跨国教育的国际比较研究

发布时间：2018-08-12 16:44

【摘要】： 跨国教育是指各种跨越国界实施的教育学习计划或服务,其学习者所在国家和颁发证书机构所在国家不同。跨国教育活动既可以发生在高等教育领域,也可以面向中小学甚至幼儿园,但其主体无疑在前者,因而跨国高等教育和跨国教育基本是同义的。本文的主要研究对象为跨国高等教育,但统一用跨国教育这一术语(除非引用他人的研究)。跨国教育的萌芽可以追溯到19世纪中叶伦敦大学面向校外学生的“外部系统”(External System)在英国的殖民地国家举办考试。但是随着全球化过程的深入,通信交流技术的飞速发展,知识经济和终身学习时代的到来,特别是营利性教育机构、公司、专业团体等进入传统的教育领地,还有本身具有跨国扩张特点的虚拟课堂、网络课堂的出现,使跨国教育进入了崭新的加速发展阶段。跨国教育兴起的另一个重要背景是冷战结束后,国家间的竞争越来越从政治、军事竞争转移到以经济为核心的综合国力的竞争。教育的经济功能,即为社会提供高素质劳动力从而提高国家经济竞争力,使传统的教育的社会功能与之相比黯然失色,教育的商品属性得到彰显。尤其在高等教育领域,教育的商品化、私有化、市场化在全球范围内成为潮流。跨国教育就是在这样一个教育领域的各种边界日益模糊的背景下发展起来的。跨国教育在中国主要以中外合作办学的形式存在。自从20世纪80年代中期我国开始出现中外合作办学项目后,中外合作办学经历了从发端到20世纪90年代中期前的探索起步阶段、20世纪90年代中期以后的快速发展阶段、2003年《中华人民共和国中外合作办学条例》与2004年《中华人民共和国中外合作办学条例实施办法》颁布后的规范管理与稳定发展阶段。跨国教育一方面满足了大众对高等教育的需求,在引进新的课程计划和内容,使其更多样化和灵活方面,也起到了一定作用。但是另一方面,跨国教育机构鱼龙混杂,甚至一些骗子机构混迹其间,严重影响了跨国教育的声誉和学生的利益。因此,加强对跨国教育这一现象的研究无疑对中国具有现实意义。本研究在文献查阅与材料梳理的基础上,结合中国的实践,提炼出3个互相关联的研究问题: 1)国家应如何对待、管理跨国教育? 2)地区应如何对待、管理、吸引跨国教育? 3)机构应如何对待、管理、吸引、实施跨国教育? 知己知彼,百战不殆。澳、英、美、德、法是全球主要的高等教育出口国,也是我国中外合作办学外方机构的主要来源国,对其跨国教育输出的仔细研究构成了本论文主体第一大部分的内容。在对以上各国跨国教育发展的历史背景、现状、特点特色等方面深入分析的基础上,本研究总结了跨国教育输出的三种模式: 1)英澳模式:政府大力推动,机构积极进取,跨国教育规模大、声誉较好、仍具发展潜力; 2)美国模式:政府不闻不问,机构自行其是,跨国教育绝对规模大、相对规模小、声誉参差不齐、发展潜力大; 3)德法模式:政府开始推动,机构开始行动,跨国教育规模小、声誉好、潜力大。其他跨国教育进口国的经验对我国无疑更有直接的借鉴作用。在分析了跨国教育出口国之后,本研究以与中国同列跨国教育四大目的地的新加坡、香港、马来西亚,以及新兴的跨国教育热点地区——中东为研究对象,深入分析了这些地区在引进外来教育,提升当地高教能力、科技水平、经济竞争力,甚至从单纯教育进口转为进口与出口并举、成为地区教育中心的措施。它们在引进外来教育上的积极进取精神与丰富多彩的创新手段,比如新加坡的吸引世界级大学、香港的以保护消费者利益为出发点对外来教育项目的管理、马来西亚的双联课程、迪拜设立的高等教育自由贸易区、卡塔尔教育城的吸引美国名校开办分校,都给我们以种种启示。总结教育进口国的实践,可以发现以下共同点: 1)立法允许私立高等教育机构办学,并把跨国教育纳入私立高等教育的框架进行管理; 2)争做地区教育中枢; 3)分校的模式日益受到青睐; 4)国际学术城、教育城等外来教育机构集中的教育特区开始出现,并和研发部门、知识产业等比邻而居,营造了一个个充满创新活力的知识经济示范区。国别研究之后,本论文对跨国教育的核心议题——主权、外部质量保证、模式、国家的宏观管理——进行了更加深入的分析。在梳理了主权、教育主权概念并分析了服务贸易总协定对教育开放的可能影响后,本论文提出应少提或不提教育主权这类涉及意识形态的概念,多关注质量保证及消费者保护之类的实际问题。本研究用最大的篇幅探讨了跨国教育的外部质量保证机制。在详细介绍美国的高等教育认证、欧洲高等教育质量保证体系这两个最为成熟的质量保证机制后,本研究对国际组织、教育输出国、教育输入国三个层面涉及跨国教育外部质量保证的动议与措施进行了评介,得出以下共同点: 1)质量成为跨国教育的焦点问题; 2)对跨国教育质量的基本要求是达到与其在母国相同的水平; 3)跨国教育项目要考虑办学所在地当地的经济、社会、文化、语言环境,对输出、输入的课程进行适当的改动以适应学生和社会的需要; 4)跨国教育的外部质量保证目前主要是以各个国家的质量保证机构和国际专业认证机构实施的,呈现出合作和竞争并存的局面。在跨国教育的模式上,本研究根据办学模式分成跨国分校、海外支持大学、特许及双联课程、企业大学、虚拟及远程教育,对其发展现状及特点一一进行了总结。在国家的宏观管理方面,本研究在分析了政府、社会、教育机构在跨国教育上的复杂关系图景,以及教育出口国、教育进口国对跨国教育进行管理的基础上,提出我国对外来跨国教育项目的进入,应秉承开放的念度,以保护消费者利益为出发点,防止在母国未受承认的机构来华办学。另外,应该允许各地、各高校大胆实践创新,通过多种形式的合作办学提升学术水平,使中国高等教育能博采众长,更好地满足学生和国家的需要。在完成了国别研究及核心议题研究后,论文关注的焦点又回到中国,用具体的案例探讨地区和机构层次的跨国教育实践。这五个引进国外教育机构来华办学、提高本地本机构教育竞争力的案例为: 一个中外合作办学的聚集地——南京仙林国际高教园区; 一个通过全面合作办学提高学校整体水平的大学——上海理工大学; 一个国外大学分校——宁波诺丁汉大学; 一个成功的中外合作办学二级学院——上海大学悉尼工商学院; 一个成功的中外合作办学项目——温州医学院视光学中美联合培养博士项目。在论文的结论部分,本人引用波普尔开放社会的理论,提出国家应对教育持更开放的态度,给各地、各院校中外合作办学的自主权,乐观其创新尝试;引用张五常地方竞争的理论,提出地方政府应大力引进外来教育资源,支持本地高等教育机构的中外合作办学;引用大学竞争的理论,提出高校应积极开展中外合作办学,提高人才培养水平,提升自身实力与竞争力。总而言之,本人主张我们应该秉持“和而不同,各美其美”的多元文化观,以开放的态度欢迎外来教育的进入,通过消化、吸收、融合,努力使中国的教育、科学、技术进入世界先进之列。而最终,我们要创造高水平的知识与文化产品,对世界做出和我们人口比例相称的贡献。
[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.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2009
【分类号】：G40-059.3

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