【作者】 冯国平；

【导师】 李其龙；

【作者基本信息】 华东师范大学 ， 比较教育学， 2009， 博士

【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。更多还原

【Abstract】 Transnational education (TNE) refers to a variety of cross-border education programs or services, in which the learners are based in a country different from the country where the certificate-awarding institution is based. TNE activities not only occur in the field of higher education but also can be oriented towards primary and secondary schools and even kindergartens, but most activities take place in the former, and thus transnational higher education and TNE are basically synonymous. The research subject of this study is transnational higher education, but the term TNE is adopted throughout the dissertation (unless quoting others’ research).TNE can be traced back to mid-19th century when The University of London External System, which has been oriented towards off-campus students, conducted overseas examinations in British colonies. However, with the deepening of the globalization process, the rapid development of information and communication technology, the arrival of the era of knowledge economy and lifelong learning, and especially with the intrusion into education territories of for-profit education institutions, companies, professional bodies etc, and also with the emergence of virtual classrooms and web classrooms characteristic of cross-border expansion, TNE has entered a new phase of accelerated development. Another important background for the rise of TNE is that national competition has increasingly shifted from the political and military arenas to competition based on comprehensive strength with economy as the core. The economic function of education—providing high-quality labor force so as to enhance national economic competitiveness—has put into shade the traditional social function of education, and education has demonstrated more attributes of commodities. Particularly in the field of higher education, education commercialization, privatization, and marketization has become a global trend. TNE has been developing against this background of various borders in education increasingly getting blurred.In China, TNE exists mainly in the form of Sino-foreign joint education ventures. Since such joint programs appeared in mid-1980s, Sino-foreign cooperation in operating joint education programs has undergone 3 stages of development: an initiation stage from mid-1980s to mid-1990s; a rapid development stage from mid 1990s to early 21st century; a stage of stable development with normative regulation after the promulgation of "Regulations of the People’s Republic of China on Chinese-foreign Co-operation in Running Schools" in 2003 and "Implementing Measures of Regulations of the People’s Republic of China on Chinese-foreign Co-operation in Running Schools" in 2004. On the one hand, TNE meets consumers’ demand for higher education, and plays a certain role in introducing new curriculum and course content and making Chinese higher education more diverse and flexible. On the other hand, fake and cheating TNE institutions come into China together with reliable institutions, seriously affecting the reputation of TNE and the interest of students. Therefore, enhancing the study on the phenomenon of TNE no doubt has practical significance to China.Based on literature review and materials combing, and combining China’s practice, this study extracts three interrelated research questions:1) How should the State treat and regulate TNE?2) How should local governments treat, regulate, and attract TNE?3) How should institutions treat, manage, attract and implement TNE?As a popular Chinese saying goes: Know yourself and know the other party, and then you will not be imperiled in any battle. Australia, the UK, the United States, Germany and France are the world’s leading exporters of higher education, and also the major source countries from which foreign partner institutions come. A thorough examination on the TNE export of these countries constitutes the first part of the dissertation body. After a detailed analysis on the historical background, status quo, and unique features and characteristics of TNE development in the above-mentioned countries, this study summarizes three models of TNE export:1) Anglo-Australian model: active governmental promotion, aggressive institutions, large scale, relatively good reputation, still having potential for development;2) US model: no governmental promotion, institutions making their own decisions, large in absolute scale but small in proportionate scale, uneven reputation, having great potential for development;3) Germany-France model: initiating governmental promotion, institutions beginning to act, small scale, good reputation, great potentialThe experiences of other TNE importing countries undoubtedly serve a more direct reference function for China. Following the analysis of TNE exporting countries, this study then takes as research subjects Singapore, Hong Kong, Malaysia, which forms four major TNE destination areas together with China, and the Middle East, which is emerging as another hot spot for TNE provision. An in-depth analysis is conducted on the measures these regions have adopted in introducing foreign education, to raise the local higher education capacity, the science and technology level, and economic competitiveness, and even to shift from pure education importing to having both imports and exports, and to become regional education centers. Their enterprising spirit and various innovations, such as Singapore’s attracting world-class universities, Hong Kong’s consumer-oriented regulation, Malaysia’s twinning programs, Dubai’s setting up a Free Trade Zone for a cluster of foreign higher education institutions (HEIs), and Qatar Education City’s attracting top US universities to set up branch campuses, give us many inspirations. Summing up the practice of TNE importing countries, we can find the following common features:1) Legislate to allow the operation of private HEIs, and regulate TNE with the same legal framework regulating private higher education;2) Compete to become regional education hubs;3) Favour the branch campus model;4) Special Education Zones with a concentrated cluster of foreign education institutions, such as Dubai International Academic City, Qatar Education City, have begun to emerge, and by neibouring research and development sectors, knowledge-based industries, such zones serve as demonstration areas of dynamic and innovative knowledge-based economy.Following respective country studies, this paper goes deeper into the core issues of TNE—sovereignty, external quality assurance, models, and national regulation. After combing concepts of sovereignty and educational sovereignty, and analyzing the potential impact of General Agreement on Trade in Services on the opening of education market, this paper proposes that we had better not get involved in such ideological concepts as sovereignty, but pay more attention to practical problems such as quality assurance and consumer protection. The exploration into external quality assurance mechanisms for TNE takes the biggest space of this dissertation. After a detailed introduction to the two most mature quality assurance mechanisms—the US higher education accreditation system, and the European higher education quality assurance system, this study conducts a review and evaluation on the initiatives and measures concerning TNE external quality assurance at three levels: international organizations, education exporting countries, education importing countries, and draws their common features:1) Quality has become the focal point of TNE;2) The basic requirement on the quality of TNE is to achieve the same level as in the source country;3) It is necessary to consider the local economic, social, cultural, and linguistic environments, and to make proper modifications and adaptations to the TNE curriculum, in order to meet the needs of students and the local community;4) The external quality assurance of TNE is mainly implemented by national quality assurance agencies and international professional bodies, with cooperation and competition coexisting.As for TNE models, this study summarizes the current development status and characteristics of the following models: branch campuses, foreign-backed universities, franchised and twinning programs, corporate universities, virtual and distance education. In the aspect of national macro-management, this study first analyzes the complex relationships of government, society, and educational institutions in TNE, and the TNE management by exporting and importing countries, and then proposes that China should hold an open attitude towards foreign TNE programs, protect the interest of consumers and prevent the entering of institutions not recognized in their home countries. In addition, local areas and HEIs should be allowed to practice and innovate in TNE, to elevate the academic standards through various forms of cooperative education programs, to make China’s higher education system draw on others’ strong points and better meet the needs of students and the state.Upon completion of country studies and the study on the core issues of TNE, the paper turns its focus back to China, and uses concrete cases to explore TNE practice at both local area and institutional levels. The five case studies concerning improving the local and institutional competitiveness through introducing foreign institutions or programs are as follows:A Special Education Zone exclusively for Sino-foreign joint education institutions—The Nanjing Xianlin International Higher Education Park; A university raising its overall level through comprehensive Sino-foreign joint education ventures—the University of Shanghai for Science and Technology; A foreign university branch campus—the University of Nottingham Ningbo, China;A successful Sino-foreign joint school under a Chinese university—Sydney Instituteof Language and Business, Shanghai University;A successful Sino-foreign joint program—Wenzhou Medical College Sino-US jointPhD program in optometry.In the concluding part of this thesis, the author quotes Karl Popper’s open society theory, and proposes that the government should hold a more open attitude towards education, and give local areas and HEIs the autonomy in Chinese-foreign cooperation in running schools; quotes Steven N. S. Cheung’s local competition theory, and proposes that the local governments should vigorously attract foreign educational resources, and support local HEIs’ cooperation with foreign universities; quotes university competition theory, and proposes that HEIs should actively carry out various education cooperation projects in order to enhance their strength and competitiveness. In summary, the author maintains that we should uphold a multi-cultural attitude, welcome the entry of foreign education with an open mind, and strive to make China’s education, science and technology enter the top rank through absorption, and integration. And eventually, we have to create high quality knowledge and cultural products and make contributions to the world proportionate to China’s population size.更多还原