美国社区学院教育国际化:历程、措施及启示
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摘要
美国社区学院教育国际化是美国提升国际竞争力的基本手段。20世纪60年代至今,美国社区学院基于时代社会发展形势及国家教育整体战略,大力推进其教育国际化,整体上经历了四个发展阶段。在发展过程中,通过构建区域性校际联盟来实现资源共享,通过推进国际教育本土化、实施留学项目多元化来提升学生国际视野,通过扩大招收外国留学生来推进师资建设国际化,通过国际教育政策战略化来提升毕业生的国际素养。这些举措对于我国高职院校、应用型本科院校的教育国际化发展具有一定的借鉴意义。
The internationalization of community college education in the U.S. is part of the development of higher education internationalization. From 1960 s to the present, the community college has vigorously promoted the development of its educational internationalization based on the social development of the times and the overall strategy of national education, and it has gone through four stages of development as a whole. In the process of development, resources are shared through the establishment of regional interschool alliances, and international perspectives are promoted by promoting the localization of international education and diversification of overseas study programs. International students' faculty development is promoted through the expansion of enrollment of foreign students and international education is promoted. These development measures have certain reference significance for the development of internationalization of education in higher vocational colleges and applied colleges in China.
The internationalization of community college education in the U.S. is part of the development of higher education internationalization. From 1960 s to the present, the community college has vigorously promoted the development of its educational internationalization based on the social development of the times and the overall strategy of national education, and it has gone through four stages of development as a whole. In the process of development, resources are shared through the establishment of regional interschool alliances, and international perspectives are promoted by promoting the localization of international education and diversification of overseas study programs. International students' faculty development is promoted through the expansion of enrollment of foreign students and international education is promoted. These development measures have certain reference significance for the development of internationalization of education in higher vocational colleges and applied colleges in China.
引文
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[3]Naidoo,V..International Education:A Tertiary-Level Industry Update[J].Journal of Research in International Education,2006(3):323-345.
[4]Raby,R.L.Community College International Education:Looking Back to Forecast the Future[M]//International Reform Efforts and Challenges in Community College.San Francisco:Jossey Bass,2007(138):5-14.
[5]Association of International Educators.Towards an International Education Policy for the United States:International Education in an Age of Globalism and Terrorism[EB/OL].(2018-03-18)[2018-04-04].Http://www.nafsa.org/public_policy.sec/united_states_international.
[6]霍琳.国际教育在美国社区学院之发展浅析[J].职业教育研究,2012(4):173-175.
[7]NAFSA.International Student Economic Value Tool[EB/OL].(2018-04-17)[2018-04-04].http://www.naf-sa.org/Policy_and_Advocacy/Policy_Resources/Policy_Trends_and_Data/NAFSA_International_Student_Economic_Value_Tool/.
[8]蔡宗模.美国高等教育全球化的政策与实践[J].比较教育研究,2013(7):99-104.
[9]刘娜.美国社区学院课程设置功能性研究及启示--以密歇根州兰辛社区学院为例[J].职业技术教育,2017(32):71-74.
[10]Commission on the Abraham Lincoln Study Abroad Fellowship Program.Global Competence and National Needs[EB/OL].(2017-12-22)[2018-04-04].http://www.lincolncommission.org/Lincoln Report.pdf.
[11]CCIE.Data on California Community College International Student Programs[EB/OL].(2017-12-20)[2018-04-04].http://www.ccieworld.org/docs/CCIE-2013-fact-sheet-international-student-data.pdf.
[12]易梦春.我国高等教育普及化进程及其影响因素--基于时间序列趋势外推模型的预测[J].中国高教研究,2016(3):47-55.
[13]李玉静.职业教育“中国模式”的探寻与建构[J].职业技术教育,2017(31):1.
[2]高芳.美国社区学院国际化教育发展研究[J].武汉商学院学报,2017(5):62-65.
[3]Naidoo,V..International Education:A Tertiary-Level Industry Update[J].Journal of Research in International Education,2006(3):323-345.
[4]Raby,R.L.Community College International Education:Looking Back to Forecast the Future[M]//International Reform Efforts and Challenges in Community College.San Francisco:Jossey Bass,2007(138):5-14.
[5]Association of International Educators.Towards an International Education Policy for the United States:International Education in an Age of Globalism and Terrorism[EB/OL].(2018-03-18)[2018-04-04].Http://www.nafsa.org/public_policy.sec/united_states_international.
[6]霍琳.国际教育在美国社区学院之发展浅析[J].职业教育研究,2012(4):173-175.
[7]NAFSA.International Student Economic Value Tool[EB/OL].(2018-04-17)[2018-04-04].http://www.naf-sa.org/Policy_and_Advocacy/Policy_Resources/Policy_Trends_and_Data/NAFSA_International_Student_Economic_Value_Tool/.
[8]蔡宗模.美国高等教育全球化的政策与实践[J].比较教育研究,2013(7):99-104.
[9]刘娜.美国社区学院课程设置功能性研究及启示--以密歇根州兰辛社区学院为例[J].职业技术教育,2017(32):71-74.
[10]Commission on the Abraham Lincoln Study Abroad Fellowship Program.Global Competence and National Needs[EB/OL].(2017-12-22)[2018-04-04].http://www.lincolncommission.org/Lincoln Report.pdf.
[11]CCIE.Data on California Community College International Student Programs[EB/OL].(2017-12-20)[2018-04-04].http://www.ccieworld.org/docs/CCIE-2013-fact-sheet-international-student-data.pdf.
[12]易梦春.我国高等教育普及化进程及其影响因素--基于时间序列趋势外推模型的预测[J].中国高教研究,2016(3):47-55.
[13]李玉静.职业教育“中国模式”的探寻与建构[J].职业技术教育,2017(31):1.