中外合作办学政策的历史演进与现实反思
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摘要
政策对中外合作办学的发展至关重要。改革开放40年来,中外合作办学政策经历破冰期、发轫期、深化期和转型期等四个阶段,形成完整有序的政策体系。通过运用利益相关者理论分析发现,政府与中外合作办学举办者是办学的核心利益者,而中外合作办学在政策方面存在政府政策制定滞后、政策表达模糊、政策目标与现实脱节的问题,中外合作办学举办者存在政策执行失真的关键问题。因此,在教育对外开放背景下,我国需要加强中外合作办学顶层政策设计,明确其发展定位;把握中外合作办学政策核心问题,精准引进国外优质教育资源;建立中外合作办学的协调机制,做好配套措施;继续完善质量保障体系,创造良好的合作办学环境;强化中外合作办学机构的中方治理主体地位,提升其治理能力。
The policy is very important to the development of Chinese-Foreign Cooperation in Running Schools(CFCRS). Since the reform and opening up 40 years ago,the CFCRS policy has gone through four stages:ice-breaking period,embryonic period,deepening period and transforming period.They have formed a complete and orderly policy system.Through the analysis of stakeholder theory,it is found that the government and the Chinese and foreign CFCRS holders are the core stakeholders of school running.There are some problems in the policy of Chinese-foreign cooperative education such as hysteretic government policy-making, the vague policy expression and the policy goal that are out of touch with the reality.The key problem such as the distortion of the implementation of the policy exists in the organizers of CFCRS. Therefore, under the background of education opening to the outside world, our country need to strengthen the top-level policy design of CFCRS, define its development orientation;grasp the core issues of the policy,introduce high-quality foreign educational resources precisely;establish the coordination mechanism of CFCRS, do a good job of supporting measures;continue to improve the quality assurance system,create a good cooperative school-running environment;strengthen China's status as a main body in governance of CFCRS organization,enhance its governance ability.
The policy is very important to the development of Chinese-Foreign Cooperation in Running Schools(CFCRS). Since the reform and opening up 40 years ago,the CFCRS policy has gone through four stages:ice-breaking period,embryonic period,deepening period and transforming period.They have formed a complete and orderly policy system.Through the analysis of stakeholder theory,it is found that the government and the Chinese and foreign CFCRS holders are the core stakeholders of school running.There are some problems in the policy of Chinese-foreign cooperative education such as hysteretic government policy-making, the vague policy expression and the policy goal that are out of touch with the reality.The key problem such as the distortion of the implementation of the policy exists in the organizers of CFCRS. Therefore, under the background of education opening to the outside world, our country need to strengthen the top-level policy design of CFCRS, define its development orientation;grasp the core issues of the policy,introduce high-quality foreign educational resources precisely;establish the coordination mechanism of CFCRS, do a good job of supporting measures;continue to improve the quality assurance system,create a good cooperative school-running environment;strengthen China's status as a main body in governance of CFCRS organization,enhance its governance ability.
引文
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[3]中共中央关于教育体制改革的决定[Z].1985.
[4]林金辉,刘志平.中外合作办学中优质高等教育资源的合理引进与有效利用[J].教育研究,2007(5):36.
[5]国家教委.关于境外机构和个人来华合作办学问题的通知[Z].1993-06-30.
[6]国务院.中国教育改革和发展纲要[Z].1993.
[7]国家教委.中外合作办学暂行规定[EB/OL].(1995-01-26)[2018-10-27].http://www.moe.gov.cn/s78/A20/s8359/moe_864/tnull_4510.html.
[8]国务院.中华人民共和国中外合作办学条例[EB/OL].(2003-03-01)[2018-10-27]. http://www.crs.jsj.edu.cn/news/index/2.
[9]教育部.中华人民共和国中外合作办学条例实施办法[EB/OL].(2004-06-02)[2018-10-27].http://www.crs.jsj.edu.cn/news/index/6.
[10]教育部.国家中长期教育改革和发展规划纲要(2010-2020年)[EB/OL].(2010-07-29)[2018-10-27].http://old.moe.gov.cn/publicfiles/business/htmlfiles/moe/info_list/201407/xxgk_171904.html.
[11]教育部.关于进一步加强高等学校中外合作办学质量保障工作的意见[EB/OL].(2013-12-01)[2018-10-27].http://cfcrs.xmu.edu.cn/23/f9/c4036a74745/page.htm.
[12]国务院.关于做好新时期教育对外开放工作的若干意见[EB/OL].(2016-04-29)[2018-10-27].http://www.gov.cn/home/2016-04/29/content_5069311.htm.
[13]国务院.关于加强和改进新形势下高校思想政治工作的意见[EB/OL].(2017-02-27)[2018-10-27].http://www.gov.cn/xinwen/2017-02/27/content_5182502.htm.
[14]Archie B,Carroll A. Three-Dimensional Conceptual Model of Corporate Performance[J].The Academy of Management Review,1979(10):497-505.
[15]江彦桥.对中外合作办学几个问题的思考[J].中国高等教育,2012(10):14.
[16]陆根书.中外合作办学:现状、问题与发展对策[J].高等工程教育研究,2013(4):77.
[17]廖菁菁.高等教育中外合作办学项目治理水平提升的路径分析[J].中国高教研究,2017(12):39.
[18]教育部.教育规划纲要实施三年来中外合作办学发展情况[EB/OL].(2013-09-05)[2018-10-27].http://cfcrs.xmu.edu.cn/23/f1/c4036a74737/page.htm.
[19]教育部.2017年出国留学、回国服务规模双增长[EB/OL].(2018-03-30)[2018-10-27].http://www.moe.gov.cn/jyb_xwfb/gzdt_gzdt/s5987/201803/t20180329_331771.html.
[20]国家汉办. 2017年孔子学院、孔子学堂的情况统计[EB/OL].(2017-12-31)[2018-10-27].http://www.hanban.edu.cn/confuciousinstitutes/node_10961.htm.
[21]林金辉.中外合作办学的规模、质量、效益及其相互关系[J].教育研究,2016(7):39-43.
[22]朱永新.中外合作办学应体现“以我为主”[J].河南教育:高校版,2006(7):41.