Zhu Yifei and Zhao Xiaolin: Deng Xiaoping's Emphasis on and Promotion of Scientific and Technological Talent Training Since the Reform and Opening-up
The work of cultivating scientific and technological talent is a vital strategic task of the Party. Following the start of Reform and Opening-up, Deng Xiaoping engaged in profound theoretical reflection and practical exploration regarding the cultivation of S&T talent, injecting powerful momentum into the development of China’s science and technology during the 1980s and 90s, and indeed, for an even longer period.
I. Profoundly Grasping the Importance and Urgency of Our Nation's S&T Talent Cultivation
As early as the initial period following the founding of the People's Republic of China, Deng Xiaoping pointed out that scientific research work is "basic construction work" and noted that "in the old society, science was shackled by various reactionary forces and could not develop. Now that we have a new society, it can undergo great development." In the late 1970s, after Deng Xiaoping returned to office for the second time, he took the initiative to request oversight of education and science work. He grasped the importance and urgency of S&T talent cultivation from a strategic height, laying the foundation for vigorously pursuing this work in the New Period.
(1) Defining the Importance of S&T Talent Cultivation
Deng Xiaoping discussed the importance of S&T talent cultivation from two perspectives: the realization of the modernization of science and technology and ensuring that China "always occupies a place" in the field of high technology in the future.
This was a necessary requirement for ensuring the modernization of science and technology. Proceeding first from the overall situation of national economic and social development, Deng Xiaoping established the important position of the modernization of science and technology within the Four Modernizations. He clearly proposed: "Of the Four Modernizations, the key is the modernization of science and technology. Without modern science and technology, it is impossible to build modern agriculture, modern industry, or modern national defense." Then, based on the fact that S&T talent is the vital support for realizing S&T modernization, he elucidated the critical importance of talent cultivation. In September 1982, under the primary task of creating a new situation in all aspects of socialist modernization, the 12th Party Congress identified "education and science" as one of the strategic priorities for China's economic development over the next 20 years. When evaluating the strategic priorities determined by the 12th Party Congress, Deng Xiaoping pointed out: "In my view, the key is to do a good job in education and science. It won't work without talent; it won't work without knowledge." Here, he was actually emphasizing the important strategic status of S&T talent cultivation. Immediately thereafter, in a conversation with responsible comrades from the State Planning Commission, he insightfully foresaw that to realize the 20-year plan, "doing a good job in S&T work and in the cultivation and use of talent" would be "the most difficult" part. To this end, "a path must be opened to allow talented people to grow quickly... only when talent emerges continuously will our cause have hope." Deng Xiaoping felt deeply that a shortage of S&T talent would inevitably affect the modernization development strategy. Around the 1980s, he mentioned many times that because we had been interfered with by "Leftist" [1] ideology for a period of time, "we have accumulated many debts in energy, transportation, urban construction, and so on; especially in education—the loss there was the greatest, as we failed to cultivate young talent and scientific research was also delayed." To "pursue the Four Modernizations," he argued, "the debts must be paid. If we don't solve these problems, we won't be able to speed up even if we want to." It was essential to "raise the level of our country's science and technology and cultivate hundreds of millions of various types of talent at all levels."
This was also a necessity for ensuring that China "always occupies a place" in the field of high technology. In the 1970s and 80s, the contest among developed countries to seize the commanding heights of technology had reached a fever pitch. High-tech strategies were proposed one after another, such as the "High Frontier" in the United States, the "Eureka Project" in Western Europe, the "Comprehensive Program for Scientific and Technological Progress" in the Soviet Union and Eastern Bloc countries, and the "Human Frontier Science Program" in Japan. Deng Xiaoping always monitored new progress in the global S&T field with a strategic eye. He pointed out that in this regard, "China cannot fall behind; we must always occupy a place." Later, during his Southern Tour (Nanxun [2]) talks, he reiterated this view and further pointed out that if China wants to occupy a place in the world's high-tech fields in the future, it must rely on the broad masses of S&T workers to contribute to and win honor for the country. Regarding the composition of scientists, he noted, "Old scientists and middle-aged scientists are very important, and young scientists are also very important." In effect, he was emphasizing that S&T talent must have a rational "ladder structure" [3] to ensure talent security for technological competition.
(2) Analyzing the Urgency of S&T Talent Cultivation
In March 1978, at the opening ceremony of the National Science Conference, Deng Xiaoping pointed out: "Due to the sabotage by Lin Biao and the 'Gang of Four,' a 'blue-yellow gap' [4] has appeared in our ranks of scientific and technological personnel, which makes the task of accelerating the cultivation of a younger generation of S&T talent even more urgent." Closely integrating theory with actual conditions, he identified the problems and deficiencies in S&T talent cultivation: first, S&T talent was "insufficient"; second, the improper use of S&T talent led to "waste"; and third, "Leftist" prejudices against S&T workers existed in society.
As early as 1954, at the 221st meeting of the Government Administration Council, Deng Xiaoping pointed out that the prominent problem in national talent cultivation was that talent "is insufficient on the one hand, and wasted on the other." By 1982, when discussing S&T talent issues, he reiterated: "At present, S&T personnel are very scarce on the one hand, and on the other, there is a great deal of work-stoppage and waste." "Very scarce" fundamentally meant that the quantity of China's S&T talent could not meet the needs of modernization. In May 1977, Deng Xiaoping compared the number of scientific researchers in the United States and the Soviet Union with those in China during the same period: 1.2 million in the US, 900,000 in the USSR, but only a little over 200,000 in China. "Work-stoppage and waste" referred to the fact that some departments did not use technical cadres effectively, resulting in situations where people were not using what they had studied or were not working in their areas of expertise. The social existence of "Leftist" prejudice against S&T workers was, in fact, a deep-seated manifestation of the "scarcity" and "waste" of talent. On the surface, "scarcity" and "waste" appeared to be issues of management systems and mechanisms, but in reality, they had profound political and social roots. Deng Xiaoping once pointed out with regret that, under the influence of "Leftist" ideology in the past, some people propagated the rhetoric that "the more knowledge one has, the more reactionary one becomes," proposing that "we would rather have laborers without culture" than those who possess rich cultural knowledge, whom they slandered as "bourgeois intellectuals." They preached that "those who do not read books are 'heroes'" and opposed students focusing on studying science and culture, considering this a manifestation of "intellectual education first" and arguing that doing so meant "divorcing oneself from proletarian politics." As a result, "the greatest damage was done to education and science and technology. The damage to education was the neglect of reading, which left the scientific research ranks without successors." Deng Xiaoping also pointed out that science requires seeking truth from facts and honest scholarship. However, for a period of time, "due to the sabotage of the 'Gang of Four,' many problems arose in terms of the style of study, such as the suppression of discussion and mutual blockades. We now have not too many, but too few debates and discussions among differing opinions." These problems seriously affected scientific breakthroughs and technological progress and urgently needed to be resolved with great effort.
II. Breaking the Old and Establishing the New in Conceptions of S&T Talent Cultivation
Under the long-term influence of "Leftist" ideology, science and technology were assigned a class attribute. Consequently, people held conceptual prejudices against S&T talent. The broad mass of intellectuals, including S&T workers, were not viewed as socialist laborers but were instead slandered as the "stinking old ninth" [5]. To thoroughly eliminate these erroneous ideological understandings, Deng Xiaoping guided the beginning of "breaking the old and establishing the new" in talent cultivation work. He repeatedly emphasized that "the reputation of intellectuals must be restored," "S&T personnel should not feel dispirited," and "S&T personnel should be valued."
(1) Proposing that Science and Technology Itself Has No Class Attribute and Clarifying that Intellectuals Are "Part of the Working Class Itself"
Deng Xiaoping’s thesis that "science and technology are the primary productive force" helped people break the shackles of outdated thinking and established the theoretical prerequisite for accelerating S&T talent cultivation in the New Period. Proceeding from the basic viewpoints of Marxism, he pointed out that labor power is one of the basic elements of the productive forces: "Only when laborers possess a high scientific and cultural level, rich production experience, and advanced labor skills can they play a greater role in modern production." He creatively proposed: "Science and technology themselves have no class character; capitalists use them to serve capitalism, and socialist countries use them to serve socialism." Deng Xiaoping’s thesis on science and technology as the primary productive force was linked with his political characterization of S&T workers. While proposing the new thesis, he guided people to correctly treat mental laborers engaged in scientific research, "removing the labels" [6] from S&T workers. He emphasized that to "realize the Four Modernizations and greatly develop our productive forces, we must, of course, vigorously develop scientific research and scientific education, and vigorously promote the revolutionary enthusiasm of S&T workers and educators." From this, it can be seen that vigorously cultivating S&T talent is consistent with the basic principles of Marxism, and S&T talent is an important support for developing the productive forces. As early as September 1975, when listening to a report on the work of the Chinese Academy of Sciences, Deng Xiaoping pointed out: "Are S&T personnel laborers? Science and technology are called productive forces, so S&T personnel are laborers!" At the opening ceremony of the National Science Conference in 1978, he again emphasized that mental laborers cultivated by the working class itself in a socialist society are different from intellectuals in an exploitative society: "The vast majority of them are already intellectuals belonging to the working class and the laboring people themselves, and therefore it can be said that they are already part of the working class itself." The Constitution of the People’s Republic of China, adopted in 1982, listed intellectuals alongside workers and peasants as "socialist laborers," which undoubtedly gave S&T personnel a "reassurance pill" [7] politically.
(2) Correctly Explaining "Red and Expert"
For a long time before Reform and Opening-up, the erroneous perception that "the more knowledge one has, the more reactionary one becomes" existed in society. This led to a one-sided understanding of the "Red" and "expert" [8] issue. S&T personnel who had made mistakes in the past or who came from "bad" family backgrounds were totally rejected politically. Even those who had made important contributions to the nation’s S&T cause were slandered as typical "White and expert" [9] examples. Conversely, individual cases of students handing in blank exam papers were held up as models of being "Red and expert." This atmosphere of confounding right and wrong, black and white, was extremely unfavorable for talent cultivation. To address this, Deng Xiaoping proposed: "There must be a correct understanding and reasonable requirements for being both Red and expert."
First, Deng Xiaoping redefined the connotation of "Red." He argued that whether S&T personnel are "Red" or not should be judged by "their own basic political attitude, their own actual performance, and their contributions to the socialist revolution and socialist construction." According to this standard, he affirmed that since the founding of the People's Republic, the "Red" line had maintained a dominant position in the S&T and education sectors, because "the vast majority of S&T personnel love the Party and love socialism, strive to integrate with the workers, peasants, and soldiers, and treat their scientific and technological work with full enthusiasm, achieving results." Second, on the issue of being "expert," Deng Xiaoping believed that ensuring research personnel had enough time for their professional work was very important. He pointed out, "S&T personnel should devote their greatest energy to S&T work," and "only by putting one’s whole heart and soul into it, being absorbed and meticulous, fearing no hardship, and remaining undaunted by setbacks, is it possible to scale the heights of science." Finally, on the relationship between "Red" and "expert," Deng Xiaoping believed that "being expert does not equal being Red, but to be Red, one must be expert." This is because if one is not expert and gives blind commands, it will harm the interests of the people and delay the cause of socialist construction, which cannot be called "Red." This re-explanation of the relationship between the two helped change the long-standing phenomenon of overemphasizing "Red" while weakening "expert." On this basis, he proposed: "As we march toward the modernization of science and technology, we must have a vast army of S&T personnel of the working class who are both Red and expert, and a large group of world-class scientists and engineering experts." This clearly answered the fundamental question of "what kind of S&T talent we should cultivate" in the New Period.
III. Highlighting the Important Position of Education in S&T Talent Cultivation
Deng Xiaoping considered science, technology, and education from a strategic height, clearly proposing that "the foundation of S&T talent cultivation lies in education." Facing the reality that China’s S&T strength was still very weak at that time, Deng repeatedly emphasized: "If we want to realize modernization, the key is for science and technology to go up. To develop science and technology, it won't work without grasping education." "To grasp technology, we must simultaneously grasp education." He demanded the full implementation of the Party's educational policy and the carrying out of educational reform to comprehensively improve the quality of S&T talent cultivation through the vigorous development of education.
(1) Restoring the Higher Education Entrance Examination System and Promoting the Rational Selection of S&T Talent
Higher education is a vital path for the independent cultivation of scientific and technological (S&T) personnel, and university recruitment is a key link in ensuring the quality of such education. Deng Xiaoping had a clear understanding of this. He regarded the restoration of the University Entrance Examination system [10] as an essential method for selecting talent, demanding in 1977 that higher education institutions "must be determined to restore the direct recruitment of students from among high school graduates and stop using 'mass recommendation,'" in order to "produce talent and results earlier."
Regarding the quality of applicants, on September 6, 1977, Deng noted that investigations showed "high school graduates from the best middle schools in Beijing today possess only the level of a first-year junior high student from the past (especially in mathematics)." Consequently, he believed that at the beginning of the restoration of the National College Entrance Examination (Gaokao), "at least 80 percent of college students must be recruited from society at large to ensure quality." Regarding recruitment methods, Deng argued for flexibility; as long as a candidate could answer the questions, "they shouldn't necessarily start in the first year; they could enter the second, third, or fourth year, or even become graduate students." To this end, in 1978, the state proposed breaking convention to select talent, stipulating that high school students with exceptional performance in academic competitions could enter university without taking the Gaokao. These competitions primarily involved mathematics, physics, and chemistry, focusing on S&T talent. This system later evolved into the "recommended student" (baosong) policy [11]. Regarding enrollment numbers, Deng proposed "massively increasing" the number of college students and optimizing the structure and proportion of majors based on social structure and demand. Under Deng's impetus, many with research potential entered universities or graduate programs, later becoming the backbone of the S&T workforce.
The restoration of the university recruitment system brought a fresh atmosphere to S&T talent cultivation, leading to the popular slogan: "Learn mathematics, physics, and chemistry well, and you can travel the world without fear." These basic disciplines were closely linked to China's industrialization and technological development, and students in these fields constituted the reserve force of S&T talent urgently needed for socialist modernization.
(2) Properly handling the relationship between "raising standards" and "popularization" to improve the support system for S&T talent cultivation.
Deng Xiaoping believed that "higher education institutions, especially key universities, should be a major force [12] in scientific research." At the same time, he did not focus solely on higher education; he also valued the supporting role of popular education, calling for the proper handling of the relationship between "raising standards" (gaoding) and "popularization" (puji).
As early as 1958, during a meeting of the Secretariat of the CPC Central Committee on education, Deng proposed: "The problems to be solved in education currently are mainly those of popularization and raising standards. Our policy is that we must have both, and neither can be neglected." "Raising standards" referred primarily to higher education, while "popularization" referred to basic education in primary and secondary schools, as well as vocational education. Popular education could improve the scientific and cultural level of the Chinese people and encourage a proliferation of inventions. In 1977, while reviewing the draft of the CPC Central Committee's "Notice on the Convening of the National Science Conference," Deng specifically added: "Primary, secondary, and vocational schools are the important foundation for cultivating S&T talent." Regarding primary education, Deng noted, "It won't work to grasp scientific research without grasping education; we must start from primary school," because sustainable talent cultivation requires a long cycle. He observed that "workers in West Germany and Japan have at least a high school education, and a relatively good one at that, which allows them to master technology." Therefore, he proposed that for training talent, "not only must management personnel be qualified, but workers must also be qualified." Enterprises should not be run by those who do not understand technology, and "workers themselves must become knowledgeable." This effectively placed requirements on secondary and vocational education.
(3) Emphasizing the fundamental role of teachers and textbooks in S&T talent cultivation.
The cultivation of S&T talent is inseparable from teachers. Deng believed that to cultivate qualified talent for the cause of socialist construction and to ensure students become laborers with both socialist consciousness and high cultural levels, teachers are the key. He pointed out: "Scientific research relies on education to supply talent," and "we must place those engaged in education on an equal footing with those in research, ensuring they receive the same respect and attention." Textbooks were also a concern for Deng. At the start of Reform and Opening-up, there was a shortage of textbooks meeting the needs of the New Era, especially in basic and natural sciences. To address this, Deng called for strengthening independent compilation by organizing a "very strong team" to write textbooks for all levels. On the other hand, he broke through previous constraints to consider importing high-quality textbooks from abroad. In August 1978, Deng approved a report from the Ministry of Education and the Ministry of Foreign Affairs regarding suggestions from Qian Ning [13], which mentioned "purchasing and collecting university and middle school textbooks in a planned manner... and purchasing a batch of teaching films for basic courses in mathematics, physics, and chemistry as soon as possible." After these materials were introduced, he emphasized using them as a reference to "compile new textbooks in light of our actual conditions."
IV. Reforming the Systems and Mechanisms for S&T Talent Cultivation
Sound systems and mechanisms are essential guarantees for the growth and success of S&T talent. Deng Xiaoping believed that under the centralized and unified leadership of the Party, selection mechanisms for outstanding talent and various management systems must be continuously improved.
(1) Strengthening and improving Party leadership in scientific research.
In the early period of Reform and Opening-up, to thoroughly eliminate the influence of "dispersalism" in the research system caused by the "Cultural Revolution," Deng attached great importance to strengthening and improving Party leadership over S&T. In December 1979, Nie Rongzhen [14] noted in a letter to Deng that various departments in the research system were fragmented, and proposed strengthening the unified leadership of the State Science and Technology Commission. Deng commented: "I entirely agree with your opinion... one should not have too many misgivings; once a decision is made, execute it resolutely." On talent cultivation, Deng viewed Party leadership as an important manifestation of the superiority of the socialist system, believing that if the Party organized talent rationally, even if our researchers were "few in number, they could do more and achieve greater success than the same number of people in capitalist countries." Strengthening Party leadership did not mean the Party committee should take over all tasks; rather, it meant implementing a division of responsibility with clear duties and rewards to improve efficiency. Regarding the connotation and function of Party committee leadership, Deng summarized it at the opening of the National Science Conference as "primarily political leadership, ensuring the correct political direction, ensuring the implementation of the Party's line, principles, and policies, and mobilizing the enthusiasm of all parties." Furthermore, Deng insisted on a pragmatic work style, believing the quality of a Party committee’s leadership depended on whether it could produce talent. He pointed out conversely that if a committee "produces no results, no talent, and is not enthusiastic about serving science, it shows the committee is not good at leading."
(2) Forming a cultivation system that allows outstanding S&T talent to come to the fore.
The selection and cultivation of S&T talent must be guaranteed by appropriate systems. Deng vigorously promoted a system that allows outstanding talent to come to the fore (tuoying erchu [15]). First, breaking conventional thinking. At the 1978 National Science Conference, Deng noted: "We must break convention to discover, select, and cultivate outstanding talent." In 1985, he further emphasized: "We must create an environment where top-notch talent can come to the fore. Reform is about creating this environment." At that time, many S&T talents were overlooked in the traditional system because they were not Party members, lacked high degrees, or lacked seniority. This required discarding old-fashioned views and using institutional innovation to recognize, cherish, and utilize talent. Second, establishing systems for academic degrees and technical titles to identify excellent young S&T talent. Deng noticed that those making outstanding contributions in science were often middle-aged or young. He proposed: "Our scientists, as long as they make contributions and meet the standards for researchers or professors, should be promoted even if they are only thirty years old... we must quickly establish degree and technical title systems." This would change the practice of "ranking by seniority" (lunzi baibei [16]). Third, establishing postdoctoral mobile stations [17] to train and utilize high-level talent. This was initially proposed to Deng by the Chinese-American scientist Tsung-Dao Lee to ensure the continued growth of doctoral graduates in shortage fields and to prevent brain drain. Deng approved, stating we should "establish hundreds or thousands of mobile stations as a system." In 1985, the postdoctoral system was formally established, creating a "green channel" for high-level S&T talent. Fourth, establishing competition systems. In July 1978, Deng approved a report on math competitions, which suggested using such competitions to accelerate talent cultivation. Deng also suggested competitions for physics and chemistry. These systems allowed large numbers of young talents to be discovered and given professional training.
(3) Focusing on improving management systems to promote S&T talent cultivation.
To better leverage the subjective initiative of S&T talent, effective management is necessary. Deng advocated for reforming the management system to "fully mobilize the enthusiasm of staff, including management personnel, and to train and select talent in S&T and management."
Specifically, first, establishing a contribution-oriented evaluation system. Deng proposed that "research institutes must establish order, set quotas, conduct assessments, and have an elimination system." Assessments should focus on ability and results rather than seniority. Those with significant contributions should receive higher titles and better treatment. Second, strengthening logistics and service support. Deng believed "the task of logistics is to serve research and education, creating conditions so researchers and teachers can focus single-mindedly on their work." He demanded that logistics solve the most pressing concerns, such as providing housing for key personnel living apart from their spouses, increasing funding, and improving libraries, equipment, and cafeterias. Third, cultivating management talent. For Deng, management is also a science. He pointed out that while we lack technical talent, we "especially lack management talent; we must learn not only advanced technology but also management knowledge from advanced countries."
V. Utilizing Foreign Positive Factors in S&T Talent Cultivation
In the early Reform period, facing the reality of Western restrictions on technology transfer, Deng emphasized: "Chairman Mao proposed self-reliance as the primary principle; this remains our fundamental principle. Without our own efforts, many problems cannot be solved." Yet he also knew that to accelerate S&T development, China must utilize foreign positive factors. In the 1970s, as Sino-US relations normalized, Deng emphasized strengthening S&T exchanges, noting China was willing to absorb US technology and hoped to train talent using American facilities by sending students abroad. Deng repeatedly emphasized: "Our policy of introducing foreign advanced technology and absorbing foreign capital will not change," and "Whatever advanced things we need... we are willing to absorb." He sought to gradually align China's S&T talent cultivation with world standards by increasing engagement with high-tech nations.
(1) Accelerating talent cultivation through international exchange.
Deng hoped China would actively integrate into the world's educational and S&T communities to improve the quality of domestic talent through exchange. To this end, he actively created platforms for S&T personnel to integrate into the world.
In April 1978, he reviewed and approved the "Request for Instructions on the Establishment of the National Commission of the People's Republic of China for UNESCO" submitted by the Ministry of Education and the Ministry of Foreign Affairs. The establishment of this commission provided an important platform for exchanges between Chinese and foreign scientific and technological personnel. Deng Xiaoping also attached great importance to and promoted the establishment of cooperation mechanisms for scientific and technological exchange with other countries, personally attending signing ceremonies for such cooperation and holding talks with the leaders of these nations on relevant issues. For example, in January 1978, during talks with the French Prime Minister, he pointed out that China and France should actively develop exchanges in science and technology. Subsequently, while attending the signing ceremony of the scientific and technical cooperation agreement between the governments of China and France, he noted: "Our advocacy for promoting scientific, technological, and cultural exchanges with foreign countries is precisely to make up for our deficiencies by learning from others' strengths [18] and to learn from one another." This agreement stipulated the mutual dispatch of scientific and technological delegations, as well as the exchange of scholars, researchers, and experts. In January 1979, while attending the signing ceremony of the Sino-US Agreement on Cooperation in Science and Technology and the Cultural Agreement, he highly appraised the signing as "a meaningful task" and expressed hope for future cooperation in more fields. The Sino-US agreement mainly involved agriculture, energy, health, and the environment, including the mutual dispatch of scientists, scholars, experts, and students, as well as the organization of joint training classes, conferences, and seminars.
Furthermore, Deng Xiaoping encouraged Chinese scientific and technological workers to carry out collaborative research with international teams, allowing them to acquire knowledge and hone their abilities through cooperation. For instance, in October 1977, he issued instructions approving that Chinese research personnel could work alongside foreign counterparts abroad and co-author research outcomes. In 1986, after learning about the establishment of the "International Centre for Scientific Culture — World Laboratory," Deng gave his full support for Chinese personnel to join it. During a conversation with its main initiators, he pointed out: "China is a Third World country, and China's scientific and technological personnel must actively participate in the work of this World Laboratory."
(2) Sending large numbers of science and technology students abroad and encouraging their return
To accelerate the cultivation of scientific and technological personnel and absorb advanced foreign science and technology, on June 23, 1978, Deng Xiaoping emphasized regarding the dispatch of students: In terms of quantity, "we should send them by the thousands or tens of thousands, not just eight or ten... it is worth spending more money in this area." In terms of direction, those who "performed well in exams" for mathematics, physics, and chemistry should primarily be sent, and "they should be sent mainly to study the natural sciences." Funding methods for studying abroad gradually expanded beyond state-sponsored programs. In September 1978, in response to a proposal to allow Chinese citizens to study in the United States at their own expense, Deng issued the instruction: "The State Council Office should handle this in consultation with relevant units; the request seems agreeable." After communication and research across multiple departments, in January 1981, the State Council approved and forwarded the "Request for Instructions on Self-Funded Study Abroad" and the "Interim Regulations on Self-Funded Study Abroad" from seven departments, including the Ministry of Education. The regulations explicitly required relevant units to assist self-funded applicants by providing academic credentials and transcripts. Issues regarding salary and seniority during the study period were to be treated equally to those of active employees attending university or graduate school domestically. Furthermore, Chinese embassies and consulates abroad were tasked with strengthening contact with, and the educational management of, these students. These measures provided convenience and eliminated concerns for self-funded students, promoting the expansion of the overseas student population.
Deng Xiaoping not only valued "sending them out," but also sought ways to attract students back to China. He repeatedly emphasized that people are the most precious wealth: "We have tens of thousands of students abroad; they are a treasure, and we must strive to bring them back." To this end, he proposed reforming various "frames" [19] that restricted the return of talent. For example, talent could be absorbed through postdoctoral mobile stations, or the most outstanding personnel could be recruited to work in Special Economic Zones and open cities. According to statistics, from 1978 to 1989, a total of 73,424 people were sent abroad through state or institutional sponsorship, and 38,223 returned. Many returnees made significant contributions to the development of China's scientific and technological undertakings. Among those who remained overseas, many also became an important force in indirectly promoting China's scientific progress and the cultivation of talent.
(3) Liaising with ethnic Chinese scientists of foreign nationality to assist in domestic talent cultivation
During the 1970s and 1980s, Deng Xiaoping maintained close ties with world-renowned ethnic Chinese scientists of foreign nationality, frequently listening to their opinions and suggestions on the cultivation of Chinese scientific and technological talent. Under Deng’s personal concern, the assistance provided by these scientists was mainly reflected in the following areas:
First, sending personnel to the laboratories of ethnic Chinese scientists for advanced studies. For example, in August 1977, before meeting the Chinese-American physicist Samuel C. C. Ting (Ding Zhao-zhong) and his wife, Deng noted in a conversation with Wu Youxun, Liu Huaqing, and others: "We should first send a few people to study in the laboratory led by Ding Zhao-zhong. We must use foreign conditions to cultivate our own research personnel." In October 1977, when meeting with the Chinese-American high-energy accelerator expert Teng Chang-li (Deng Changli), Deng proposed: "We can send a few people to study with you for a year; if that is not enough, they can stay for a year and a half or two." Second, participating in study-abroad programs led or facilitated by ethnic Chinese scientists. Many patriotic Chinese and friendly personages supported China’s talent cultivation through study-abroad projects, securing funding, or providing scholarships—such as the CUSPEA [20] project initiated by Tsung-Dao Lee (Li Zhengdao), which helped train many scientific talents who returned to China. In December 1981, when meeting Li Zhengdao, Deng expressed appreciation for his years of work for China's scientific development and the cultivation of young scientific talent. Third, inviting ethnic Chinese scientists to return to China to help cultivate talent. In July 1983, during a conversation with several leading comrades of the Central Committee, Deng proposed: "We must utilize foreign intelligence [21] and invite some foreigners to participate in our key construction projects and various aspects of development." In September, the CPC Central Committee decided to establish the Leading Group for the Introduction of Foreign Intelligence to Facilitate the Four Modernizations. [22] The appointment of the Chinese-American mathematician Chern Shiing-shen (Chen Xing-shen) as the director of the Nankai Institute of Mathematics was realized through this "intelligence introduction" project. In November 1986, while meeting Chern Shiing-shen, Deng pointed out: "Your method of basing yourself domestically to cultivate talent is a good one. This way, more people can be trained."
Under the emphasis and promotion of Deng Xiaoping, and through concerted efforts, the effectiveness of China's scientific and technological talent cultivation gradually became apparent. There was both a quantitative accumulation and a qualitative improvement in talent. The enthusiasm of the vast numbers of scientific and technological workers to serve the cause of socialist construction rose significantly, and social recognition of such talent grew ever higher. Deng Xiaoping remarked with emotion: "That scientific and technological experts are participating so extensively in economic and social decision-making is something never before seen in our several thousand years of history." Currently, a new round of scientific and technological revolution and industrial transformation is undergoing profound adjustment. The "Recommendations of the CPC Central Committee for Formulating the 15th Five-Year Plan for National Economic and Social Development" [23] adopted at the Fourth Plenary Session of the 20th CPC Central Committee proposed to advance the development of education, science, and talent as an integrated whole, promoting a positive interaction between self-reliance in science and technology and the autonomous cultivation of talent. Revisiting Deng Xiaoping’s reflections and practices regarding the cultivation of scientific and technological talent holds significant enlightenment for the deep implementation of the Strategy of Invigorating the Country through Science and Education and the Strategy of Strengthening the Nation through Talent.