Title: APEC Project HRD032003 Improving the Institute Capacity of Higher Education under Globalization: Joi
1APEC Project HRD03/2003Improving the Institute
Capacity of Higher Education under
Globalization Joint Schools among APEC
- Dr. Dong Xiuhua
- Shanghai Institute of Higher Education
- 12 October 2004 Sydney Australia
2Contents
- I. Brief introduction of the project
- II. Fact and main findings of case and integrated
study - III. Prospect and suggestion
3I-1 Background
- Economic globalization
- WTO and GATS
- Information technology
- As a result, more and more educational service
would be provided beyond the national/regional
border, especially in higher education. So such
challenges faced by HEIs how to improve
institutions capacity building practice through
transnational cooperation? and how to improve its
capacity of running joint schools?
4I-2 Objectives
- Share information and experience
- Analyze barriers and further development
- Explore the possible better ways
- Improve capacity of higher education institutions
in running joint schools
5I-4 Progression
- Proposal and approval stageMay-July 2002
- Launching stage Sep. Dec. 2002
- Undertaking stage Jan. 2003 Sep. 2004
- Concluding stage Oct. - Dec. 2004
6I-3 Methodology
- Case Study
- Up-date educational policies
- Current condition
- Sample analysis
- Experiences and lessons
- Cooperative prospect
- By Australia, New Zealand,
- P.R. China
- Integrated Study
- Compare the policies and practices
- Find out the lessons and experiences
- Put forward special suggestions
- By Shanghai Institute of Higher Education
7I-5 Definition of Joint School
- Extracted from the Protocol on the Accession of
the Peoples Republic of China - A major part of the third type of education
service providing, commercial presence in
consumption country. - Pointed to higher education, either formal higher
education leads to degree awarding or training
with a description certificate as a proof - Wide range in scope, either as a corporation with
an independent legal status or as one component
of a higher education institution focused on one
course, program or subject.
8II-1 Australia
- A rising nation of exporting education service
2000-2001, the total value of education export
reached 4.26 billion Australia dollars. - Set up two official organizations, Australia
Education International and Austrade to promote
its overseas education development by 2001. - According to AVCC report, by the end of 2001, 38
Australia universities established 1009 offshore
education programs with an enrollment of 350000.
9II-2 New Zealand
- An investagation by MoE in 2001 shows that
- 17 of the 36 TEIs offered 63 offshore programs
with an enrollment of 2200 in 2001 - most commenced recently (ie. 2000 or 2001) and
the earliest one offered since 1986 - Subject matter varied Business and
Administration, Commerce, Management and Science
featured often - Involvement level varied 3 TEIs accounted for 35
program and many providers offered just one - Location concentrated in South-East Asia,
China/Hong Kong and the Pacific. Malaysia
accounted for the largest number 15 programs.
10II-3 P. R. China- Policy Evolution
- June 30 1993, internal Circular Letter on
Chinese-Foreign Cooperative Education in China - January 26 1995, Interim Provisions for
Chinese-Foreign Cooperation in Running Schools - January 1996, Circular Letter on Reinforce Degree
Awarding Management in Chinese-Foreign Cooperated
Education - Nov. 2001, commitment to WTO, joint school will
be established, with foreign majority ownership
permitted - March 1 2003, Regulations on Chinese-Foreign
Cooperation in Running Schools, and effective as
of September 1 2003 - June 2004, Instruction on Implementation of
Regulations on Chinese-Foreign Cooperation in
Running Schools, and effective as of July 1 2004.
11II-3 P. R. China- Some Important Points
- Encourage introduce high-quality educational
resources and cooperate with well-known HEIs - A permit printed in a standard format and
numbered in a unified way shall be granted - Joint schools offer higher education at or above
degree shall be subject to approval of MOE and
under degree approved by provincial government - Certificates and degrees of a foreign educational
institution granted shall be identical with that
issued by the foreign institution in its own
country and shall be recognized by that country.
12II-3 P.R.China- Some statistics
- By the end of 2002, 712 joint schools in total,
82 on sub-degree, 69 on bachelor, 74 on
postgraduate. - Up to June 30 2004, 164 joint programs with
approval offering foreign or Hong Kong degrees - The first started in 1995 94 domestic HEIs
involved, and 30 have more than 2 programs 92
(56) programs cooperated with Australia and USA
More than 100 (60) programs were cooperated with
35 foreign HEIs 68 focused on master degree,
Almost 65 of the total programs belong to
administration and management field, and a
quarter focus on information technology and
engineering, the others scattering at social
work, education, language, account, law, medicine
and health, nursing, economics and psychology,
etc.
13II-3 P. R. China Overseas Joint Schools
- A Provisional Management Method on Overseas
Programs Provision by Chinas Higher Education
Institutions was issued in Dec. 2002 and
effective as of 1 Feb. 2003. - The Provisional Management Method encourages
domestic higher education institutions provide
programs at subjects with Chinese characteristics
and comparative advantages based on consideration
of host countrys requirement of development. - Shanghai University of Chinese Medicine, Shanghai
Jiaotong University, Shanghai Television
University, Beijing Language University and
Beijing University of Chinese Medicine are all
pioneers in open overseas campus or programs
jointly or independently.
14II-4 Basic Findings- Different Priorities
- Australia has climbed to the top ranks of nations
of education export. Offshore education service,
especially offshore joint program has emerged as
the most important type of education export in
Australia. - In New Zealand, almost all joint schools are
located in foreign countries. Joint schools as
higher education import still never appeared in
university, colleges and other higher education
institutions. - In contrast, joint schools of China mainly
concentrated on education resources introduction,
while some pilot overseas joint schools have been
under exploration and practice.
15II-4 Basic Findings- Common Experience
- Joint school is a relative new type of
international education cooperation and exchange,
there is no successful model for referring, we
have to exploring through practice. - Pay great attention to legal and regulation
construction to protect the interests of nation,
institutions and students and keep social
stability.
16II-5 Basic Findings- Implications
- For a nation of education import
- to understand, introduce and practice
experience of internationally successful school
running models, programs and courses, teachers
training, and quality assurance to cultivate
balanced international culture view of students
to laid a consolidate foundation of foreign
language and to decrease economic pressure and
opportunity cost. - For a nation of education export,
- such as internationalization of education and
human resource, exchange and cooperation in
science and technology, cultural understand and
respect, social progress and prosper, and even
increase of comprehensive competitive capacity
are all could be resulted from it.
17III-1 Prospect
- From point of possibility, accelerating elements
for joint schools of higher education among APEC
include the unique advantages of joint school
itself, neighboring location, cultural identity
and history accumulation, pioneering
participation and experience in trade of
education service, and limitless possibility
created by information technology. - From point of necessity, joint schools of higher
education among APEC could accelerate
international exchange and cooperation of higher
education, regional human resource development,
improve regional competitive capacity and prosper
of regional economics, society and culture.
18III-2 Suggestions
- Give sufficient play of government in constitute
regulation and monitor public education. - Summarize and dredge up experience and lessons
among APEC and beyond for reference. - Participate in regional and international policy
research and constitution. - Make full use of location, language, culture and
history shares in this region. - Pay great attention to potential influence of
distance online education. - Pay close attention to the trend of joint schools
at secondary education.
19Thanks to Participants
- Department of Education, Science and Training
(DEST), Australia - Ministry of Education, New Zealand
- Ministry of Education, P. R. China
- Insearch, UTS
- Group Colleges Australia
- TAFE NSW, Southern Sydney Institute
- Christchurch College of Education
- Lincoln University
- UNITEC Institute of Technology
- SILC, Shanghai University
- Shanghai Jiaotong University
- Beijing University of Chinese Medicine
20Thanks to Forum Organizer
- According to the original proposal, there
should have an international seminar on joint
schools given the project report finalized with
the intention to exchange the information, share
experiences, explore more and better approaches
and strengthen the connection and cooperation
among APEC members. - So the task group of the project and I
personally want to express thanks to DEST, the
organizer of this forum, especially to Ms.
Kristie van Omme for her effort making an
opportunity for main findings of the project was
presented at the most important
UNESCO/OECD-Australia Forum.
21Comments Welcome!
- Contact Details
- Dr. Dong Xiuhua
- Shanghai Institute of Higher Education
- 21 Chaling Road (N), Shanghai 200032, P. R. China
- Email xiuhua_dong_at_hotmail.com,
dxh_at_es.shec.edu.cn