Modern reforms in China have affected all spheres of life in Chinese society, including education. However, the great Chinese civilization actively uses its spiritual heritage in the context of global culture. This article shows how the problem of personnel training was solved in different periods based on Confucian anthropology and the doctrine of the state. Since 1978, China's political leaders have been implementing a program of large-scale socio-economic transformation, known as the"Course of Reform and Openness." The need to take into account global trends, such as the transition of developed countries to a post-industrial society and the recognition of the leading role of the knowledge economy, has prompted modernization ideologists to focus their reforms on turning China into a competitive state with strong economic, scientific and technological potential. China's transition to a post-industrial society in the period of globalization is understood as an important stage in the process of state modernization. In these circumstances, the role of the education system has undergone a radical reassessment. Improving the national education system was considered strategically important for the future development of the country in the post-industrial era. Already at the 15th CPC Congress in 1997, the course "Education and Science will lead to the prosperity of the state" (Kejiao xingguo) was approved [Borevskaya, 2003, p.54]. The strategic role of education for the successful implementation of the reform program was also recognized in the program documents "Plan for the Development of education facing the XXI century" and "Plan for the Development of Education in 2003 - 2007". "Education is the root of the hundred-year reforms. In order to achieve the great goal of fully building the small welfare society (Xiaokang) and revitalizing the Chinese nation, it is necessary to firmly adhere to the strategy "education and science will lead to the prosperity of the state" and ... Read more