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MUC School of Pre-Foundation Education

School Overview & Development History


The MUC School of Pre-Foundation Education at Minzu University of China was founded during MUC’s early period in 1951. It is the leading school of its type in the country. Formally established in January 1953, it is one of the earliest teaching units established in MUC. It is one of the most educated units in MUC and one of the most distinctive teaching units in MUC.


In recent years, the size of the pre-university education program has been basically stable at around 420. In addition to cultivating pre-university students, it also undertakes the training tasks of 11 pre-university students. These include Peking University School of Medicine, Beijing Foreign Studies University, Communication University of China, and China Central Conservatory of Music. The school system is divided accordingly into one or two-year programs.



In recent years, to improve the level of pre-university education and the quality of preparatory education, the department's education has been adhering to scientific development concept, putting teaching at the core while putting students at the foundation. The department continuously deepens education and teaching reform and actively promotes earning of school-level qualifications for those who pass courses with a high score (excellent). At the same time of curriculum construction, the pilot program for the reform of the credit system of the academic year is steadily advanced so scores from courses such as those of mathematics, English, computer, ethnic theory and national offered to preparatory students can be rolled over into any undergraduate courses that they take once enrolling in a BA program.


Ethnic minority preparatory education is an important part of China’s higher education. It is an important measure in accelerating the reform and development of national higher education, furthermore, for its adaptation to national economic and social development conditions in ethnic areas. As a discipline, it is the “golden bridge” to studies for most minority nationality students entering higher education institutions that eventually become talents. The MUC School of Pre-Foundation Education of Minzu University of China has existed for more than 50 years. After several generations of efforts, it has achieved remarkable results, accumulated rich experience in the facet of school operations, and formed its own unique training modes together with other ethnic nationalities geared colleges and universities. China’s higher education has gradually established a pre-university education system with Chinese characteristics and has set an excellent example for like-minded education worldwide.


For more than 50 years, MUC has trained and carried more than 16,000 young talents from ethnic regions encompassing a variety of students from different ethnic minorities through pre-university education, including 12 provincial and ministerial leaders and the first Ph.D. holders from the Oroqen, Yugu as well as Yi ethnic groups. The school has made significant contributions to the cultivation of ethnic minority talents, the socio-economic development as well as modernization of ethnic areas, and furthermore enjoys a high social reputation.



Majors & Programs


Ethnic nationality preparatory education is a special level of higher education. It is different from the professional education of typical junior or regular college. It is different from curriculum frameworks that serve as simple continuations of high school education in the basic education stage. Furthermore, it is not a “cultural tutoring class,” but rather a preparatory and transitional stage before the university’s professional education. It plays a connecting role. The task of the preparatory stage is to take special measures per the characteristics of minority nationality students and focus on improving their basic knowledge of general culture, strengthening the training of basic skills, and enabling students to further develop and improve in the aspects of morality, intelligence, and beauty. The undergraduate course lays a good foundation for professional study. Therefore, in preparatory teaching, we always adhere to the principle of strengthening the teaching by building on pre-existing resources as well as strive to supplement, integrate, complement, and consolidate their education foundations to overall improve their comprehensive abilities.


Pre-Undergraduate Programs (1-2 Years)

  • Prep Program (Ethnic Minority Nationality


School Focus, Beliefs & Development Objectives


Ethnic nationality early preparatory education is a special form of higher education set up by the CCP and the state based on the actual situation of ethnic minority areas and furthermore for the cultivation of talents in ethnic regions as well as ethnic minorities. It is an important measure to promote the development of ethnic nationality, higher education, and furthermore, in the general promotion of ethnic areas. The need for modernization is an element of the CCP’s domestic policy in high education and a concrete measure for practicing the essential concept of the “three representations.” The conducting of ethnic preparatory education is of great significance for strengthening national unity, safeguarding the unity and solidarity of the motherland, and for promoting the common prosperity and development of all ethnic groups.


Organizing ethnic nationality preparatory education is an essential means to accelerate the cultivation of ethnic minority talents. It is an important measure to catalyze the reform and development of ethnic-national higher education and adapt it to national economic and social development needs and conditions in ethnic areas. Its role is irreplaceable by any other form of education. We will firmly implement the relevant decisions of the China State Council, adhere to the mission of serving ethnic nationality areas as well as ethnic minority nationality peoples themselves, adhere to scientific concepts of development, promote innovations surrounding the concept of ethnic preparatory education, further establish the concept of “scale, quality, management, efficiency” while also continuously deepen the overall foundation. Education and teaching reform, improving the quality of preparatory education, building a first-class national preparatory education base, and giving full play to the special role of preparatory education in higher education for ethnic nationalities are also crucial for the department.




Our Talent

The MUC School of Pre-Foundation Education has a management team and a team of teachers with much dedication, high morals, and high levels. There are 31 faculty members in the preparatory department, including 23 full-time teachers, ten senior titles, one doctor, and three doctoral candidates.


Full-Time Staff: 30+


Academic Exchanges and Cooperation at Home and Abroad


In 2005, the “Research and Practice of the Training Model for Ethnic Minority Nationality Preparatory Education” won the first prize during the Outstanding Teaching Achievements of Minzu University of China (2004) contest and second prize during the Beijing Higher Education Teaching Achievements (2004). Many staff furthermore earned awards during the Central University for Nationalities Final Competition.


Examples of Internationally Active Scholars



Yu Yorong (于玉蓉), Han Ethnicity




Ph.D. in Chinese Language and Literature


Yu Yurong graduated from the Chinese Academy of Social Sciences in 2012, and later joined the post-doctoral mobile station "Chinese Language and Literature" of China University for Nationalities. She has been an instructor since she left the station in 2014.


Teaching Activity


She has successively served as the teaching work of the college Chinese (ancient literature) compulsory course "History of Ancient Chinese Literature" for the School of Literature and Journalism (part one), the preparatory college preparatory students, and the main minority graduate class (classical literature). She won the first prize in the "Teaching Effect Award" of Minzu University of China in both 2018 and 2019.


Scientific Research


She is mainly engaged in the study of mythology and ancient Chinese literature. In 2013, she won the second prize of the China Postdoctoral Science Foundation. Her foreign language report, "Research on Heaven and Human: Mythological Research," was selected as the fifth "Chinese Post-doctoral Library." She successfully published more than ten papers in journals such as National Literature Research, Folklore Research, and Gansu Social Science.



School Slogan


"To improve the basic knowledge of culture and strengthen the training of basic skills, andlay a foundation for the study of undergraduate major."

"Scale, quality, management,and efficiency."

"Establish a preparatory education system for ethnic minorities with Chinese characteristics, and set a model for similar education in the world."

"Deepen education training mode and education reform."



Official Website:


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