The establishment of a socially and politically cohesive nation must be based on the improvement of the country's legal and cultural environment. In China's case, that means increasing public awareness of the rule of law.

That effort began long ago   in 1986, to be exact  with the introduction of many important rules and regulations. Many elementary schools now include basic legal studies in their curriculum, for example. Legal awareness has gradually improved in China over the past two decades.

The dissemination of intellectual property rights (IPR) has advanced considerably in China, but it has not been an easy task. When IPR were first included in China's legal framework, people knew nothing about them, because most were very much accustomed to the ways of the planned economy. At that time, most doubted the need to issue laws to protect IPR. Despite this, the Chinese Government launched many IPR-related laws and provided detailed explanations of their significance.

Through localized economic development, South China's Guangdong Province began to include IPR education in its elementary and junior high school curriculum. School authorities and the provincial IPR protection bureau collaborated on these programmes. These initiatives were particularly effective because they were designed to reflect the everyday needs of students and their families, and were laid out clearly, in a manner that everyone could understand.  

Even the State Intellectual Property Office and the World Intellectual Property Organization (WIPO) have taken note of these programmes. WIPO officials have recognized them as a meaningful way of both increasing China's IPR awareness and improving its national economy.

The programmes first started in Nanhai District, in Foshan. After the country started opening up, economic development accelerated in Foshan and the city's economic clout improved significantly. By the end of 2004, the city's gross domestic product (GDP) had reached 165.37 billion yuan (US$20.44 billion). A 2002 report by the United Kingdom's Commission on Intellectual Property Rights said that when the GDP per capita of a developing economy reached US$2,000 to US$8,000, it would begin facing serious IPR challenges. That was exactly the case with several cities in Guangdong that had developed solid manufacturing industries.

China has also become a member of the World Trade Organization (WTO), and domestic companies are gradually integrating into the global market, which means they have to start operating according to international rules. These companies are thus beginning to address serious IPR challenges.

There are many small and mid-sized enterprises (SMEs) in Foshan. Most of them are manufacturing businesses. As the economy develops, more players will enter the fray, and market competition will intensify. The IPR problem is thus becoming increasingly important. These SMEs lack high-level talent, however, and their IPR awareness is weak. They desperately need to improve their IPR knowledge in order to reduce the possibility of being accused of copyright infringement. By the same token, they also need to protect their own IPR if they want to expand their international businesses.

A local ceramics producer, for example, invested a lot of labour and money in research and development. Its products then became very popular in one particular foreign market. The company did not apply for patents in that country, however.

Without warning, its partner suddenly terminated their co-operative agreement and began producing the same ceramics products with another company. When their products flooded the market at considerably lower prices, the Chinese company lost its market share in that country. There are many such cases in Foshan.

In response to these issues, local governments enhanced their IPR education programmes with local industry players. With its eye on long-term gains, the government decided to start with young people. This is why IPR programmes now figure so prominently in the public education system.

The educational goals, methodologies, and tools have to correspond with students' knowledge and needs. Schools in Nanhai District have served as positive examples in the field of IPR education. Some schools have been running IPR programmes since 2003, and their achievements have been remarkable.

At Dali Experimental School, for example, students and teachers hold interactive discussions about the basics of IPR, such as design patents, instead of using traditional teaching methods in which students passively accept what their teachers tell them. Through debates and discussions, students gradually increase their IPR knowledge.

The students are also encouraged to research the subject on the Internet, interview related organizations, and pay attention to developments in the marketplace. The school encourages students to thoroughly research specific IPR issues, and organizes trips to local companies to explore the importance of IPR in the business world. The students also go to local industrial and commercial administrative organizations to learn more about how to apply for patents. The students are then required to summarize what they have learned in research reports, which they share with other students.

These activities spark great interest among students, most of whom initially know nothing about trademarks. The programmes encourage them to learn more about the subject, and many end up discussing it with their parents and relatives.

This kind of education is particularly effective. When students step out into society as adults, they are equipped with the knowledge that will help them protect their own IPR, and will think twice about infringing on the copyrights of others. These are critical career development skills.

In Foshan, junior high school students discuss more complicated topics than primary school students. At Nanzhuang No 3 Middle School, for example, many debates are held on IPR issues that have no clear answers. The students are separated into two groups to discuss a range of topics, such as whether it is okay for people in developing countries to use pirated products, or whether it is appropriate for individuals to violate IPR for educational purposes. After the pros and cons of an issue are discussed, teachers summarize the topic and stress the importance of respecting IPR laws.

Public awareness of IPR issues is established among young people through programmes in primary and middle schools. Qualified teachers familiar with the key issues are assigned to teach these classes. Students and teachers alike can also help share knowledge with their families. These initiatives are a powerful and effective way to increase IPR awareness throughout all of society in the coming years.

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