跨國教育的國際比較研究
發(fā)布時間：2018-08-12 16:44
【摘要】： 跨國教育是指各種跨越國界實施的教育學習計劃或服務,其學習者所在國家和頒發(fā)證書機構(gòu)所在國家不同�？鐕逃顒蛹瓤梢园l(fā)生在高等教育領域,也可以面向中小學甚至幼兒園,但其主體無疑在前者,因而跨國高等教育和跨國教育基本是同義的。本文的主要研究對象為跨國高等教育,但統(tǒng)一用跨國教育這一術(shù)語(除非引用他人的研究)。 跨國教育的萌芽可以追溯到19世紀中葉倫敦大學面向校外學生的“外部系統(tǒng)”(External System)在英國的殖民地國家舉辦考試。但是隨著全球化過程的深入,通信交流技術(shù)的飛速發(fā)展,知識經(jīng)濟和終身學習時代的到來,特別是營利性教育機構(gòu)、公司、專業(yè)團體等進入傳統(tǒng)的教育領地,還有本身具有跨國擴張?zhí)攸c的虛擬課堂、網(wǎng)絡課堂的出現(xiàn),使跨國教育進入了嶄新的加速發(fā)展階段�？鐕逃d起的另一個重要背景是冷戰(zhàn)結(jié)束后,國家間的競爭越來越從政治、軍事競爭轉(zhuǎn)移到以經(jīng)濟為核心的綜合國力的競爭。教育的經(jīng)濟功能,即為社會提供高素質(zhì)勞動力從而提高國家經(jīng)濟競爭力,使傳統(tǒng)的教育的社會功能與之相比黯然失色,教育的商品屬性得到彰顯。尤其在高等教育領域,教育的商品化、私有化、市場化在全球范圍內(nèi)成為潮流�？鐕逃褪窃谶@樣一個教育領域的各種邊界日益模糊的背景下發(fā)展起來的。 跨國教育在中國主要以中外合作辦學的形式存在。自從20世紀80年代中期我國開始出現(xiàn)中外合作辦學項目后,中外合作辦學經(jīng)歷了從發(fā)端到20世紀90年代中期前的探索起步階段、20世紀90年代中期以后的快速發(fā)展階段、2003年《中華人民共和國中外合作辦學條例》與2004年《中華人民共和國中外合作辦學條例實施辦法》頒布后的規(guī)范管理與穩(wěn)定發(fā)展階段�？鐕逃环矫鏉M足了大眾對高等教育的需求,在引進新的課程計劃和內(nèi)容,使其更多樣化和靈活方面,也起到了一定作用。但是另一方面,跨國教育機構(gòu)魚龍混雜,甚至一些騙子機構(gòu)混跡其間,嚴重影響了跨國教育的聲譽和學生的利益。因此,加強對跨國教育這一現(xiàn)象的研究無疑對中國具有現(xiàn)實意義。 本研究在文獻查閱與材料梳理的基礎上,結(jié)合中國的實踐,提煉出3個互相關聯(lián)的研究問題: 1)國家應如何對待、管理跨國教育? 2)地區(qū)應如何對待、管理、吸引跨國教育? 3)機構(gòu)應如何對待、管理、吸引、實施跨國教育? 知己知彼,百戰(zhàn)不殆。澳、英、美、德、法是全球主要的高等教育出口國,也是我國中外合作辦學外方機構(gòu)的主要來源國,對其跨國教育輸出的仔細研究構(gòu)成了本論文主體第一大部分的內(nèi)容。在對以上各國跨國教育發(fā)展的歷史背景、現(xiàn)狀、特點特色等方面深入分析的基礎上,本研究總結(jié)了跨國教育輸出的三種模式: 1)英澳模式:政府大力推動,機構(gòu)積極進取,跨國教育規(guī)模大、聲譽較好、仍具發(fā)展?jié)摿? 2)美國模式:政府不聞不問,機構(gòu)自行其是,跨國教育絕對規(guī)模大、相對規(guī)模小、聲譽參差不齊、發(fā)展?jié)摿Υ? 3)德法模式:政府開始推動,機構(gòu)開始行動,跨國教育規(guī)模小、聲譽好、潛力大。 其他跨國教育進口國的經(jīng)驗對我國無疑更有直接的借鑒作用。在分析了跨國教育出口國之后,本研究以與中國同列跨國教育四大目的地的新加坡、香港、馬來西亞,以及新興的跨國教育熱點地區(qū)——中東為研究對象,深入分析了這些地區(qū)在引進外來教育,提升當?shù)馗呓棠芰�、科技水平、�?jīng)濟競爭力,甚至從單純教育進口轉(zhuǎn)為進口與出口并舉、成為地區(qū)教育中心的措施。它們在引進外來教育上的積極進取精神與豐富多彩的創(chuàng)新手段,比如新加坡的吸引世界級大學、香港的以保護消費者利益為出發(fā)點對外來教育項目的管理、馬來西亞的雙聯(lián)課程、迪拜設立的高等教育自由貿(mào)易區(qū)、卡塔爾教育城的吸引美國名校開辦分校,都給我們以種種啟示�？偨Y(jié)教育進口國的實踐,可以發(fā)現(xiàn)以下共同點: 1)立法允許私立高等教育機構(gòu)辦學,并把跨國教育納入私立高等教育的框架進行管理; 2)爭做地區(qū)教育中樞; 3)分校的模式日益受到青睞; 4)國際學術(shù)城、教育城等外來教育機構(gòu)集中的教育特區(qū)開始出現(xiàn),并和研發(fā)部門、知識產(chǎn)業(yè)等比鄰而居,營造了一個個充滿創(chuàng)新活力的知識經(jīng)濟示范區(qū)。 國別研究之后,本論文對跨國教育的核心議題——主權(quán)、外部質(zhì)量保證、模式、國家的宏觀管理——進行了更加深入的分析。在梳理了主權(quán)、教育主權(quán)概念并分析了服務貿(mào)易總協(xié)定對教育開放的可能影響后,本論文提出應少提或不提教育主權(quán)這類涉及意識形態(tài)的概念,多關注質(zhì)量保證及消費者保護之類的實際問題。本研究用最大的篇幅探討了跨國教育的外部質(zhì)量保證機制。在詳細介紹美國的高等教育認證、歐洲高等教育質(zhì)量保證體系這兩個最為成熟的質(zhì)量保證機制后,本研究對國際組織、教育輸出國、教育輸入國三個層面涉及跨國教育外部質(zhì)量保證的動議與措施進行了評介,得出以下共同點: 1)質(zhì)量成為跨國教育的焦點問題; 2)對跨國教育質(zhì)量的基本要求是達到與其在母國相同的水平; 3)跨國教育項目要考慮辦學所在地當?shù)氐慕?jīng)濟、社會、文化、語言環(huán)境,對輸出、輸入的課程進行適當?shù)母膭右赃m應學生和社會的需要; 4)跨國教育的外部質(zhì)量保證目前主要是以各個國家的質(zhì)量保證機構(gòu)和國際專業(yè) 認證機構(gòu)實施的,呈現(xiàn)出合作和競爭并存的局面。 在跨國教育的模式上,本研究根據(jù)辦學模式分成跨國分校、海外支持大學、特許及雙聯(lián)課程、企業(yè)大學、虛擬及遠程教育,對其發(fā)展現(xiàn)狀及特點一一進行了總結(jié)。在國家的宏觀管理方面,本研究在分析了政府、社會、教育機構(gòu)在跨國教育上的復雜關系圖景,以及教育出口國、教育進口國對跨國教育進行管理的基礎上,提出我國對外來跨國教育項目的進入,應秉承開放的念度,以保護消費者利益為出發(fā)點,防止在母國未受承認的機構(gòu)來華辦學。另外,應該允許各地、各高校大膽實踐創(chuàng)新,通過多種形式的合作辦學提升學術(shù)水平,使中國高等教育能博采眾長,更好地滿足學生和國家的需要。 在完成了國別研究及核心議題研究后,論文關注的焦點又回到中國,用具體的案例探討地區(qū)和機構(gòu)層次的跨國教育實踐。這五個引進國外教育機構(gòu)來華辦學、提高本地本機構(gòu)教育競爭力的案例為: 一個中外合作辦學的聚集地——南京仙林國際高教園區(qū); 一個通過全面合作辦學提高學校整體水平的大學——上海理工大學; 一個國外大學分�！獙幉ㄖZ丁漢大學; 一個成功的中外合作辦學二級學院——上海大學悉尼工商學院; 一個成功的中外合作辦學項目——溫州醫(yī)學院視光學中美聯(lián)合培養(yǎng)博士項目。 在論文的結(jié)論部分,本人引用波普爾開放社會的理論,提出國家應對教育持更開放的態(tài)度,給各地、各院校中外合作辦學的自主權(quán),樂觀其創(chuàng)新嘗試;引用張五常地方競爭的理論,提出地方政府應大力引進外來教育資源,支持本地高等教育機構(gòu)的中外合作辦學;引用大學競爭的理論,提出高校應積極開展中外合作辦學,提高人才培養(yǎng)水平,提升自身實力與競爭力�？偠灾�,本人主張我們應該秉持“和而不同,各美其美”的多元文化觀,以開放的態(tài)度歡迎外來教育的進入,通過消化、吸收、融合,努力使中國的教育、科學、技術(shù)進入世界先進之列。而最終,我們要創(chuàng)造高水平的知識與文化產(chǎn)品,對世界做出和我們?nèi)丝诒壤喾Q的貢獻。
[Abstract]:Multinational education refers to a variety of cross-border educational and learning programs or services, and the learners are in different countries from the certificate-issuing institutions. Transnational educational activities can occur in the field of higher education, primary and secondary schools or even kindergartens, but the main body is undoubtedly the former. Therefore, transnational higher education and transnational education It is basically synonymous. The main research object of this paper is transnational higher education, but the term transnational education is universally used (unless other people's research is cited).
The germination of transnational education can be traced back to the mid-19th century when the University of London held examinations in the colonial countries of Britain for out-of-school students. Transnational education has entered a new stage of accelerated development with the advent of virtual classes with the characteristics of transnational expansion. Another important background for the rise of transnational education is that after the end of the Cold War, the competition between countries has shifted from political and military competition to international competition. The economic function of education is to provide the society with high-quality labor force so as to improve the competitiveness of the national economy. The social function of traditional education is eclipsed and the commodity attribute of education is highlighted. Especially in the field of higher education, education is commercialized, privatized and marketized. Transnational education has developed against a background of increasingly blurred boundaries in the field of education.
Transnational education exists mainly in the form of Sino-foreign cooperation in running schools in China. Since the beginning of Sino-foreign cooperation in running schools in the mid-1980s, Sino-foreign cooperation in running schools has undergone the initial stage of exploration from the beginning to the mid-1990s, the rapid development stage since the mid-1990s, and the rapid development stage since 2003 < the Chinese People's Republic. On the one hand, transnational education meets the needs of the public for higher education, and on the other hand, it also plays a certain role in introducing new curriculum plans and contents, making them more diversified and flexible. But on the other hand, multinational educational institutions are mixed up, and even some fraudsters are mixed up, which seriously affects the reputation of Multinational Education and the interests of students. Therefore, it is undoubtedly of practical significance for China to strengthen the study of this phenomenon.
On the basis of literature review and material combing, this study refines three interrelated research issues in the light of China's practice.
1) how should the state handle and manage transnational education?
2) how should the region be treated, managed and attracted transnational education?
3) how should institutions treat, manage, attract and implement transnational education?
Australia, Britain, the United States, Germany and France are the main exporters of higher education in the world, and also the main source of foreign institutions of Chinese-foreign cooperation in running schools. On the basis of in-depth analysis of characteristics, this study summarizes three modes of transnational education export.
1) Anglo-Australian model: the government vigorously promotes, institutions actively enterprising, large-scale cross-border education, good reputation, still has development potential;
2) American model: the government does not care, the institutions do their own thing, the absolute scale of transnational education is large, the relative scale is small, the reputation is uneven, the development potential is great;
3) The German-French model: the government starts to push, institutions start to act, transnational education is small, reputable, and has great potential.
The experience of other transnational education importing countries is undoubtedly a direct reference for China. After analyzing the transnational education exporting countries, this study takes Singapore, Hong Kong, Malaysia, and the emerging hot areas of transnational education, the Middle East, as the research objects, and analyzes these places in depth. The district is introducing foreign education to enhance local higher education capacity, scientific and technological level, economic competitiveness, and even from purely imported education to both imported and exported education as a measure of the regional education center. The management of foreign education programs based on the protection of consumers'interests, the dual curriculum in Malaysia, the free trade zone for higher education set up in Dubai, and the introduction of famous American schools into Qatar's Education City all give us a variety of inspirations.
1) Legislation permits private institutions of higher education to run schools and regulates transnational education within the framework of private higher education;
2) strive to become the center of regional education.
3) the mode of branch schools is increasingly favored.
4) The special educational zones with the concentration of foreign educational institutions such as the International Academic City and the Educational City began to emerge, and they lived next to the R&D departments and the knowledge industry, thus creating innovative and dynamic knowledge economy demonstration zones.
After a country study, this paper makes a more in-depth analysis of the core issues of transnational education: sovereignty, external quality assurance, mode, and macro-management of the state. Sovereignty involves ideological concepts and focuses on practical issues such as quality assurance and consumer protection. This study explores the external quality assurance mechanisms for transnational education in the largest possible space. After that, this study reviews the initiatives and measures of international organizations, education exporting countries and education importing countries concerning the external quality assurance of transnational education, and draws the following common points:
1) quality has become the focus of transnational education.
2) the basic requirement for the quality of transnational education is to achieve the same level as that in the home country.
3) Multinational education programs should take into account the local economic, social, cultural and linguistic environment in which the school is run, and make appropriate changes in the output and input courses to meet the needs of students and society.
4) External quality assurance for transnational education is currently mainly provided by national quality assurance agencies and international specialties
The implementation of certification bodies presents a coexistence of cooperation and competition.
In terms of the mode of transnational education, this study is divided into transnational branch schools, overseas supporting universities, franchised and dual courses, enterprise universities, virtual and distance education, and summarizes the current situation and characteristics of the development. In terms of macro-management of the country, this study analyzes the government, society and educational institutions in transnational education. On the basis of the complex relationship prospect and the management of transnational education by the education exporting countries and the education importing countries, it is proposed that the entry of foreign transnational education projects should be carried out with an open mind, and the interests of consumers should be protected as the starting point, so as to prevent the non-recognized institutions from running schools in China. Practice and innovation, through a variety of forms of cooperation in running schools to enhance academic level, so that China's higher education can draw on the strong points of all, better meet the needs of students and the country.
After completing the country study and the core issue study, the focus of the paper returns to China and explores the transnational educational practice at the regional and institutional levels with specific cases.
A gathering place for Sino foreign cooperation in running schools: Xianlin International Higher Education Park in Nanjing;
University of Shanghai for Science and Technology, a university that aims to improve the overall level of schools through comprehensive cooperation.
The University of Nottingham Ningbo, a branch of a foreign university.
A successful two level College of Sino foreign cooperation in running Shanghai Univer, Sydney business school;
A successful Sino-foreign cooperative educational program, the Sino-US joint doctoral program in optometry of Wenzhou Medical College.
In the conclusion of the paper, I quote Popper's theory of open society, put forward that the state should be more open to education, give the autonomy of Chinese-foreign cooperation in running schools to all localities and colleges, optimistic about their innovative attempts; quote Zhang Wuchang's theory of local competition, put forward that local governments should vigorously introduce foreign educational resources to support local higher education. In a word, I advocate that we should adhere to the multi-cultural concept of "harmony but difference, beauty and beauty" and welcome the entry of foreign education with an open attitude. Through digestion, absorption and integration, we strive to bring China's education, science and technology into the forefront of the world's advanced. And ultimately, we must create a high level of knowledge and cultural products, and contribute to the world in proportion to our population.
【學位授予單位】：華東師范大學
【學位級別】：博士
【學位授予年份】：2009
【分類號】：G40-059.3
本文編號：2179655
[Abstract]:Multinational education refers to a variety of cross-border educational and learning programs or services, and the learners are in different countries from the certificate-issuing institutions. Transnational educational activities can occur in the field of higher education, primary and secondary schools or even kindergartens, but the main body is undoubtedly the former. Therefore, transnational higher education and transnational education It is basically synonymous. The main research object of this paper is transnational higher education, but the term transnational education is universally used (unless other people's research is cited).
The germination of transnational education can be traced back to the mid-19th century when the University of London held examinations in the colonial countries of Britain for out-of-school students. Transnational education has entered a new stage of accelerated development with the advent of virtual classes with the characteristics of transnational expansion. Another important background for the rise of transnational education is that after the end of the Cold War, the competition between countries has shifted from political and military competition to international competition. The economic function of education is to provide the society with high-quality labor force so as to improve the competitiveness of the national economy. The social function of traditional education is eclipsed and the commodity attribute of education is highlighted. Especially in the field of higher education, education is commercialized, privatized and marketized. Transnational education has developed against a background of increasingly blurred boundaries in the field of education.
Transnational education exists mainly in the form of Sino-foreign cooperation in running schools in China. Since the beginning of Sino-foreign cooperation in running schools in the mid-1980s, Sino-foreign cooperation in running schools has undergone the initial stage of exploration from the beginning to the mid-1990s, the rapid development stage since the mid-1990s, and the rapid development stage since 2003 < the Chinese People's Republic. On the one hand, transnational education meets the needs of the public for higher education, and on the other hand, it also plays a certain role in introducing new curriculum plans and contents, making them more diversified and flexible. But on the other hand, multinational educational institutions are mixed up, and even some fraudsters are mixed up, which seriously affects the reputation of Multinational Education and the interests of students. Therefore, it is undoubtedly of practical significance for China to strengthen the study of this phenomenon.
On the basis of literature review and material combing, this study refines three interrelated research issues in the light of China's practice.
1) how should the state handle and manage transnational education?
2) how should the region be treated, managed and attracted transnational education?
3) how should institutions treat, manage, attract and implement transnational education?
Australia, Britain, the United States, Germany and France are the main exporters of higher education in the world, and also the main source of foreign institutions of Chinese-foreign cooperation in running schools. On the basis of in-depth analysis of characteristics, this study summarizes three modes of transnational education export.
1) Anglo-Australian model: the government vigorously promotes, institutions actively enterprising, large-scale cross-border education, good reputation, still has development potential;
2) American model: the government does not care, the institutions do their own thing, the absolute scale of transnational education is large, the relative scale is small, the reputation is uneven, the development potential is great;
3) The German-French model: the government starts to push, institutions start to act, transnational education is small, reputable, and has great potential.
The experience of other transnational education importing countries is undoubtedly a direct reference for China. After analyzing the transnational education exporting countries, this study takes Singapore, Hong Kong, Malaysia, and the emerging hot areas of transnational education, the Middle East, as the research objects, and analyzes these places in depth. The district is introducing foreign education to enhance local higher education capacity, scientific and technological level, economic competitiveness, and even from purely imported education to both imported and exported education as a measure of the regional education center. The management of foreign education programs based on the protection of consumers'interests, the dual curriculum in Malaysia, the free trade zone for higher education set up in Dubai, and the introduction of famous American schools into Qatar's Education City all give us a variety of inspirations.
1) Legislation permits private institutions of higher education to run schools and regulates transnational education within the framework of private higher education;
2) strive to become the center of regional education.
3) the mode of branch schools is increasingly favored.
4) The special educational zones with the concentration of foreign educational institutions such as the International Academic City and the Educational City began to emerge, and they lived next to the R&D departments and the knowledge industry, thus creating innovative and dynamic knowledge economy demonstration zones.
After a country study, this paper makes a more in-depth analysis of the core issues of transnational education: sovereignty, external quality assurance, mode, and macro-management of the state. Sovereignty involves ideological concepts and focuses on practical issues such as quality assurance and consumer protection. This study explores the external quality assurance mechanisms for transnational education in the largest possible space. After that, this study reviews the initiatives and measures of international organizations, education exporting countries and education importing countries concerning the external quality assurance of transnational education, and draws the following common points:
1) quality has become the focus of transnational education.
2) the basic requirement for the quality of transnational education is to achieve the same level as that in the home country.
3) Multinational education programs should take into account the local economic, social, cultural and linguistic environment in which the school is run, and make appropriate changes in the output and input courses to meet the needs of students and society.
4) External quality assurance for transnational education is currently mainly provided by national quality assurance agencies and international specialties
The implementation of certification bodies presents a coexistence of cooperation and competition.
In terms of the mode of transnational education, this study is divided into transnational branch schools, overseas supporting universities, franchised and dual courses, enterprise universities, virtual and distance education, and summarizes the current situation and characteristics of the development. In terms of macro-management of the country, this study analyzes the government, society and educational institutions in transnational education. On the basis of the complex relationship prospect and the management of transnational education by the education exporting countries and the education importing countries, it is proposed that the entry of foreign transnational education projects should be carried out with an open mind, and the interests of consumers should be protected as the starting point, so as to prevent the non-recognized institutions from running schools in China. Practice and innovation, through a variety of forms of cooperation in running schools to enhance academic level, so that China's higher education can draw on the strong points of all, better meet the needs of students and the country.
After completing the country study and the core issue study, the focus of the paper returns to China and explores the transnational educational practice at the regional and institutional levels with specific cases.
A gathering place for Sino foreign cooperation in running schools: Xianlin International Higher Education Park in Nanjing;
University of Shanghai for Science and Technology, a university that aims to improve the overall level of schools through comprehensive cooperation.
The University of Nottingham Ningbo, a branch of a foreign university.
A successful two level College of Sino foreign cooperation in running Shanghai Univer, Sydney business school;
A successful Sino-foreign cooperative educational program, the Sino-US joint doctoral program in optometry of Wenzhou Medical College.
In the conclusion of the paper, I quote Popper's theory of open society, put forward that the state should be more open to education, give the autonomy of Chinese-foreign cooperation in running schools to all localities and colleges, optimistic about their innovative attempts; quote Zhang Wuchang's theory of local competition, put forward that local governments should vigorously introduce foreign educational resources to support local higher education. In a word, I advocate that we should adhere to the multi-cultural concept of "harmony but difference, beauty and beauty" and welcome the entry of foreign education with an open attitude. Through digestion, absorption and integration, we strive to bring China's education, science and technology into the forefront of the world's advanced. And ultimately, we must create a high level of knowledge and cultural products, and contribute to the world in proportion to our population.
【學位授予單位】：華東師范大學
【學位級別】：博士
【學位授予年份】：2009
【分類號】：G40-059.3
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