本文關(guān)鍵詞：印度高等教育質(zhì)量對(duì)其國(guó)家競(jìng)爭(zhēng)力的影響　出處：《浙江師范大學(xué)》2012年碩士論文　論文類(lèi)型：學(xué)位論文

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【摘要】：近些年來(lái),“國(guó)家競(jìng)爭(zhēng)力評(píng)價(jià)體系”成為國(guó)際權(quán)威機(jī)構(gòu)評(píng)估各國(guó)綜合國(guó)力的關(guān)鍵標(biāo)尺。因而,每年的世界經(jīng)濟(jì)論壇的《全球競(jìng)爭(zhēng)力報(bào)告》、瑞士洛桑國(guó)際管理開(kāi)發(fā)學(xué)院的《世界競(jìng)爭(zhēng)力年鑒》就引起世界各國(guó)的普遍關(guān)注,有的國(guó)家甚至將其作為自己國(guó)家進(jìn)一步發(fā)展的方向與指南。 進(jìn)入新世紀(jì)的第一個(gè)十年,印度已經(jīng)成為“金磚國(guó)家”里經(jīng)濟(jì)增長(zhǎng)態(tài)勢(shì)僅次于中國(guó)的經(jīng)濟(jì)體。這一輝煌業(yè)績(jī)的取得是與印度高等教育體系所培養(yǎng)的高級(jí)人力資本緊密相關(guān)的；并且他們的質(zhì)量是為世人所稱(chēng)道的。近十年來(lái)的“國(guó)家競(jìng)爭(zhēng)力評(píng)價(jià)”文獻(xiàn)顯示,中國(guó)的國(guó)家競(jìng)爭(zhēng)力雖領(lǐng)跑于“金磚國(guó)家”之首,然而就某些分指標(biāo)(如數(shù)學(xué)與科學(xué)教育的質(zhì)量、管理學(xué)院的教育質(zhì)量、爭(zhēng)業(yè)研究與培訓(xùn)服務(wù)的地方可利用性等)的排名來(lái)說(shuō),中國(guó)遠(yuǎn)不及印度。并且許多分指標(biāo)中國(guó)領(lǐng)先于印度,而綜合指標(biāo)卻落后于印度。研究印度在各項(xiàng)指標(biāo)里的做法、經(jīng)驗(yàn)與教訓(xùn)可對(duì)我國(guó)高等教育改革的開(kāi)展有所啟示。 本文以印度為研究對(duì)象,進(jìn)行比較研究的主要對(duì)象是我國(guó),通過(guò)運(yùn)用“國(guó)家競(jìng)爭(zhēng)力評(píng)價(jià)體系”中所列的相關(guān)指標(biāo),來(lái)觀察印度高等教育質(zhì)量對(duì)其國(guó)家競(jìng)爭(zhēng)力的影響,并進(jìn)行較為全而與深入地解讀、評(píng)析與研究。 全文除緒論外,共五個(gè)部分： 第一部分是國(guó)家競(jìng)爭(zhēng)力評(píng)價(jià)體系的產(chǎn)生及其內(nèi)容,通過(guò)觀察“金磚國(guó)家”的“教育”支柱和“創(chuàng)新”支柱在最近4年的排名情況,來(lái)說(shuō)明包括印度在內(nèi)的這5個(gè)國(guó)家的發(fā)展階段。 第二部分是印度高等教育質(zhì)量在提升本國(guó)國(guó)家競(jìng)爭(zhēng)力中的體現(xiàn),重點(diǎn)采用“世界經(jīng)濟(jì)論壇”給出的“國(guó)家競(jìng)爭(zhēng)力評(píng)價(jià)體系”中的人力資本(尤其是高級(jí)人力資本)的8個(gè)分指標(biāo),對(duì)印度高等教育體系進(jìn)行逐項(xiàng)分析和詳細(xì)說(shuō)明。然后從國(guó)際語(yǔ)言的溝通、信息技術(shù)、理工教育、生物技術(shù)、醫(yī)藥制造、核武和空間技術(shù)等領(lǐng)域來(lái)論述印度高等教育的質(zhì)量對(duì)其國(guó)家競(jìng)爭(zhēng)力的影響。 第三部分是印度高等教育質(zhì)量影響其國(guó)家競(jìng)爭(zhēng)力的經(jīng)驗(yàn)與教訓(xùn)。根據(jù)各個(gè)分指標(biāo)的排名與得分情況,提出良性分指標(biāo)和劣性分指標(biāo)的劃分標(biāo)準(zhǔn),并依此對(duì)8個(gè)分指標(biāo)進(jìn)行歸類(lèi),再?gòu)摹案叩冉逃c培訓(xùn)”、“創(chuàng)新”兩個(gè)指標(biāo)層次進(jìn)行歸類(lèi),總結(jié)印度高等教育質(zhì)量對(duì)其國(guó)家競(jìng)爭(zhēng)力的經(jīng)驗(yàn)與教訓(xùn)。 第四部分是印度發(fā)展高等教育對(duì)我國(guó)的啟示。首先觀察我國(guó)的“高等教育與培訓(xùn)”的8個(gè)分指標(biāo)在最近4年的排名情況,再結(jié)合前面部分對(duì)印度相關(guān)分指標(biāo)排名情況的描述,進(jìn)行縱向比較和橫向比較,簡(jiǎn)要說(shuō)明國(guó)際背景下我國(guó)高級(jí)人力資本的培養(yǎng)現(xiàn)狀。然后對(duì)比印度發(fā)展高等教育的歷程,提出對(duì)我國(guó)開(kāi)展高等教育改革具有較強(qiáng)針對(duì)性的啟示。 最后,本文研究得出的主要結(jié)論是：(1)“GCR”對(duì)教育的關(guān)注點(diǎn)分為“健康與初等教育”、“高等教育與培訓(xùn)”和“創(chuàng)新”三個(gè)支柱,具有很深的用意。(2)中國(guó)和印度整體競(jìng)爭(zhēng)力的優(yōu)勢(shì)和劣勢(shì),說(shuō)明兩國(guó)經(jīng)濟(jì)發(fā)展階段不一致。(3)4年來(lái),我國(guó)的“高等教育與培訓(xùn)”的排名情況優(yōu)勝于印度,但有些分指標(biāo)的排名與印度相比還有很大差距。(4)印度的高等教育良性分指標(biāo)的經(jīng)驗(yàn)值得我國(guó)學(xué)習(xí)。(5)印度在國(guó)民經(jīng)濟(jì)、信息技術(shù)、生物技術(shù)和核技術(shù)等領(lǐng)域取得輝煌成就,充分證明印度高等教育培養(yǎng)的專(zhuān)業(yè)人才具有卓越的科研能力,對(duì)本國(guó)國(guó)家競(jìng)爭(zhēng)力的持續(xù)提升發(fā)揮著一種獨(dú)特而深遠(yuǎn)的推動(dòng)作用。
[Abstract]:In recent years, the "evaluation system" of national competitiveness has become a key scale comprehensive national strength assessment of international authorities. Therefore, the annual World Economic Forum's global competitiveness report < > >, the World Competitiveness Yearbook the Lausanne International Institute for management and development "has caused widespread concern all over the world, and some countries even as their own country further the development direction and guidance.
In the first ten years of new century, India has become the "BRIC countries" economic growth after the economy China. This brilliant performance is closely related with advanced human capital cultivation of India higher education system; and their quality is praised in the past ten years. "National competitiveness evaluation" literature shows that although the national competitiveness Chinese leader in the "BRIC countries" for the first time, however, some indicators (such as the quality of mathematics and science education of the school of management and the quality of education, research and training service industry for local availability) ranking, China far less than India. And many indicators China ahead of India, while the comprehensive index has lagged behind India. India in the indicators in practice, experience and lessons can provide some enlightenment for the development of higher education reform in our country.
This paper takes India as the research object, the main object of comparative research in China, by using relevant indicators listed in the national competitiveness evaluation system ", to observe the influence of quality of higher education in India on the national competitiveness, and more comprehensive and in-depth interpretation, analysis and research.
In addition to the introduction, the full text consists of five parts:
The first part is the emergence and content of the national competitiveness evaluation system. By observing the ranking of the BRICs' education pillar and innovation pillar in the recent 4 years, we can explain the development stages of the 5 countries, including India.
The second part is the quality of higher education in India to enhance national competitiveness reflects the focus of the "World Economic Forum" is the "national competitiveness evaluation system" of human capital (especially senior human capital) of the 8 sub indicators, analysis and detailed description of the India higher education system. Then from the international language communication, information technology, manufacturing pharmaceutical education of science and engineering, biotechnology, nuclear weapons and space technology field, to discuss the influence the quality of higher education in India on the national competitiveness.
The third part is the experience and lessons of India higher education quality affects the national competitiveness. According to various index rankings and scores, the criteria for the classification of benign sub indicators and inferior indexes, and then classify the 8 sub indexes, and then from the "higher education and training" and "innovation" two index levels are classified, summarized the experience and lessons of the quality of national competitiveness of higher education in India.
The fourth part is the development of India higher education and Its Enlightenment to China. The first observation of China's higher education and training "in the index of 8 points in the last 4 years of ranking, combined with the front part of the description of the India related index ranking, through vertical and horizontal comparison, a brief description of current situation of advanced human culture under the background of international capital in China. Then compare the India history of the development of higher education, put forward a strong pertinence enlightenment for our country to carry out the reform of higher education.
Finally, the main conclusions of this study are: (1) "GCR" focus on education are divided into "health and primary education, higher education and training" and "innovation" three pillars, with very deep intention. (2) Chinese India and the overall competitiveness of the advantages and disadvantages of that the two stages of development of economic is not consistent. (3) over the past 4 years, China's higher education and training "in the ranking is better than India, but some index ranking compared with India (4). There is a big gap between India's higher education benign index experience is worth our study. (5) India in the national economy, information technology, biotechnology and nuclear technology achievements, fully proved that the India higher education to cultivate professional talents with excellent ability of scientific research, continuous improvement of national competitiveness plays a unique and profound role.

【學(xué)位授予單位】：浙江師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：G649.351

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