China’s significance has expanded and evolved dramatically in the last decade, to the extent where there are few policy areas that remain untouched by its impact. The UK has reached a consensus on the need to strengthen its ability to engage strategically with China across a wide range of fronts, a goal which can only be achieved through long-term investment.
This investment must include the education sector, which produces a pipeline of graduates that either do or do not have the skills and literacies needed to enter the workforce and build the UK’s broader China capability. China literacy in this sense encompasses a) linguistic skills in Mandarin; b) cultural, political and historical knowledge of China; and c) first-hand experience in the country. This report examines the extent to which the UK’s current educational ecosystem supports the development of these literacies. Its methodology blends stakeholder interviews (teachers, university staff, and China experts) with a survey of 1,074 13- to 18-year-olds, and two focus groups of 18-21 year-olds and 16-18 year-olds, conducted by Public First in February and March 2025. Its findings include the following:
High demand but limited access to Mandarin education
- Only 5% of surveyed students said they currently have the opportunity to study Mandarin, yet 37% surveyed said they would be likely or very likely to do so if it were available.
- Historically, Mandarin learning has been concentrated in independent schools, which educate just 7% of English pupils but accounted for 33% of GCSE Mandarin entries in 2019.
- However, state school participation is increasing, largely due to programmes such as the Mandarin Excellence Programme (MEP).
Challenges in progression from GCSE to A-Level and beyond
- The MEP has successfully boosted GCSE Mandarin enrolments (over 16,500 students involved), but this has not translated into higher A-Level enrolments due to course difficulty and a shortage of qualified teachers.
- Three proposed solutions include:
- a dual-track A-Level with separate pathways for Chinese language and Chinese civilisation in English, similar to Classics
- further reforming the existing A-Level Mandarin curriculum, particularly its literature component, to align with international standards like the IB Mandarin course
- Expanding the availability of IB Mandarin in UK schools.
Declining university enrolments and structural risks
- University enrolments in Chinese language degrees have dropped by 29% since 2018, although broader Chinese studies subjects have declined less sharply (7.5%).
- Despite this, more universities than ever now offer Chinese studies-related programmes, according to the most recent British Association of Chinese Studies (BACS) survey.
- Financial pressures within universities are a major threat, with modern language departments at risk of closure. In such cases, Confucius Institutes become the primary remaining avenue for Mandarin learning, which could limit the diversity of provision in the long term.
Missed opportunities in university partnerships and gaps in post-graduation pathways to employment
- UK universities’ existing networks with Chinese institutions could help leverage more exchanges, but these outward mobility schemes are resource-intensive and subject to student demand. Existing outward mobility to China has suffered significantly since COVID.
- Post-graduation employability remains a major gap. Despite the recognised value of Chinese literacy, there are few structured career pathways for graduates. This has implications for student demand, as employability is a major motivator for studying China and Chinese; 60% of students surveyed, for example, said that they would be more likely to study Mandarin if they knew they could get an internship during their university course.
- Government-backed initiatives, similar to successful programmes in the United States, could help bridge this gap by providing post-study internships and employment opportunities that enhance language functionality and broader cultural experience.
The report concludes with recommendations such as:
- reviewing the A level after exams in 2026 to explore further reform and examining alternative qualifications
- strengthening the link between China literacy, immersive experiences, and employability for students
- enhancing post-study internships and career pathways.
