APEC Project HRD032003 Improving the Institute Capacity of Higher Education under Globalization: Joi

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APEC 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

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Contents

• I. Brief introduction of the project
• II. Fact and main findings of case and integrated
  study
• III. Prospect and suggestion

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I-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?

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I-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

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I-4 Progression

• Proposal and approval stageMay-July 2002
• Launching stage Sep. Dec. 2002
• Undertaking stage Jan. 2003 Sep. 2004
• Concluding stage Oct. - Dec. 2004

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I-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

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I-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.

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II-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.

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II-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.

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II-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.

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II-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.

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II-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.

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II-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.

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II-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.

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II-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.

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II-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.

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III-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.

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III-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.

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Thanks 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

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Thanks 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.

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Comments 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