教育国际交流：挑战与应答
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摘要
中国教育的国际交流在近现代历史的长河中,已经经历了160年的发展历程。从1847年近代史上中国第一个留学生容闳远涉重洋到美利坚合众国耶鲁大学求学,到21世纪的今天,中国大陆政府派出公派,自费留学生的数量达到空前规模,仅美国在2007年就招收了67,723名中国留学生,截止到2007年中国各类留学生的人数在全世界范围内总共达到了121.1万人。中国教育的国际交流不再仅仅是派出留学生学习西方发达国家的先进技术知识的单一模式,教育的国际交流成为国家外交政策,提升国家软实力的重要组成部分。在21世纪之初,我们看到中国教育的国际交流出现了全面发展的新局面,中国政府在继续加大留学生派出规模的同时,教育的国际交流成为中国外交活动中日益崛起的新力量:积极开展与国际组织在教育方面的合作,巩固和扩大与发展中国家的教育交流,恢复和构建与俄罗斯等国战略合作伙伴关系,开拓与美国等发达国家友好合作新途径。与此同时,中国高等教育机构积极参与到国际化,全球化的进程中:广泛开展与外国高等教育机构,尤其是与西方发达国家高等教育机构的多方面的合作,在合作中吸收国外优质教育资源,提高自身教育质量,与中外企业合作创新,共同研发,积极配合国家的科学和技术发展规划,推动中国由制造大国向创造大国,人力大国向人力资源大国的转变。随着中国国力强盛,人民富裕,中国自费留学生的数量和质量都较以往有极大的提高,留学目标国的范围扩大,中国自费留学生成为在世界不同地区和国家开拓中国文化的新兴力量。
但是教育的国际交流是一个复杂的课题,尤其在世界聚焦中国和平发展这样的特殊时期,只是站在自身的立场研究中国教育的国际交流是远远不够的,我们不仅仅需要纵向研究中国教育的国际交流的发展历史进程,而且在全球化的时代,我们更需要从全方位,从西方教育的国际交流的经验,借鉴世界上相关国家的教训来审视中国教育国际交流政策的战略目标。基于这样的认识,本文从“战略互动”的观点来看待我国教育的国际交流的历史演进与未来发展。在认真分析中国学者看待不同时期的教育的国际交流的价值取向的观点的同时,更注重从西方,尤其是美国,日本等国的国家战略和印度高等教育的经验和教训来分析中国。本文始终试图站在中西方学者的角度来撰写这篇论文,借鉴西方经验,吸取发展中国家的教训,结合我国教育的国际交流的特点,融入全球化的视角。因此,论文通过以下的几个方面来探析中国教育的国际交流政策的价值取向。
本篇论文的第一章导言部分,提出了21世纪中国教育的国际交流所面临的尖锐问题。本篇提出三种关系:和平发展与“中国威胁”,中国制造与中国创造,文化认同与文化同化。这是整篇论文研究的背景。为了进一步明确论文中的核心观点,本章中对“知识资本”,“依附理论”,“安全困境”,“软实力”与“文化竞争”作了明确的阐述。在本章的文献综述部分,作者分别对教育的国际交流政策中的政治价值,文化价值,经济价值,科技价值和教育价值作了归类。为第二章教育国际交流的价值与价值取向作了理论铺垫。
本篇论文的第二章教育国际交流的价值与教育价值取向部分,具体分析了教育的国际交流中的五大价值取向的作用。本章主要从国际的视野探讨了教育国际交流在国家长远战略规划发展中是如何起到推波助澜的作用。本章大量收集了西方学者,尤其是西方政治科学权威专家的观点,总体概括就是教育的国际交流的“战略意义”。
本篇论文的第三章教育国际交流的国际经验,着重选择了美国,日本和印度三个国家。美国教育的国际交流在经历了60年的发展后,已经步入了成熟的时期。在探讨美国教育的国际交流时,大量的研究都集中国际教育带给美国的巨大的经济效益上,而实际上从二战之后,美国教育的国际交流所产生的最无价的财富就是服务于美国的国家利益。教育的国际交流成为美国吸引其他国家优秀人才的“收割机”,成为培养其他国家未来领导人的“播种机”,成为宣传美国意识形态和价值观的“传播器”。日本在二战后作为战败国,能够在战后20年中迅速崛起,融入国际社会,其主要原因之一应该归功于日本文部科学省所制定的一系列教育的国际交流政策。尤其是在20世纪80年代,日本一跃成为经济强国,日美贸易出现顺差,日本积极抓住机会提出了“10万国际学生计划”,从政府到民间,从官方到私人企业共同携手积极吸引外国留学生到日本留学。日本敞开国门带来的是本土高等教育的变革,从而促进了日本成为高等教育的强国。但是日本教育的国际交流也付出了巨大的代价,资源重复使用,海外分校的破产等都是我国值得借鉴的经验。如果说日本文部科学省于1983年提出实施“10万留学生计划”,中国政府在20年后,于2007年提出了“12万留学生计划”,我国在全球经济中所处的地位正如20年前的日本在世界中的地位,相似的经济政治背景为我国的教育的国际交流提供了可借鉴的宝贵经验。印度和中国作为亚洲仅存的两个千年文明古国,印度教育的国际交流有其独特的历史背景,19世纪50年代,英国殖民地的建立使得印度在没有任何选择的情况下,直接移植了欧洲高等教育体系。印度高等教育的发展在1947年获得民族独立以前,是以牺牲民族文化为代价的。在民族独立之后,印度的高等教育发展则是以国家分裂为代价。在二战后,印度和中国的教育国际交流一直都处于并驾齐驱的状态,印度留学生在海外的人数和中国留学生在海外的人数一直处于国际学生的前列。在1948年以后到今天近60年的发展过程中,印度只有两次超过了中国,一次是20世纪60年代,印度超出中国,当时的原因是中国国内的文化大革命使得中国几乎断绝了与世界西方国家的交往,而印度第二次超越中国是在2001年后连续七年的发展过程中,这次超越的原因则是因为印度本土的教育改革和印度教育的国际交流的现状所带来的效应。作者之所以将印度作为比较对象,就是由于印度在教育的国际交流方面缺少政府的有效管理监督和评估认证,“文凭工厂”,“罐装学位”等现象泛滥,加速了印度的“人才流失”,阻碍了印度由“一流的高等教育体系”成长为“一流的高等教育质量”的教育大国。印度经验为我国教育的国际交流,尤其是在高等教育国际化方面提供了真实的案例。因为中国的优质教育资源相对匮乏,财政支持相对薄弱,中央政府必须合理有效的利用各种教育资源,杜绝重复使用,借鉴相关国家的教育的国际交流经验可以帮助我国在教育的国际交流中减少风险,规避风险。
本篇论文的第四章教育国际交流的价值实现,尝试着分析了教育国际交流中的各种利益,利益冲突,利益冲突的特点。为第六章关于我国教育的国际交流的政策建议提供了理论依据。在本章中,作者试图借鉴西方学者的观点从关贸总协定(GATS)入手,分析国际教育服务贸易中,教育输出国和进口国各自的利益特点和冲突,以及如何解决彼此的利益冲突,实现双赢或者多赢。随后作者尝试地分析了教育国际交流中价值实现的可能性与潜在的困难。延续以前三章的内容,作者进一步从以下几个关系中探讨了价值实现的潜能和潜在风险:知识与技术价值的实现的可能性与潜在困难,文化价值的实现的可能性与潜在困难,政治价值的实现的可能性与潜在的困难,经济价值的实现的可能性与潜在的困难。
本篇论文的第五章教育国际交流的历史演变,回顾和分析了我国教育的国际交流在发展过程中,由于不同的政治经济政策背景,教育国际交流所呈现出的不同价值取向。在本章中,作者将中国160年来的教育的国际交流历史划分为四个阶段。第一个阶段为晚清与民国时期的留学运动,这一时期的教育国际交流的特点就是“西学东渐”,“中体西用”和“体用之争”,它缘起于民族救亡图存,具有浓厚的国家功利主义色彩。第二阶段为新中国初期与文革期间的教育国际交流,这一时期的特点就是全面学习苏联与对外交流几乎中断,它强调“政治挂帅”和“意识形态优先”,是我国教育的国际交流的低谷时期。第三个阶段为对外全面开放时期,这一时期的特点就是重视学习,消化和吸收外国科学和技术成就,实现国家科学技术进步,促进经济发展,具有明显的“民族振兴”的价值取向。第四个阶段为新世纪以来我国教育国际交流,标志着我国建国以来教育国际交流进入了全面繁荣的新格局,这一时期的显著特点就是国家高层领导人对教育国际交流活动的高度关注,与世界主要国家签订了教育交流合作协议,进一步深化了与联合国教科文组织的关系,恢复了俄罗斯的战略合作伙伴关系,积极实施教育外交,更为振奋的是以教育的国际交流为载体,提升国家软实力,2007年实施每年招收“12万留学生计划”,每年投资2500万美元在全球推广对外汉语教学,现在全球建立100所孔子学院,实现在2010年学习中文的外国人人数达到1亿人。高等教育被赋予新的使命,在建设国家软实力的过程中,向传统的国际教育市场份额分配状态提出挑战。
本篇的第六章关于我国教育国际交流的政策建议,作者希望借鉴西方经验,吸取相关国家的教训,通过教育的国际交流提升国家软实力,与中国经济和政治的发展相呼应,实现民族复兴。本章主要提出了四条主要的政策建议:第一,注重顶层设计,坚持按需派出,服务国家的战略。分析我国人才流失,人才外溢的现象,提出“人才银行”建设的设想;第二,各取所需,以我为主,服务和平发展的战略。分析利益多重性,提出相互制衡性和利益可替换性的措施;第三,建立标准,保证质量,切实维护公民的利益。提出在学会规则的同时,利用规则。建立标准的同时,设立标准。建立与国际接轨的质量认证制度;第四,形式多样,不拘一格,提升国家综合实力。
China's international education exchanges have been developed over 160 years. The history can be traced back to the year of 1847, when Yung Wing, the first Chinese overseas student, adventured his journey across the Pacific Ocean to North American Continent, studied in Yale University, the United States of America. This journey can be regarded as the starting point of China' international education exchanges. From then on, 160 years witnessed the ups and downs of this movement. Till today, the Chinese mainland central government sends the overseas students abroad on an unprecedented scale. In the year of 2007 alone, there are 67,723 Chinese overseas students enrolled in the American higher education institutes. By the year of 2007, the number of Chinese overseas students on a world wide level has reached more than 1.21 million in total.
China's international education exchanges have broadened the ranges from the single form of sending and accepting overseas students to the activities involved in national foreign affairs, constituting the fundamental intergradient in promoting national soft power. At the dawn of the 21~(st) century, China's international education exchanges have developed into the emerging forces in foreign affairs of Chinese government: actively taking part in the cooperation with international organizations, consolidating and broadening the education exchanges with developing countries, recovering and reconstructing the strategic partnership with Russia and so on. Meanwhile, Chinese higher education institutes have taking proactive role in the process of internationalization and globalization: undertaking wide-range of cooperation with foreign higher education institutes, especially with the developed western countries, introducing the highly-qualified education resources, collaborating with domestic and abroad enterprises, jointly engaged in research development and innovation, toning with the national agenda of scientific and technologic development, promoting the transformation from a major country in manufacturing and labor-force to the major power in innovation and human resources. With the prosperity of Chinese mainland economy and national citizens, the number and quality of the self-supported Chinese overseas students has surpassed the previous standards, the choices of target countries has been expanded, with the result of the fact that the self-supported Chinese overseas students have grown up into a booming force in promoting the Chinese national culture.
However, the issue of international education exchanges is more than complicated, especially in the specific era of China's peaceful development which attracts the world-wide spotlight. The study on China's international education exchanges is far more than the viewpoint of national stands. With the purpose of studying the Chinese national strategic goals, the research on this issue calls for the all-range perspectives rather than simply analyzing the historical process of China's international education exchanges, which embodies the introduction of western countries' experiences and reference to the relevant countries' lessons. Based on this knowledge, the dissertation with the perspective of "strategic interactive" is exploring the historical movement and future development of China's international education exchanges. The author focus on the viewpoints of Chinese scholars as well as the western, especially consulting the standpoints of American and Japan national strategic policies, and the lessons drawn from the India higher education are also highly valued. Therefore, the dissertation is analyzing the different values involved in China's international education exchanges from the following aspects.
Chapter I Introduction put forward the edging issues faced with by China's international education exchanges in the 21~(st) century. The three connections of concepts are brought forward: peaceful development and "China's threat" made in China and created by China, Cultural identity and cultural assimilation. The three relations listed above consist of the context of dissertation. With the purpose of clearly identifying the key viewpoints relevant to the international education exchanges, the concepts of "knowledge capital", "attachment theory", "security dilemma", "soft power" and "cultural competence" are clearly defined. In the part of literature review in Chapter I, the author categorizes the values into political value, cultural value, economic value, scientific and technological value, educational value, which provides the theoretical basis for the Chapter II.
Chapter II Values and Orientation of Values in International Education Exchanges specify the functions of five orientations of values in educational exchanges. In this chapter, the author focuses on the driving force of educational exchanges in the national long-term strategic development agenda with the international perspectives. The viewpoints of western scholars, especially the scholars specialized in the field of political science are widely consulted in the study. Generally speaking, "strategic significance" predominate the process of international education exchanges.
Chapter III Experiences in International Education Exchanges are drawn from the United States of America, Japan and India. International education exchanges in America are now in the matured state after 60 years of development. When we study this issue in America, a large number of researches address the economic benefits. However, since the end of WWII, the invaluable benefits of international education exchanges to America are the activities that serve the national interests of America. American international education exchanges function as the "reaper" in attracting and maintaining the elite intellectuals from the other countries, work as the "seeding machine" in educating the future leadership of other countries, and serve as the "disseminator" in publicizing American ideology and values. Japan, as a defeated country after the WWII, rose up rapidly in 20 years since the end of WWII. The facts of Japan's participating in the international community in such a short-period of time attribute to a series of education exchanges policy put forward by Ministry of Education in Science and Culture. In 1980's, Japan made a great leap into the economic major power, trade surplus existing between Japan and America. Japanese government took this opportunity efficiently, initiating "100,000 International students by 2000". From the government to grassroots, the official organizations hold hand in hand with private enterprises and local citizens, making joint efforts in attracting the international students to study in Japan. Japan's open door policy has provoked the reform to Japanese higher education, which brought Japan into the community of the major powers in international higher education sectors. Nevertheless, the great accomplishments made by Japan are at the expensive costs, such as waste of national education resources and bankruptcy of the off-shore campus. It is worth being studied by Chinese government. If Ministry of Education in Science and Culture in Japan adopted the initiative of "100,000 International Students by 2000" in 1983, Chinese national government adopted the same program named as "120,000 International Students" in 2007. There are 20 years gap between the Japanese and Chinese government. The scenario of current China's international education exchanges resembles the situation in Japan's international education exchanges of 20 years ago. The similar political and economic situation makes the Japan's education exchanges experience valuable to Chinese government. India and China are the only two nations whose ancient civilization remains surviving after thousands of years in Asian-European continent. India and China have maintained the strategic partnership in their respective historical development. Indian international education exchanges are based on the special background. In 1850s, the United Kingdom of Great Britain took India as her colony. In the light of governance of British government, European higher education system was introduced to India domestic market against the Indian national system. The higher education in India development had developed at the cost of sacrifice of national culture till India won the national liberty in 1947. India adjusted her education system after the liberation, but at the cost of split of the country. Since the WWII, India and China's international education exchanges have development in a paralleled state. The number of overseas student originated from India and China have ranked the largest student groups in the United States of America. In the passage of 60 years since 1948, the number of Indian overseas student surpassed Chin's for only two times. Due to the Cultural Revolution in China in 1960s, India took the opportunity and became the one of the largest sending countries of overseas students. At that time China almost broke up the connection with the western world. Since 2001, India ranks the first of original countries in American international students. By the year 2008, the situation of India ranks the first and China takes the second position has remained for 8 years. The reason can be contributed to the consequences generated by Indian educational reform and its international education exchanges. The author takes the Indian education exchanges, especially the higher education, as the cases study, because Indian government is absent in inspecting the international education exchanges, lack of administration, accreditation and evaluation. As a result, "diploma mill", "canned degree" have been prevailing in Indian higher education, accelerating the "brain drain", therefore, the vicious circle restrains India from developing into "first-class higher education quality" in spite of "first-class higher education system". The lessons drawn from Indian higher education provide the virtue cases study to Chinese government. Since the scarcity of the high quality educational resources and the shortage of financial resource alert the Chinese central government reallocate the various resources efficiently, avoiding repeated usage to a less extent, the experience of the relevant countries can help us to reduce the risk and even avoid risk in China's international educational exchanges.
Chapter IV Realization of Values in International Education Exchanges is exploring the various interests, the value conflicts and the feature of main value conflicts, providing the theoretical basis for Chapter VI. In this chapter, the author begins with referring to the western scholars' view point on GATS, analyzing the features and conflicts of various values both in importing and exporting countries of educational trade service, further the study in how to resolve the interests conflicts and achieve the two-wins and multi-wins. Following the arguments in the Chapter I, II, III, the author studies the promise and obstacles in the process of realizing the values in international education exchanges: the possibility and potential obstacle in accomplishing the values in knowledge and technology, culture, politics and economy.
Chapter V Historical Development of China's International Education Exchanges retrieves the orientation of values in the process of education exchanges on the different political and economic background. The author briefly divides the history of education exchanges into 4 stages. The first stage is the overseas study in Qing Dynasty and the Republic of China. This stage is characterized by "Western Doctrine Move Eastern Forward", "Chinese Philosophy as Substance and Western Technology as Function" and "Argument on Substance and Function", which originated from the struggling for the national survival with the spirit of national utility. The second stage is the dawn of the People's Republic of China, and Cultural Revolution. This stage is characterized by political-oriented national interests and priority to ideology, studying Soviet Union comprehensively and almost breaking up the connection with the western world. The third stage is open door to the world at an all-round level. This stage is characterized by addressing study, digesting and absorbing advanced science and technology from the foreign countries, improving national science and technology, fostering the economic development. In short, this state is highlighting the value of national rejuvenation. The fourth stage is starting from the 21~(st) century. The new millennium witnesses the prosperity of China's international education exchanges activities at an overwhelmingly wide stage. This stage is characterized by the high value given by the national leadership. Chinese central government has signed education exchanges agreements with most of international countries, reinforced the relationship with UNESCO, and recovered the strategic partnership with Russia. The most exciting initiative is promote the national soft power by the means of education exchanges. In 2007, "120,000 International Students Initiative" is carried forward, 25 million dollars are invested in promoting Chinese language on a world-wide level, 100 Confucian Schools, in total, will be open in the world and the number of foreigners studying Chinese is expected to reach more than 100 million. Higher Education in China is assumed new responsibility to challenge the traditional share of international education market.
Chapter VI Suggestions to China's International Education Exchanges Policies put forward the developing strategies. Four major suggestions are proposed: the first suggestion is to design the educational exchanges agenda on the top-to-bottom basis, send students in accordance with the national demand and serve the national strategies. In this part, the reasons of "brain drain", "brain overflow" are explored and "brain bank" concept is put forward. The second suggestion is to address the fact that mutual benefit is based on the self-interest and serve the national peaceful development. In this part, multi-facets of interests are analyzed and "counter-balance and replicable nature of interests" concept is proposed. The third suggestion is to set up accreditation and quality assurance system, and to develop quality evaluation system. In this part, the author suggests we should learn the rule and meanwhile learn how to employ the rule. The fourth suggestion is to take various forms to promote soft power.
但是教育的国际交流是一个复杂的课题,尤其在世界聚焦中国和平发展这样的特殊时期,只是站在自身的立场研究中国教育的国际交流是远远不够的,我们不仅仅需要纵向研究中国教育的国际交流的发展历史进程,而且在全球化的时代,我们更需要从全方位,从西方教育的国际交流的经验,借鉴世界上相关国家的教训来审视中国教育国际交流政策的战略目标。基于这样的认识,本文从“战略互动”的观点来看待我国教育的国际交流的历史演进与未来发展。在认真分析中国学者看待不同时期的教育的国际交流的价值取向的观点的同时,更注重从西方,尤其是美国,日本等国的国家战略和印度高等教育的经验和教训来分析中国。本文始终试图站在中西方学者的角度来撰写这篇论文,借鉴西方经验,吸取发展中国家的教训,结合我国教育的国际交流的特点,融入全球化的视角。因此,论文通过以下的几个方面来探析中国教育的国际交流政策的价值取向。
本篇论文的第一章导言部分,提出了21世纪中国教育的国际交流所面临的尖锐问题。本篇提出三种关系:和平发展与“中国威胁”,中国制造与中国创造,文化认同与文化同化。这是整篇论文研究的背景。为了进一步明确论文中的核心观点,本章中对“知识资本”,“依附理论”,“安全困境”,“软实力”与“文化竞争”作了明确的阐述。在本章的文献综述部分,作者分别对教育的国际交流政策中的政治价值,文化价值,经济价值,科技价值和教育价值作了归类。为第二章教育国际交流的价值与价值取向作了理论铺垫。
本篇论文的第二章教育国际交流的价值与教育价值取向部分,具体分析了教育的国际交流中的五大价值取向的作用。本章主要从国际的视野探讨了教育国际交流在国家长远战略规划发展中是如何起到推波助澜的作用。本章大量收集了西方学者,尤其是西方政治科学权威专家的观点,总体概括就是教育的国际交流的“战略意义”。
本篇论文的第三章教育国际交流的国际经验,着重选择了美国,日本和印度三个国家。美国教育的国际交流在经历了60年的发展后,已经步入了成熟的时期。在探讨美国教育的国际交流时,大量的研究都集中国际教育带给美国的巨大的经济效益上,而实际上从二战之后,美国教育的国际交流所产生的最无价的财富就是服务于美国的国家利益。教育的国际交流成为美国吸引其他国家优秀人才的“收割机”,成为培养其他国家未来领导人的“播种机”,成为宣传美国意识形态和价值观的“传播器”。日本在二战后作为战败国,能够在战后20年中迅速崛起,融入国际社会,其主要原因之一应该归功于日本文部科学省所制定的一系列教育的国际交流政策。尤其是在20世纪80年代,日本一跃成为经济强国,日美贸易出现顺差,日本积极抓住机会提出了“10万国际学生计划”,从政府到民间,从官方到私人企业共同携手积极吸引外国留学生到日本留学。日本敞开国门带来的是本土高等教育的变革,从而促进了日本成为高等教育的强国。但是日本教育的国际交流也付出了巨大的代价,资源重复使用,海外分校的破产等都是我国值得借鉴的经验。如果说日本文部科学省于1983年提出实施“10万留学生计划”,中国政府在20年后,于2007年提出了“12万留学生计划”,我国在全球经济中所处的地位正如20年前的日本在世界中的地位,相似的经济政治背景为我国的教育的国际交流提供了可借鉴的宝贵经验。印度和中国作为亚洲仅存的两个千年文明古国,印度教育的国际交流有其独特的历史背景,19世纪50年代,英国殖民地的建立使得印度在没有任何选择的情况下,直接移植了欧洲高等教育体系。印度高等教育的发展在1947年获得民族独立以前,是以牺牲民族文化为代价的。在民族独立之后,印度的高等教育发展则是以国家分裂为代价。在二战后,印度和中国的教育国际交流一直都处于并驾齐驱的状态,印度留学生在海外的人数和中国留学生在海外的人数一直处于国际学生的前列。在1948年以后到今天近60年的发展过程中,印度只有两次超过了中国,一次是20世纪60年代,印度超出中国,当时的原因是中国国内的文化大革命使得中国几乎断绝了与世界西方国家的交往,而印度第二次超越中国是在2001年后连续七年的发展过程中,这次超越的原因则是因为印度本土的教育改革和印度教育的国际交流的现状所带来的效应。作者之所以将印度作为比较对象,就是由于印度在教育的国际交流方面缺少政府的有效管理监督和评估认证,“文凭工厂”,“罐装学位”等现象泛滥,加速了印度的“人才流失”,阻碍了印度由“一流的高等教育体系”成长为“一流的高等教育质量”的教育大国。印度经验为我国教育的国际交流,尤其是在高等教育国际化方面提供了真实的案例。因为中国的优质教育资源相对匮乏,财政支持相对薄弱,中央政府必须合理有效的利用各种教育资源,杜绝重复使用,借鉴相关国家的教育的国际交流经验可以帮助我国在教育的国际交流中减少风险,规避风险。
本篇论文的第四章教育国际交流的价值实现,尝试着分析了教育国际交流中的各种利益,利益冲突,利益冲突的特点。为第六章关于我国教育的国际交流的政策建议提供了理论依据。在本章中,作者试图借鉴西方学者的观点从关贸总协定(GATS)入手,分析国际教育服务贸易中,教育输出国和进口国各自的利益特点和冲突,以及如何解决彼此的利益冲突,实现双赢或者多赢。随后作者尝试地分析了教育国际交流中价值实现的可能性与潜在的困难。延续以前三章的内容,作者进一步从以下几个关系中探讨了价值实现的潜能和潜在风险:知识与技术价值的实现的可能性与潜在困难,文化价值的实现的可能性与潜在困难,政治价值的实现的可能性与潜在的困难,经济价值的实现的可能性与潜在的困难。
本篇论文的第五章教育国际交流的历史演变,回顾和分析了我国教育的国际交流在发展过程中,由于不同的政治经济政策背景,教育国际交流所呈现出的不同价值取向。在本章中,作者将中国160年来的教育的国际交流历史划分为四个阶段。第一个阶段为晚清与民国时期的留学运动,这一时期的教育国际交流的特点就是“西学东渐”,“中体西用”和“体用之争”,它缘起于民族救亡图存,具有浓厚的国家功利主义色彩。第二阶段为新中国初期与文革期间的教育国际交流,这一时期的特点就是全面学习苏联与对外交流几乎中断,它强调“政治挂帅”和“意识形态优先”,是我国教育的国际交流的低谷时期。第三个阶段为对外全面开放时期,这一时期的特点就是重视学习,消化和吸收外国科学和技术成就,实现国家科学技术进步,促进经济发展,具有明显的“民族振兴”的价值取向。第四个阶段为新世纪以来我国教育国际交流,标志着我国建国以来教育国际交流进入了全面繁荣的新格局,这一时期的显著特点就是国家高层领导人对教育国际交流活动的高度关注,与世界主要国家签订了教育交流合作协议,进一步深化了与联合国教科文组织的关系,恢复了俄罗斯的战略合作伙伴关系,积极实施教育外交,更为振奋的是以教育的国际交流为载体,提升国家软实力,2007年实施每年招收“12万留学生计划”,每年投资2500万美元在全球推广对外汉语教学,现在全球建立100所孔子学院,实现在2010年学习中文的外国人人数达到1亿人。高等教育被赋予新的使命,在建设国家软实力的过程中,向传统的国际教育市场份额分配状态提出挑战。
本篇的第六章关于我国教育国际交流的政策建议,作者希望借鉴西方经验,吸取相关国家的教训,通过教育的国际交流提升国家软实力,与中国经济和政治的发展相呼应,实现民族复兴。本章主要提出了四条主要的政策建议:第一,注重顶层设计,坚持按需派出,服务国家的战略。分析我国人才流失,人才外溢的现象,提出“人才银行”建设的设想;第二,各取所需,以我为主,服务和平发展的战略。分析利益多重性,提出相互制衡性和利益可替换性的措施;第三,建立标准,保证质量,切实维护公民的利益。提出在学会规则的同时,利用规则。建立标准的同时,设立标准。建立与国际接轨的质量认证制度;第四,形式多样,不拘一格,提升国家综合实力。
China's international education exchanges have been developed over 160 years. The history can be traced back to the year of 1847, when Yung Wing, the first Chinese overseas student, adventured his journey across the Pacific Ocean to North American Continent, studied in Yale University, the United States of America. This journey can be regarded as the starting point of China' international education exchanges. From then on, 160 years witnessed the ups and downs of this movement. Till today, the Chinese mainland central government sends the overseas students abroad on an unprecedented scale. In the year of 2007 alone, there are 67,723 Chinese overseas students enrolled in the American higher education institutes. By the year of 2007, the number of Chinese overseas students on a world wide level has reached more than 1.21 million in total.
China's international education exchanges have broadened the ranges from the single form of sending and accepting overseas students to the activities involved in national foreign affairs, constituting the fundamental intergradient in promoting national soft power. At the dawn of the 21~(st) century, China's international education exchanges have developed into the emerging forces in foreign affairs of Chinese government: actively taking part in the cooperation with international organizations, consolidating and broadening the education exchanges with developing countries, recovering and reconstructing the strategic partnership with Russia and so on. Meanwhile, Chinese higher education institutes have taking proactive role in the process of internationalization and globalization: undertaking wide-range of cooperation with foreign higher education institutes, especially with the developed western countries, introducing the highly-qualified education resources, collaborating with domestic and abroad enterprises, jointly engaged in research development and innovation, toning with the national agenda of scientific and technologic development, promoting the transformation from a major country in manufacturing and labor-force to the major power in innovation and human resources. With the prosperity of Chinese mainland economy and national citizens, the number and quality of the self-supported Chinese overseas students has surpassed the previous standards, the choices of target countries has been expanded, with the result of the fact that the self-supported Chinese overseas students have grown up into a booming force in promoting the Chinese national culture.
However, the issue of international education exchanges is more than complicated, especially in the specific era of China's peaceful development which attracts the world-wide spotlight. The study on China's international education exchanges is far more than the viewpoint of national stands. With the purpose of studying the Chinese national strategic goals, the research on this issue calls for the all-range perspectives rather than simply analyzing the historical process of China's international education exchanges, which embodies the introduction of western countries' experiences and reference to the relevant countries' lessons. Based on this knowledge, the dissertation with the perspective of "strategic interactive" is exploring the historical movement and future development of China's international education exchanges. The author focus on the viewpoints of Chinese scholars as well as the western, especially consulting the standpoints of American and Japan national strategic policies, and the lessons drawn from the India higher education are also highly valued. Therefore, the dissertation is analyzing the different values involved in China's international education exchanges from the following aspects.
Chapter I Introduction put forward the edging issues faced with by China's international education exchanges in the 21~(st) century. The three connections of concepts are brought forward: peaceful development and "China's threat" made in China and created by China, Cultural identity and cultural assimilation. The three relations listed above consist of the context of dissertation. With the purpose of clearly identifying the key viewpoints relevant to the international education exchanges, the concepts of "knowledge capital", "attachment theory", "security dilemma", "soft power" and "cultural competence" are clearly defined. In the part of literature review in Chapter I, the author categorizes the values into political value, cultural value, economic value, scientific and technological value, educational value, which provides the theoretical basis for the Chapter II.
Chapter II Values and Orientation of Values in International Education Exchanges specify the functions of five orientations of values in educational exchanges. In this chapter, the author focuses on the driving force of educational exchanges in the national long-term strategic development agenda with the international perspectives. The viewpoints of western scholars, especially the scholars specialized in the field of political science are widely consulted in the study. Generally speaking, "strategic significance" predominate the process of international education exchanges.
Chapter III Experiences in International Education Exchanges are drawn from the United States of America, Japan and India. International education exchanges in America are now in the matured state after 60 years of development. When we study this issue in America, a large number of researches address the economic benefits. However, since the end of WWII, the invaluable benefits of international education exchanges to America are the activities that serve the national interests of America. American international education exchanges function as the "reaper" in attracting and maintaining the elite intellectuals from the other countries, work as the "seeding machine" in educating the future leadership of other countries, and serve as the "disseminator" in publicizing American ideology and values. Japan, as a defeated country after the WWII, rose up rapidly in 20 years since the end of WWII. The facts of Japan's participating in the international community in such a short-period of time attribute to a series of education exchanges policy put forward by Ministry of Education in Science and Culture. In 1980's, Japan made a great leap into the economic major power, trade surplus existing between Japan and America. Japanese government took this opportunity efficiently, initiating "100,000 International students by 2000". From the government to grassroots, the official organizations hold hand in hand with private enterprises and local citizens, making joint efforts in attracting the international students to study in Japan. Japan's open door policy has provoked the reform to Japanese higher education, which brought Japan into the community of the major powers in international higher education sectors. Nevertheless, the great accomplishments made by Japan are at the expensive costs, such as waste of national education resources and bankruptcy of the off-shore campus. It is worth being studied by Chinese government. If Ministry of Education in Science and Culture in Japan adopted the initiative of "100,000 International Students by 2000" in 1983, Chinese national government adopted the same program named as "120,000 International Students" in 2007. There are 20 years gap between the Japanese and Chinese government. The scenario of current China's international education exchanges resembles the situation in Japan's international education exchanges of 20 years ago. The similar political and economic situation makes the Japan's education exchanges experience valuable to Chinese government. India and China are the only two nations whose ancient civilization remains surviving after thousands of years in Asian-European continent. India and China have maintained the strategic partnership in their respective historical development. Indian international education exchanges are based on the special background. In 1850s, the United Kingdom of Great Britain took India as her colony. In the light of governance of British government, European higher education system was introduced to India domestic market against the Indian national system. The higher education in India development had developed at the cost of sacrifice of national culture till India won the national liberty in 1947. India adjusted her education system after the liberation, but at the cost of split of the country. Since the WWII, India and China's international education exchanges have development in a paralleled state. The number of overseas student originated from India and China have ranked the largest student groups in the United States of America. In the passage of 60 years since 1948, the number of Indian overseas student surpassed Chin's for only two times. Due to the Cultural Revolution in China in 1960s, India took the opportunity and became the one of the largest sending countries of overseas students. At that time China almost broke up the connection with the western world. Since 2001, India ranks the first of original countries in American international students. By the year 2008, the situation of India ranks the first and China takes the second position has remained for 8 years. The reason can be contributed to the consequences generated by Indian educational reform and its international education exchanges. The author takes the Indian education exchanges, especially the higher education, as the cases study, because Indian government is absent in inspecting the international education exchanges, lack of administration, accreditation and evaluation. As a result, "diploma mill", "canned degree" have been prevailing in Indian higher education, accelerating the "brain drain", therefore, the vicious circle restrains India from developing into "first-class higher education quality" in spite of "first-class higher education system". The lessons drawn from Indian higher education provide the virtue cases study to Chinese government. Since the scarcity of the high quality educational resources and the shortage of financial resource alert the Chinese central government reallocate the various resources efficiently, avoiding repeated usage to a less extent, the experience of the relevant countries can help us to reduce the risk and even avoid risk in China's international educational exchanges.
Chapter IV Realization of Values in International Education Exchanges is exploring the various interests, the value conflicts and the feature of main value conflicts, providing the theoretical basis for Chapter VI. In this chapter, the author begins with referring to the western scholars' view point on GATS, analyzing the features and conflicts of various values both in importing and exporting countries of educational trade service, further the study in how to resolve the interests conflicts and achieve the two-wins and multi-wins. Following the arguments in the Chapter I, II, III, the author studies the promise and obstacles in the process of realizing the values in international education exchanges: the possibility and potential obstacle in accomplishing the values in knowledge and technology, culture, politics and economy.
Chapter V Historical Development of China's International Education Exchanges retrieves the orientation of values in the process of education exchanges on the different political and economic background. The author briefly divides the history of education exchanges into 4 stages. The first stage is the overseas study in Qing Dynasty and the Republic of China. This stage is characterized by "Western Doctrine Move Eastern Forward", "Chinese Philosophy as Substance and Western Technology as Function" and "Argument on Substance and Function", which originated from the struggling for the national survival with the spirit of national utility. The second stage is the dawn of the People's Republic of China, and Cultural Revolution. This stage is characterized by political-oriented national interests and priority to ideology, studying Soviet Union comprehensively and almost breaking up the connection with the western world. The third stage is open door to the world at an all-round level. This stage is characterized by addressing study, digesting and absorbing advanced science and technology from the foreign countries, improving national science and technology, fostering the economic development. In short, this state is highlighting the value of national rejuvenation. The fourth stage is starting from the 21~(st) century. The new millennium witnesses the prosperity of China's international education exchanges activities at an overwhelmingly wide stage. This stage is characterized by the high value given by the national leadership. Chinese central government has signed education exchanges agreements with most of international countries, reinforced the relationship with UNESCO, and recovered the strategic partnership with Russia. The most exciting initiative is promote the national soft power by the means of education exchanges. In 2007, "120,000 International Students Initiative" is carried forward, 25 million dollars are invested in promoting Chinese language on a world-wide level, 100 Confucian Schools, in total, will be open in the world and the number of foreigners studying Chinese is expected to reach more than 100 million. Higher Education in China is assumed new responsibility to challenge the traditional share of international education market.
Chapter VI Suggestions to China's International Education Exchanges Policies put forward the developing strategies. Four major suggestions are proposed: the first suggestion is to design the educational exchanges agenda on the top-to-bottom basis, send students in accordance with the national demand and serve the national strategies. In this part, the reasons of "brain drain", "brain overflow" are explored and "brain bank" concept is put forward. The second suggestion is to address the fact that mutual benefit is based on the self-interest and serve the national peaceful development. In this part, multi-facets of interests are analyzed and "counter-balance and replicable nature of interests" concept is proposed. The third suggestion is to set up accreditation and quality assurance system, and to develop quality evaluation system. In this part, the author suggests we should learn the rule and meanwhile learn how to employ the rule. The fourth suggestion is to take various forms to promote soft power.
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