .


Question: What's the four-letter abbreviation for technically minded technical and further education institutes?

Since the mid-1990s, the term has been applied to some technically minded technical and further education (TAFE) institutes. A recent example is the Melbourne Polytechnic rebranding and repositioning in 2014 from Northern Melbourne Institute of TAFE. These primarily offer vocational education, although some like Melbourne Polytechnic are expanding into higher education offering vocationally oriented applied bachelor degress. This usage of the term is most prevalent historically in NSW and the ACT. The new terminology is apt given that this category of institution are becoming very much like the institutes of the 1970s–1990s period.

Answer: TAFE

<hl> Since the mid-1990s, the term has been applied to some technically minded technical and further education ( TAFE ) institutes. <hl> A recent example is the Melbourne Polytechnic rebranding and repositioning in 2014 from Northern Melbourne Institute of TAFE. These primarily offer vocational education, although some like Melbourne Polytechnic are expanding into higher education offering vocationally oriented applied bachelor degress. This usage of the term is most prevalent historically in NSW and the ACT. The new terminology is apt given that this category of institution are becoming very much like the institutes of the 1970s–1990s period.

Since the mid-1990s, the term has been applied to some technically minded technical and further education (<hl> TAFE <hl>) institutes. A recent example is the Melbourne Polytechnic rebranding and repositioning in 2014 from Northern Melbourne Institute of TAFE. These primarily offer vocational education, although some like Melbourne Polytechnic are expanding into higher education offering vocationally oriented applied bachelor degress. This usage of the term is most prevalent historically in NSW and the ACT. The new terminology is apt given that this category of institution are becoming very much like the institutes of the 1970s–1990s period.

Since the mid-1990s, the term has been applied to some technically minded technical and further education ( <hl> TAFE <hl> ) institutes.


Question: What is the new name of the Northern Melbourne Institute of TAFE?

Answer: Melbourne Polytechnic

Since the mid-1990s, the term has been applied to some technically minded technical and further education (TAFE) institutes. <hl> A recent example is the Melbourne Polytechnic rebranding and repositioning in 2014 from Northern Melbourne Institute of TAFE. <hl> These primarily offer vocational education, although some like Melbourne Polytechnic are expanding into higher education offering vocationally oriented applied bachelor degress. This usage of the term is most prevalent historically in NSW and the ACT. The new terminology is apt given that this category of institution are becoming very much like the institutes of the 1970s–1990s period.

Since the mid-1990s, the term has been applied to some technically minded technical and further education (TAFE) institutes. A recent example is the <hl> Melbourne Polytechnic <hl> rebranding and repositioning in 2014 from Northern Melbourne Institute of TAFE. These primarily offer vocational education, although some like Melbourne Polytechnic are expanding into higher education offering vocationally oriented applied bachelor degress. This usage of the term is most prevalent historically in NSW and the ACT. The new terminology is apt given that this category of institution are becoming very much like the institutes of the 1970s–1990s period.


Question: TAFE Tasmania started a three-year restructuring in what year?

In Tasmania in 2009 the old college system and TAFE Tasmania have started a 3-year restructure to become the Tasmanian Polytechnic www.polytechnic.tas.edu.au, Tasmanian Skills Institute www.skillsinstitute.tas.edu.au and Tasmanian Academy www.academy.tas.edu.au

Answer: 2009

<hl> In Tasmania in 2009 the old college system <hl> and TAFE Tasmania have started a 3-year restructure to become the Tasmanian Polytechnic www.polytechnic.tas.edu.au, Tasmanian Skills Institute www.skillsinstitute.tas.edu.au and Tasmanian Academy www.academy.tas.edu.au

In Tasmania in <hl> 2009 <hl> the old college system and TAFE Tasmania have started a 3-year restructure to become the Tasmanian Polytechnic www.polytechnic.tas.edu.au, Tasmanian Skills Institute www.skillsinstitute.tas.edu.au and Tasmanian Academy www.academy.tas.edu.au


Question: In Australia, how many universities are recognized as Universities of Technology?

Answer: seven

<hl> In the higher education sector, there are seven designated Universities of Technology in Australia (though, note, not all use the phrase "university of technology", such as the Universities of Canberra and South Australia, which used to be Colleges of Advanced Education before transitioning into fully-fledged universities with the ability - most important of all - to confer doctorates): <hl>

In the higher education sector, there are <hl> seven <hl> designated Universities of Technology in Australia (though, note, not all use the phrase "university of technology", such as the Universities of Canberra and South Australia, which used to be Colleges of Advanced Education before transitioning into fully-fledged universities with the ability - most important of all - to confer doctorates):


Question: What's the German word for a tertiary education institution?

Fachhochschule is a German type of tertiary education institution and adopted later in Austria and Switzerland. They do not focus exclusively on technology, but may also offer courses in social science, medicine, business and design. They grant bachelor's degrees and master's degrees, and focus more on teaching than research and more on specific professions than on science.

Answer: Fachhochschule

<hl> Fachhochschule is a German type of tertiary education institution and adopted later in Austria and Switzerland. <hl> They do not focus exclusively on technology, but may also offer courses in social science, medicine, business and design. They grant bachelor's degrees and master's degrees, and focus more on teaching than research and more on specific professions than on science.

<hl> Fachhochschule <hl> is a German type of tertiary education institution and adopted later in Austria and Switzerland. They do not focus exclusively on technology, but may also offer courses in social science, medicine, business and design. They grant bachelor's degrees and master's degrees, and focus more on teaching than research and more on specific professions than on science.


Question: In addition to Bachelor's degrees, what other kind of degree can one earn from a Fachhochschule?

Answer: master's degrees

Fachhochschule is a German type of tertiary education institution and adopted later in Austria and Switzerland. They do not focus exclusively on technology, but may also offer courses in social science, medicine, business and design. <hl> They grant bachelor's degrees and master's degrees , and focus more on teaching than research and more on specific professions than on science. <hl>

Fachhochschule is a German type of tertiary education institution and adopted later in Austria and Switzerland. They do not focus exclusively on technology, but may also offer courses in social science, medicine, business and design. They grant bachelor's degrees and <hl> master's degrees <hl>, and focus more on teaching than research and more on specific professions than on science.

They grant bachelor's degrees and <hl> master's degrees <hl> , and focus more on teaching than research and more on specific professions than on science.


Question: What term is used in Belgium and the Netherlands to refer to an institution like a German Fachhochschule?

Hogeschool is used in Belgium and in the Netherlands. The hogeschool has many similarities to the Fachhochschule in the German language areas and to the ammattikorkeakoulu in Finland.

Answer: hogeschool

Hogeschool is used in Belgium and in the Netherlands. <hl> The hogeschool has many similarities to the Fachhochschule in the German language areas and to the ammattikorkeakoulu in Finland. <hl>

Hogeschool is used in Belgium and in the Netherlands. The <hl> hogeschool <hl> has many similarities to the Fachhochschule in the German language areas and to the ammattikorkeakoulu in Finland.


Question: What term refers to the process that a hogeschool undergoes before it's able to award Master's degrees?

Hogeschool institutions in the Flemish Community of Belgium (such as the Erasmus Hogeschool Brussel) are currently undergoing a process of academization. They form associations with a university and integrate research into the curriculum, which will allow them to deliver academic master's degrees.

Answer: academization

<hl> Hogeschool institutions in the Flemish Community of Belgium (such as the Erasmus Hogeschool Brussel) are currently undergoing a process of academization . <hl> They form associations with a university and integrate research into the curriculum, which will allow them to deliver academic master's degrees.

Hogeschool institutions in the Flemish Community of Belgium (such as the Erasmus Hogeschool Brussel) are currently undergoing a process of <hl> academization <hl>. They form associations with a university and integrate research into the curriculum, which will allow them to deliver academic master's degrees.

Hogeschool institutions in the Flemish Community of Belgium (such as the Erasmus Hogeschool Brussel) are currently undergoing a process of <hl> academization <hl> .


Question: How many institutes of technology in the Netherlands have converted into full-fledged universities in the past few decades?

In the Netherlands, four former institutes of technology have become universities over the past decades. These are the current three Technical Universities (at Delft, Eindhoven and Enschede), plus the former agricultural institute in Wageningen. A list of all hogescholen in the Netherlands, including some which might be called polytechnics, can be found here.

Answer: four

<hl> In the Netherlands, four former institutes of technology have become universities over the past decades. <hl> These are the current three Technical Universities (at Delft, Eindhoven and Enschede), plus the former agricultural institute in Wageningen. A list of all hogescholen in the Netherlands, including some which might be called polytechnics, can be found here.

In the Netherlands, <hl> four <hl> former institutes of technology have become universities over the past decades. These are the current three Technical Universities (at Delft, Eindhoven and Enschede), plus the former agricultural institute in Wageningen. A list of all hogescholen in the Netherlands, including some which might be called polytechnics, can be found here.


Question: How many Technical Universities are there in the Netherlands today?

Answer: three

In the Netherlands, four former institutes of technology have become universities over the past decades. <hl> These are the current three Technical Universities (at Delft, Eindhoven and Enschede), plus the former agricultural institute in Wageningen. <hl> A list of all hogescholen in the Netherlands, including some which might be called polytechnics, can be found here.

In the Netherlands, four former institutes of technology have become universities over the past decades. These are the current <hl> three <hl> Technical Universities (at Delft, Eindhoven and Enschede), plus the former agricultural institute in Wageningen. A list of all hogescholen in the Netherlands, including some which might be called polytechnics, can be found here.


Question: What country has Institutes of Technology/Polytechnic Institutes from which students can earn certificates, diplomas, and degrees?

In Cambodia, there are Institutes of Technology/Polytechnic Institutes, and Universities that offer instruction in a variety of programs that can lead to: certificates, diplomas, and degrees. Institutes of Technology/Polytechnic Institutes and Universities tend to be independent institutions.

Answer: Cambodia

<hl> In Cambodia , there are Institutes of Technology/Polytechnic Institutes, and Universities that offer instruction in a variety of programs that can lead to: certificates, diplomas, and degrees. <hl> Institutes of Technology/Polytechnic Institutes and Universities tend to be independent institutions.

In <hl> Cambodia <hl>, there are Institutes of Technology/Polytechnic Institutes, and Universities that offer instruction in a variety of programs that can lead to: certificates, diplomas, and degrees. Institutes of Technology/Polytechnic Institutes and Universities tend to be independent institutions.

In <hl> Cambodia <hl> , there are Institutes of Technology/Polytechnic Institutes, and Universities that offer instruction in a variety of programs that can lead to: certificates, diplomas, and degrees.


Question: What are polytechnic divisions of national universities called in Canada?

In Canada, there are Affiliate Schools, Colleges, Institutes of Technology/Polytechnic Institutes, and Universities that offer instruction in a variety of programs that can lead to: engineering and applied science degrees, apprenticeship and trade programs, certificates, and diplomas. Affiliate Schools are polytechnic divisions belonging to a national university and offer select technical and engineering programs. Colleges, Institutes of Technology/Polytechnic Institutes, and Universities tend to be independent institutions.

Answer: Affiliate Schools

<hl> In Canada, there are Affiliate Schools , Colleges, Institutes of Technology/Polytechnic Institutes, and Universities that offer instruction in a variety of programs that can lead to: engineering and applied science degrees, apprenticeship and trade programs, certificates, and diplomas. <hl> Affiliate Schools are polytechnic divisions belonging to a national university and offer select technical and engineering programs. Colleges, Institutes of Technology/Polytechnic Institutes, and Universities tend to be independent institutions.

In Canada, there are <hl> Affiliate Schools <hl>, Colleges, Institutes of Technology/Polytechnic Institutes, and Universities that offer instruction in a variety of programs that can lead to: engineering and applied science degrees, apprenticeship and trade programs, certificates, and diplomas. Affiliate Schools are polytechnic divisions belonging to a national university and offer select technical and engineering programs. Colleges, Institutes of Technology/Polytechnic Institutes, and Universities tend to be independent institutions.

In Canada, there are <hl> Affiliate Schools <hl> , Colleges, Institutes of Technology/Polytechnic Institutes, and Universities that offer instruction in a variety of programs that can lead to: engineering and applied science degrees, apprenticeship and trade programs, certificates, and diplomas.


Question: In what city is the École Polytechnique de Montréal located?

Credentials are typically conferred at the undergraduate level, however university-affiliated schools like the École de technologie supérieure and the École Polytechnique de Montréal (both of which are located in Quebec), also offer graduate and postgraduate programs, in accordance with provincial higher education guidelines. Canadian higher education institutions, at all levels, undertake directed and applied research with financing allocated through public funding, private equity, or industry sources.

Answer: Quebec

<hl> Credentials are typically conferred at the undergraduate level, however university-affiliated schools like the École de technologie supérieure and the École Polytechnique de Montréal (both of which are located in Quebec ), also offer graduate and postgraduate programs, in accordance with provincial higher education guidelines. <hl> Canadian higher education institutions, at all levels, undertake directed and applied research with financing allocated through public funding, private equity, or industry sources.

Credentials are typically conferred at the undergraduate level, however university-affiliated schools like the École de technologie supérieure and the École Polytechnique de Montréal (both of which are located in <hl> Quebec <hl>), also offer graduate and postgraduate programs, in accordance with provincial higher education guidelines. Canadian higher education institutions, at all levels, undertake directed and applied research with financing allocated through public funding, private equity, or industry sources.

Credentials are typically conferred at the undergraduate level, however university-affiliated schools like the École de technologie supérieure and the École Polytechnique de Montréal (both of which are located in <hl> Quebec <hl> ), also offer graduate and postgraduate programs, in accordance with provincial higher education guidelines.


Question: In addition to private equity and industry sources, what's a third source of research funding for institutions of higher learning in Canada?

Answer: public funding

Credentials are typically conferred at the undergraduate level, however university-affiliated schools like the École de technologie supérieure and the École Polytechnique de Montréal (both of which are located in Quebec), also offer graduate and postgraduate programs, in accordance with provincial higher education guidelines. <hl> Canadian higher education institutions, at all levels, undertake directed and applied research with financing allocated through public funding , private equity, or industry sources. <hl>

Credentials are typically conferred at the undergraduate level, however university-affiliated schools like the École de technologie supérieure and the École Polytechnique de Montréal (both of which are located in Quebec), also offer graduate and postgraduate programs, in accordance with provincial higher education guidelines. Canadian higher education institutions, at all levels, undertake directed and applied research with financing allocated through <hl> public funding <hl>, private equity, or industry sources.

Canadian higher education institutions, at all levels, undertake directed and applied research with financing allocated through <hl> public funding <hl> , private equity, or industry sources.


Question: What is Canada's national alliance of 11 research-focused schools called?

Some of Canada's most esteemed colleges and polytechnic institutions also partake in collaborative institute-industry projects, leading to technology commercialization, made possible through the scope of Polytechnics Canada; a national alliance of eleven leading research-intensive colleges and institutes of technology.

Answer: Polytechnics Canada

<hl> Some of Canada's most esteemed colleges and polytechnic institutions also partake in collaborative institute-industry projects, leading to technology commercialization, made possible through the scope of Polytechnics Canada ; a national alliance of eleven leading research-intensive colleges and institutes of technology. <hl>

Some of Canada's most esteemed colleges and polytechnic institutions also partake in collaborative institute-industry projects, leading to technology commercialization, made possible through the scope of <hl> Polytechnics Canada <hl>; a national alliance of eleven leading research-intensive colleges and institutes of technology.

Some of Canada's most esteemed colleges and polytechnic institutions also partake in collaborative institute-industry projects, leading to technology commercialization, made possible through the scope of <hl> Polytechnics Canada <hl> ; a national alliance of eleven leading research-intensive colleges and institutes of technology.


Question: What kind of projects does Polytechnics Canada sponsor that can lead to technology commercialization?

Answer: collaborative institute-industry projects

<hl> Some of Canada's most esteemed colleges and polytechnic institutions also partake in collaborative institute-industry projects , leading to technology commercialization, made possible through the scope of Polytechnics Canada; a national alliance of eleven leading research-intensive colleges and institutes of technology. <hl>

Some of Canada's most esteemed colleges and polytechnic institutions also partake in <hl> collaborative institute-industry projects <hl>, leading to technology commercialization, made possible through the scope of Polytechnics Canada; a national alliance of eleven leading research-intensive colleges and institutes of technology.

Some of Canada's most esteemed colleges and polytechnic institutions also partake in <hl> collaborative institute-industry projects <hl> , leading to technology commercialization, made possible through the scope of Polytechnics Canada; a national alliance of eleven leading research-intensive colleges and institutes of technology.


Question: In what year was the Imperial Tientsin University founded in China?

China's modern higher education began in 1895 with the Imperial Tientsin University which was a polytechnic plus a law department. Liberal arts were not offered until three years later at Capital University. To this day, about half of China's elite universities remain essentially polytechnical.

Answer: 1895

<hl> China's modern higher education began in 1895 with the Imperial Tientsin University which was a polytechnic plus a law department. <hl> Liberal arts were not offered until three years later at Capital University. To this day, about half of China's elite universities remain essentially polytechnical.

China's modern higher education began in <hl> 1895 <hl> with the Imperial Tientsin University which was a polytechnic plus a law department. Liberal arts were not offered until three years later at Capital University. To this day, about half of China's elite universities remain essentially polytechnical.


Question: What was the first university to offer courses in liberal arts?

Answer: Capital University

China's modern higher education began in 1895 with the Imperial Tientsin University which was a polytechnic plus a law department. <hl> Liberal arts were not offered until three years later at Capital University . <hl> To this day, about half of China's elite universities remain essentially polytechnical.

China's modern higher education began in 1895 with the Imperial Tientsin University which was a polytechnic plus a law department. Liberal arts were not offered until three years later at <hl> Capital University <hl>. To this day, about half of China's elite universities remain essentially polytechnical.

Liberal arts were not offered until three years later at <hl> Capital University <hl> .