Is the development prospect of Chinese-foreign cooperative education program
Chinese-foreign cooperative education is a new thing in the field of education after China's reform and opening up, from the beginning of the 1990s to the present, has experienced more than 10 years of development. The following is my compilation of the prospects for the development of Sino-foreign cooperative education programs, welcome to refer to!
Prospects for the Development of Sino-foreign Cooperative Education Programs
According to the Interim Provisions on Sino-foreign Cooperative Education formulated by the former State Education Commission in 1995, Sino-foreign cooperative education is ? Foreign legal organizations, individuals and relevant international organizations with China's legal personality of educational institutions and other social organizations, held in China to enroll Chinese citizens as the main object of educational institutions to implement education, teaching activities.
Sino-foreign cooperative education is a new thing in the field of education after China's reform and opening up, from the beginning of the 1990s to the present, after more than 10 years of development. With the continuous expansion of China's opening to the outside world and the deepening of education reform, the development of Chinese-foreign cooperative education has been very rapid, the scale of schooling has been gradually expanded, the level of schooling has been gradually improved, and the mode of schooling has also tended to be diversified, and it has become one of the most important forms of China's education international cooperation and exchange, which has been very important for the introduction of high-quality educational resources from abroad, drawing on the useful experience of teaching and management from abroad, and accelerating the pace of China's education reform and development.
According to statistics, by the end of 2002, there were 712 Chinese-foreign cooperative educational institutions and programs nationwide, an increase of more than nine times compared with the beginning of 1995, covering 28 provinces, autonomous regions and municipalities directly under the central government. From the geographical distribution, Chinese-foreign cooperative educational institutions are relatively concentrated in Shanghai, Beijing, Shandong, Jiangsu, Guangdong and other economically and culturally more developed large cities in the eastern coastal areas; from the distribution of cooperation object countries and regions, the foreign partners are mainly from the United States, Australia, Canada, Japan, France, the United Kingdom, and other economically developed, technologically and educationally advanced countries and regions; from the distribution of the level of schooling, which spans From the distribution of education levels, it spans from early childhood education to doctoral degree levels, among which academic education institutions account for the majority, with 370, including undergraduate to postgraduate levels; from the distribution of specialties, the majority of institutions and projects offer business administration specialties, accounting for about 36 or so. In these Chinese-foreign cooperative educational institutions and programs, approved by the Academic Degrees Office of the State Council to grant degrees to foreign countries and the Hong Kong Special Administrative Region has reached 71 cooperative educational programs, which are mainly involved in domestic such as Peking University, Tsinghua University, Foreign Economic and Trade Commission of China, Fudan University, Tongji, and other famous universities, as well as foreign countries, 12 countries of the 55 colleges and universities and educational institutions. Plus approved by the provincial and municipal education authorities, can be issued by the higher education diploma of the cooperation of the school program to the end of last year reached 97, most of which cooperation with foreign parties are running a better quality of university.
So far, the rapid development of Sino-foreign cooperative education has become a new choice for graduates and other working people in addition to public universities, private universities, and study abroad.
1. In terms of the number of Chinese-foreign cooperative education institutions, in Beijing and Shanghai alone, according to the figures released so far, there are 59 institutions in Beijing that have obtained the License for Chinese-foreign Cooperative Education from the Municipal Education Commission, and 12 institutions that have obtained the License for Cooperative Education in Beijing-Hong Kong, Beijing-Macao, and Beijing-Taiwan, with more than 25,000 students enrolled in the programs, excluding the cooperative programs of the public universities and foreign universities that have been directly approved by the Ministry of Education. This does not include the cooperation programs between public universities and foreign universities directly approved by the Ministry of Education. Shanghai has more than 30 cooperative programs in the field of higher education, with more than 50,000 students enrolled and nearly 25,000 graduates with master's degrees. According to the latest statistics of Shanghai Municipal Education Commission, there are 147 Chinese-foreign cooperative educational institutions and programs in Shanghai, with more than 70 majors and more than 80,000 students, of which nearly 60,000 are in higher education and higher non-degree education.
2. In terms of the scale of Chinese-foreign cooperative educational institutions, the number of students is growing rapidly compared with the initial stage, especially in the last two years, the total number of students in some institutions has exceeded 1,000.
3. School conditions have changed dramatically, and most of the Sino-foreign cooperative colleges and universities are no longer subsidiaries of various educational institutions; they have independent campuses, advanced teaching equipment, a large number of full-time teachers, and comfortable living and entertainment venues, so that the students can really enjoy their own university campus life.
4. Sino-foreign cooperative education has a stable student source market in China. Chinese-foreign cooperative education has been accepted by more and more social groups, no longer in the public universities, private universities and study abroad in the gap between the survival, on the contrary, compared with the above three forms of education, it is a strong competitor, but also a positive promoter and collaborator.
Sino-foreign cooperative education is no longer in the shallow field of foreign exchange, but has become an integral part of China's education. Non-state economy in China's Constitution in several amendments, experienced by ? as a subsidiary? to? complementary until it has become an important part of China's education endeavor. an important component. Similarly, the nature of Chinese-foreign cooperative education has also been changed from the "Interim Provisions on Chinese-foreign Cooperative Education" of 1995 to "Chinese-foreign Cooperative Education". Chinese-foreign cooperative education is an important form of China's education exchange and cooperation with foreign countries, and is a supplement to China's education. In 2003, the Regulations on Chinese-Foreign Cooperative School Running were changed to the "Regulations on Chinese-Foreign Cooperative School Running". Chinese-foreign cooperative education belongs to? part of China's educational endeavors.?
The significance of Sino-foreign cooperative education
1, Sino-foreign cooperative education fills the vacancies of many specialties and even disciplines in domestic universities. For example, some of the cooperative education programs introduced? The logistics program is a new program that will help you to improve the quality of your work. The first is a new program that will be launched in the next few months. Leadership program. The program of Leadership, Leadership, Sports Management, and Sports Management is the first of its kind in China. Sports Management Program Retail Management Program Retail Management Program and even Floral Design. Floral design. Floral Design, Floral Processing. Flower processing? etc., not only cultivate the corresponding industry domestic urgent need of senior professionals, improve the overall quality of the industry, but also become the starting point of China in these professions and disciplines to catch up with the world's advanced level.
2, Sino-foreign cooperative education can make full use of international educational resources to improve the international competitiveness of domestic teachers. Through cooperative schooling, domestic teachers can get the opportunity to go abroad for investigation, study and training. China-US International Management College adopts the ? Teaching partner system? So that the Chinese teachers and foreign teachers into a close partnership, *** with the completion of teaching, research tasks, and in the foreign professors during the classroom, take the initiative to open the seat for young and middle-aged professors to listen to lectures, which for the domestic teachers to deepen their own specialties, broaden their horizons, to master the bilingual teaching skills, on-site understanding of foreign teaching models, etc., to provide a superior and convenient conditions.
3. The introduction of advanced foreign educational ideas, educational concepts, teaching content, teaching methods and teaching management experience through Sino-foreign cooperative education can, on the one hand, cultivate high-level international talents in China and, on the other hand, help to improve the overall level of education in China. Through Sino-foreign cooperative education, can trigger our existing forms of education and even the system and mechanism of reflection, change our existing not adapt to the new situation after the WTO old concepts and old practices, and promote China's education business system and management system reform and education marketization.
4, in addition, most of these Sino-foreign cooperative education programs implement independent enrollment, independent examination, in the professional settings, curriculum, teaching access and teacher access, combined with the needs of employing departments and students have greater flexibility; the introduction of the original textbooks in foreign languages and the proportion of foreign faculty ratio of the proportion of the larger; teaching more emphasis on the application of the case-based teaching methods and the timely updating of the teaching reference materials; and The use of Internet means to support teaching; the introduction of market means to promote the project.
At the same time, in order to better regulate and manage these Sino-foreign cooperative projects, supporting laws and regulations are being introduced one after another, the most important is that the state in 1995 introduced the "Interim Provisions on Sino-foreign Cooperative Schooling" and September 1, 2003 began to implement the "Regulations on Sino-foreign Cooperative Schooling". The Regulations clearly define the development direction of Chinese-foreign cooperative education: "The State shall implement the following measures for Chinese-foreign cooperative education:? The State implements the policy of opening up, standardizing the operation of schools, managing them in accordance with the law, and promoting their development in respect of Chinese-foreign cooperative schools. The State encourages Chinese-foreign cooperative education that introduces foreign high-quality educational resources. The State encourages the development of Sino-foreign cooperative education in the fields of higher education and vocational education, and encourages Chinese higher education institutions to cooperate with renowned foreign higher education institutions. Chinese-foreign cooperative educational institutions shall enjoy the preferential policies stipulated by the State in accordance with the law, and carry out educational and teaching activities independently in accordance with the law. The State encourages Chinese-foreign cooperative educational institutions to introduce curricula and teaching materials that are urgently needed in China and advanced in the international context. The Regulations also incorporate the enrollment of students by Chinese-foreign cooperative educational institutions implementing higher academic education into the national enrollment plan for higher education institutions.
The state encourages the introduction of foreign high-quality educational resources, so what exactly is? The first step is to make sure that you have a good understanding of what is happening in the world. What is it? We believe that the test of whether the quality of educational resources is the standard lies in the main examination of the school project is conducive to the comprehensive promotion of quality education and training of innovation, is conducive to improving the quality of higher education, vocational education, improve the international competitiveness of education, is conducive to the cultivation of modernization and construction of all levels of talents urgently needed to train the all-round development of a new generation to achieve the great rejuvenation of the Chinese nation. The introduction of high-quality educational resources is not to pursue the most famous foreign universities, but to take a positive and pragmatic attitude, even if the foreign party is not the world's first-class universities, as long as it is in the world's leading position in a certain field of study, and for our country's urgent need, we should be introduced as a high-quality educational resources.
Sino-foreign cooperative education can not only supplement the lack of educational resources and the shortcomings of the education system, but also through the organic grafting and synthesis, to create new educational categories, specialties and courses for our country, to enhance the self-renewal of China's educational self-repair capabilities, so that education for the modernization of our country's ability to significantly improve.
As an important result of Chinese-foreign cooperative education, in 2001, the Office of the Academic Degrees Committee of the State Council approved 30 colleges and universities to carry out self-issuing diploma EMBA degree education.
Third, the challenges of Sino-foreign cooperative education
China's education is still in the stage of trying and exploring to meet the international standards. On the one hand, we are faced with the era of globalization of all kinds of resources, including the economy, on the other hand, there is a huge contrast between the original education system in our country and the education model of the western countries, and even at home, our new and old education concepts are not the same as those of the western countries. On the other hand, there is a huge contrast between our original domestic education system and the education model of western countries, and even at home, there is a growing clash between our old and new concepts of education. Therefore, Chinese-foreign cooperative education, as an important form of educational openness, is bound to encounter a variety of contradictions and problems.
These contradictions and problems are mainly manifested in the following aspects:
(a) The current domestic understanding of Chinese-foreign cooperative education is still not unified.
First of all, there is no **** knowledge in China about the nature and effect of Chinese-foreign cooperative education. There has been controversy over the reference to the industrialization and marketization of education. Our country has traditionally treated education as a business, until 1999 after the Fifteenth National Congress of the Party and the Third Plenary Session to put forward ? Education industry? The concept of education industry, while the international concept of education as an industry to operate has long passed. One point of view is that education is a new form in the field of trade in services, in fact, China's commitment to the WTO to open up the field of education is also made in the framework of trade in services. And another viewpoint is that education is a special industry with strong ideological characteristics, which cannot fully follow the road of industrialization and marketization. Therefore, at the operational level, the former viewpoint regards the relationship between schools and students as that between manufacturers and customers, while the latter domestic viewpoint regards the relationship between schools and students as that between parents and children. I myself have adopted a compromise view, that is, if the market concept is applied to this relationship, students should not be the customers; their parents and their future employers are the customers of the schools. Communication on the concept of the education industry and the concept of the education market. As for the concept of education market, we do not have any formal document to confirm it so far, only with China? It is only with China's accession to the World Trade Organization (WTO) that the concept of education market is recognized. Only with China's accession to the World Trade Organization (WTO), we have indirectly confirmed it according to the rules of the World Trade Organization (WTO) that education is included in the terms of trade in services. Because of the difference in concepts, we have missed many opportunities to occupy the international education market. None of the foreign partners of the Chinese-foreign cooperative schools in Beijing has taken the cooperative schools as a market to occupy and as an industry to operate. In the early stage of running a school, it seems to be a donation, but in fact, it is a kind of investment with an eye to long-term profitability, and it is an upfront investment to capture the market without any compromise. Through several years of exchange of ideas on cooperative school running, schools in Beijing began to have overseas school running in 2000. and the exploratory behavior of occupying the education market outside China and selling our education services, which cannot but be said to be one of the positive results of the exchanges carried out by Chinese-foreign cooperative schools. The advanced form of Chinese-foreign cooperative education - EMBA education, is now more and more market-oriented, so that EMBA education has become a brand; EMBA's educational characteristics: from a macro perspective to the students taught the art of strategic decision-making, focusing on cultivating students to control the overall situation of the ability and insight to become a comprehensive grasp of the future development direction of the company's commander-in-chief, will inevitably provide a good opportunity for the future development direction of the company's business. It is inevitable that EMBA will bring a huge development space for China's education market. Therefore, the Chinese-foreign cooperative education to take the road of industrialization and marketization has become inevitable.
Because of the unclear identification of the nature of Chinese-foreign cooperative education, there are disputes over income-generating projects and the treatment of school citizens.
Now the foreign educational institutions to enter the Chinese education market is very much, want to this huge market to get a piece of the pie is a fact. However, many people believe that these foreign educational institutions enter the Chinese market in order to compete with local Chinese institutions for students, take the opportunity to earn money, the spread of Western ideas (especially political ideas, economic ideas, and other radical ideas), etc., that this view is not comprehensive. We recognize that some foreign institutions do have this idea, and also waiting for the opportunity to move, but the vast majority of foreign educational institutions and schools are not like this, they enter the Chinese education market in order to expand the school's popularity and influence, and publicize their own advanced education concepts and management systems. Compared to the former, they are more concerned about the effect of running schools in China and the resulting series of effects and impact, so they will be fully committed to the Chinese education market.
Thirdly, there is a lot of conflict between the two partners. The expectations of the two partners in running a Sino-foreign cooperative school may be different. Some foreign schools enter the Chinese market for long-term strategic considerations, wanting to expand their overseas education market in China, to further expand their influence and visibility, and to increase their international characteristics, in order to attract domestic students and donors; while some are just a short-term economic behavior, come to China purely for economic interests, in order to find gold, make money, and will not consider the effect of teaching, social impact, etc.
This is the first time that the Chinese government has made a decision on the development of the Chinese education system, which is the first time in the history of the Chinese government. There are similar differences between the different educational institutions in China, and the scales of commercial interests and social responsibilities are very different.
In addition, the introduction of these foreign educational institutions and schools of intermediaries in which the role played by different, mainly positive and negative aspects of the role, the positive side, because of their involvement, can play a role in promoting cooperation, enhance the role of the two sides to improve the relationship between the two sides, is conducive to Chinese and foreign sides of the faster and better cooperation; and the negative side of the intermediary is that there are intermediary business is only determined to make profits, filtering information, driven by commercial interests, and the use of the Internet. The negative side is that some intermediaries are only interested in making profits, filtering information, and distorting the original purpose, intention and aim of cooperation out of the drive of commercial interests.
Fourthly, the expectations of the society for Chinese-foreign cooperative education are not uniform. Some students participate in the Sino-foreign cooperative education program is to use it as a bridge to go abroad, through the education program is a joint venture between the Chinese and foreign institutions, to achieve the purpose of going abroad, so the credits are recognized by foreign countries and can be arranged to go abroad is the most concerned about the problem; some students to participate in the Sino-foreign cooperative education program as a ladder for career advancement, that is, the so-called "gold-plated", "gold-plated", "gold-plated". Some students participate in Sino-foreign cooperative education programs as a career advancement ladder. Some students participate in the Sino-foreign cooperative education program as a career advancement ladder, so-called "gold-plated"; some students are affected by the flexibility of the threshold of Sino-foreign cooperative education (some of them are rigorous but remain humane, while some of them are not so complimentary); and some students want to get rid of the traditional unified examination through the Sino-foreign cooperative education program, or to escape from the traditional teaching of some obsolete courses. In addition, there are some big and powerful companies that regard sending some of their employees to participate in the Sino-foreign cooperative education program as part of their employee welfare, and also as a reserve of talents for the company's future development. For example, China Mobile Communications Corporation has invested heavily in staff training, especially in the training of middle and senior managers, and these investments will certainly have a far-reaching and positive impact on the future development of the company, supporting the long-term and sustainable development of the company.
(ii) Inconsistency of training modes, directions and standards.
Various institutions, regardless of Chinese and foreign, have their own characteristics in teaching management, training methods, etc., which is not to be faulted; but from a general point of view, the current situation of fragmentation has still not been effectively improved, and there is a lack of a unified standard, direction. Take MBA education as an example, there are different analogies of melting, sewing machine, amplifier and charger. As far as the results of training are concerned, MBA education has become a jack-of-all-trades education, and the students have become seemingly capable of doing everything and seemingly unable to do anything well? General merchandise? , generally lack of specialized knowledge and skills. Therefore, what is urgently needed in China's MBA education is to establish a professional and detailed MBA education program and realize the transformation from neutral MBA to specialization. At present, neutral MBA mainly includes five major categories, namely marketing, management, law, finance and human resource management. If a student is deficient in one of these areas, he or she can improve by attending preparatory classes or other ways of learning before entering the MBA class. The so-called specialized MBA education refers to the targeted and purposeful cultivation of specialists specifically for a certain field or direction, such as retail management, pharmaceutical marketing management, sports management, hospital management and so on. Take retail management as an example, at present, there are six foreign large-scale retailers in the Chinese market, in the face of fierce foreign competition and pressure, our local retail enterprises should be how to compete, upstream and downstream, the same industry should be how to maintain both competition and mutual cooperation *** with the relationship between the outside world, the domestic enterprises how to occupy and stabilize the domestic market at the same time out of the country, open up the overseas market, etc., these will be the MBA in retail management, the MBA in retail management, the MBA in retail management, the MBA in retail management will be the most important thing to do for the development of retail management. These are the teaching aspects that should be covered by retail management MBA education. With the further deepening of education reform, the training mode, direction and standard of MBA education will be unified.
(3) Lack of rigorous regulation and supporting support in laws and policies.
1, foreign parties? Religious colleges and universities? The problem of defining religious colleges and universities.
For example, Article 7 of the Regulations of the People's Republic of China on Chinese-Foreign Cooperation in Running Schools stipulates: ? Foreign religious organizations, religious institutions, religious colleges and religious teachers shall not engage in cooperative school activities in China. Sino-foreign cooperative school-running institutions may not conduct religious education or carry out religious activities.? However, the definition of religious colleges and universities is very unclear. What exactly is a religious institution? To trace the historical origin of the university, there are many very famous colleges and universities in foreign countries which were established by the church in the early days, or were established and developed with the financial support and assistance of the church, and after years of development, they have no much religious coloring nowadays. Such an unclear restriction in the regulations will easily exclude many outstanding foreign institutions, which will result in educational losses for both China and foreign countries, as well as losses and regrets for the majority of Chinese students. The cooperation program between Peking University and Fotomax University is a very successful example. This project is specially approved by the Ministry of Education of the People's Republic of China. Although Fotomo University has some religious background, its lecturers, teaching purposes, teaching activities, etc. do not have any religious coloring, but are purely academic exchanges. So we can not one-sidedly entangled in the characterization of religion, but should be considered comprehensively, comprehensive analysis, focus on effectiveness, only in this way can we promote the rapid development of our educational undertakings.
2. The problem of the language of the subject.
Article 31 of the Regulations on Chinese-Foreign Cooperative Education states: ? Chinese-foreign cooperative educational institutions may use foreign languages and scripts for teaching according to their needs, but they should use Putonghua and standardized Chinese characters as the basic teaching languages and scripts. The provisions of this regulation are also somewhat anachronistic. In the current situation of economic globalization, all countries in the world are characterized by globalization, and at present, the common language of global business activities is mainly English, in order to create global talents and cultivate successful business leaders and pragmatic entrepreneurs adapted to the global development, all of which undoubtedly need to have a good basis for communication; and nowadays, a lot of advanced technology, management experience, the latest information and so on are mostly expressed in English, in this case, the language of instruction should be Putonghua and standard Chinese characters. In this case, the use of Chinese teaching is not feasible and is out of date.
3. It is difficult to determine the characterization of Sino-foreign cooperative education.
At present, the Regulations of the People's Republic of China on Chinese-foreign Cooperative Education are only categorized as academic education and non-academic education, which is not clear. And the nature of Chinese-foreign cooperative education should be divided according to ownership, or according to the nature of cooperation, or according to the classification of disciplines, etc., these are not clearly defined. It is precisely because of these ambiguous concepts that the public tends to regard Sino-foreign cooperative education programs as private education, and this is obviously not appropriate.
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