Sino-foreign cooperative university is a new thing, which is not suitable for the existing traditional management system in China. I hope to give it more room to grow. The following are six points for attention in choosing Chinese-foreign cooperation in running schools. Welcome to refer to them!
Six points for attention in choosing Sino-foreign cooperation in running schools, with Sino-foreign cooperation as the gimmick and profit as the essence?
? China colleges and universities save high-quality students for foreign colleges and universities with the gimmick of cooperative education, and obtain considerable economic benefits with the label of Sino-foreign cooperative education. In almost every Sino-foreign cooperative education project, foreign language (course) teaching courses account for more than 1/3 of the teaching plan, and foreign teachers only send one or two teachers to embellish the courses and earn gimmicks for domestic universities. Such a cooperative school-running project has spawned a variety of education in the East and the West. As a result, students have neither enjoyed a pure China education nor received a pure Western education during their four-year college career, and have not learned to speak, listen, read and write fluently in foreign languages. If the Sino-foreign cooperative education project is compared to? Transnational marriage? Then their hybrids are far less clever and beautiful than hybrids! ?
This sharp-tongued text comes from a blog post published by an expert studying abroad.
The study abroad expert told the study abroad network that she had studied in France, was a senior practitioner who had been immersed in the field of international education for many years, and had rich resources of French institutions. As early as more than a decade ago, the cultural and educational exchange company she founded had set up a Sino-French cooperative education project to bridge the gap between some Chinese and French universities.
In these projects, there are some problems in the running level of China University from low to high. ? Many universities in China have two purposes: one is political significance, and the other is economic significance. ? She mentioned that some domestic universities initially launched Sino-foreign cooperation in running schools in order to demonstrate their ability in transnational academic exchanges and cooperation. The school takes this as a gimmick, reflecting its internationalization level. Later, they found that they could make a lot of money through this project, so they pushed it forward vigorously? . ? Push? One of the manifestations is the expansion of enrollment: increasing majors and expanding students.
This has caused differences: French colleges advocate small class teaching, elite training, teaching and degree awarding according to the project principles agreed by both parties; However, universities in China do not attach importance to quality and attract too many students, which makes the cooperative universities refuse to accept them. Finally, they need to digest these students through other channels. The overseas expert felt that this model was simply unsustainable, so he gave up completely after 2009 and stopped doing cooperative education projects.
Experts studying abroad believe that a formal and mature cooperative education project must first have a four-year cooperative education plan to realize mutual recognition of courses, and a certain proportion of professional courses must be taught by foreign teachers.
Experts studying abroad revealed that most domestic universities are not as good as foreign universities in this respect. Even if international students take language classes, China will admit that if international students admit several courses, it will count as several. Moreover, China doesn't want foreign teachers to take too many courses, because it involves costs, and the cost of inviting foreign teachers is relatively high. The courses of foreign teachers are basically one or two courses a semester, which is actually an ornament. ?
More importantly,? The student took so few specialized courses in college that he had to spend a third of his time learning languages. Then in the future, when students apply for foreign graduate students, they will encounter an embarrassment: take your course plan to go abroad for evaluation, and then your course must be the second year of undergraduate, or at most the third year. In other words, the professional foundation is not solid enough, which has an impact on applying for graduate students. ?
Will the rapid expansion of enrollment lead to a decline in quality?
Hua Changhui, secretary of the unnc Party Committee, believes that at present, some Sino-foreign cooperative education projects do have problems that the quality of running schools cannot be guaranteed due to the expansion of enrollment.
In recent years, the enrollment of Law School of Traditional Chinese Medicine of China Renmin University has been increasing. 20 10 only recruits 57 people, and 20 15 plans to recruit 300 people, an increase of nearly 6 times. Some insiders told Study Abroad that a good Sino-foreign cooperative education program should strictly control the number of students, otherwise it will be difficult to guarantee the quality of running a school. Then, how can China Law School of China Renmin University ensure the quality of education while expanding enrollment?
Jean Franois Vergnaud, French Dean of School of Traditional Chinese Medicine of Renmin University of China and a professor at Paul Valley University in France, responded to the question of studying abroad. Behind the expansion of enrollment, if the educational infrastructure and teachers are also increased accordingly, the expansion of enrollment may not necessarily lead to poor quality of running schools? 6? Six drops. ?
Wei Rangfang said that in fact, law schools in China have been strictly controlling the enrollment scale. ? The enrollment target of the Ministry of Education for China Law School is 600 students per semester. However, it is precisely because of the consideration of the receiving capacity of the cooperative colleges and the guarantee of students and teaching quality that the college still controls the enrollment scale to about 300 students. ?
For what? The number of students has increased nearly sixfold? Wei disagreed. Not exactly accurate? He said,? In 20 10, both China and France hope to establish China Law School, which will push the educational and cultural exchanges and cooperation between China and France to a new height. In this context, we enrolled the Sino-French financial experimental class for the first time. There was only one enrollment major at that time. 20 12 After the formal establishment of China Law School, the enrollment majors were expanded to three (finance, national economic management and French). From the perspective of a single major, the number of students enrolled has not increased six times, and the extent of enrollment expansion is still under conscious control. ?
? Of course, we are also very concerned about the possible impact of enrollment expansion on the quality of running schools. In order to ensure the quality of running a school, we have taken the following measures: increasing the number of resident teachers, teaching most courses in small classes (no more than 30 students in each class), promoting Chinese and French students to attend classes in the same class, adding educational posts, and strengthening the attention and learning tracking of students. ? Wei Rangfang said.
? Planned? Or? Unplanned? Determine reliability
An expert studying abroad who has come into contact with many students and parents who are interested in Sino-foreign cooperation in running schools knows that it is usually difficult for parents to judge the quality of Sino-foreign cooperation in running schools, and their cognition is relatively blind. Maybe you can't tell the difference between planned enrollment and unplanned enrollment? .
So-called? Plan? , refers to the national unified enrollment plan. Experts studying abroad told the reporter of Studying Abroad that whether the Sino-foreign cooperative education project is in the national unified recruitment plan determines its reliability to some extent. ? Generally speaking, the planned projects are relatively secure, because the Ministry of Education is very strict in examination and approval; Relatively speaking, the requirements of unplanned projects are not as high as planned. There are both high-level projects and some projects with no enrollment threshold, so they are not so guaranteed? 6? Six. ?
Experts studying abroad pointed out that many people take unplanned projects as a supplement to their normal volunteers, and such projects especially require students and parents to choose carefully. Reporters studying abroad have learned that at present, Chinese-foreign cooperative education projects in China are divided into academic education and non-academic education. Sino-foreign cooperation in running schools belongs to the category of academic education. Students who are included in the national unified recruitment plan can obtain academic certificates issued by both institutions. Chinese-foreign cooperation in running schools that do not belong to the field of academic education is not restricted by the national unified recruitment plan, and the diplomas issued are not recognized by the Ministry of Education of China.
The quality of Chinese-foreign cooperation in running schools is tested by employment.
The government has always been encouraging China universities to develop Sino-foreign cooperation in running schools. At the forum of Chinese-foreign cooperative universities held not long ago, Cen Jianjun, director of the Department of International Cooperation and Exchange of the Ministry of Education, said that Chinese-foreign cooperative education, as an important form of international cooperation and exchange in education, is conducive to introducing foreign high-quality educational resources, speeding up the process of educational reform and opening up, broadening the ways of talent training and narrowing the gap between China's education and developed countries.
Cen Jianjun is also quite optimistic about the talents trained by the Sino-foreign cooperative education model. He pointed out? The students trained by Chinese-foreign cooperation in running schools have grown up under the infiltration of Chinese and western cultures, and social development urgently needs these talents. They are the lifeblood of national economic construction? 6? The sixth army. ?
Hua Changhui, secretary of unnc Party Committee, agrees with Cen Jianjun. He told overseas students that the talents trained by Sino-foreign cooperative education mode have both international vision and China feelings, and they are necessary talents in China society at present. ? In the process of rapid development of economic globalization, such talents are not only needed, but also in short supply now, so we actually need to speed up the pace of training such talents and improve the level and quality of training such talents. ?
He believes that the talents trained in the atmosphere of Sino-foreign cooperation in running schools have broader horizons and more diverse cultural knowledge than those trained in domestic universities. As far as unnc is concerned, students accept the teaching mode of Nottingham University in England, and his knowledge system, teaching philosophy, teaching methods and examination evaluation are similar to those of western teaching. At the same time, students should persist in studying China culture and inheriting China culture, which is meaningful to cultivate their feelings of China. ?
In Hua Changhui's view, the society's acceptance of talents is now more diversified. Those who have returned from studying abroad and trained in China through the combination of Chinese and western education mode are all talents needed at present, and they are indispensable.
Employment rate is the touchstone to test the competitiveness of talents. Hua Changhui said that students trained by unnc are very popular in the talent market. The employment rate can almost reach 100%. ?
Wei Rangfang, French Dean of China Law School of Renmin University of China and a professor at Paul Valley University in France, is also quite confident in the employment competitiveness of graduates of this college.
? (They) have unparalleled competitiveness in the French job market and China job market. ? Wei Rangfang told overseas students that law schools in China have always maintained close contact and positive interaction with enterprises, and often invited company executives to give career lectures to students, so that students can get familiar with the workplace environment as soon as possible and make clear their career plans. They also often have dialogues with enterprises on deepening cooperation and strengthening the seamless connection between students' study, internship and employment.
? In the process of communication with them, we strongly feel that they really need the students trained under the innovative school-running mode of China Law School. ? Wei Rangfang mentioned it? First of all, the students of China Law School all have the background of studying and practicing in China and France (three years in China and two years in France), so they have a deep understanding of western culture and corporate environment, and can freely communicate in different cultures in the future international employment environment. Secondly, students of China Law School have trilingual advantages and professional skills in French, Chinese and English. Such students with good comprehensive quality are exactly what many multinational enterprises need. ?
Establish rules and regulations? Four 1/3? guaranteed quality
At present, improving the quality of Chinese-foreign cooperation in running schools has attracted the attention of government departments. Yan Jianjun said,? Under the new situation, the focus of Sino-foreign cooperation in running schools should further shift from scale expansion and extension development to quality improvement and connotation construction, further accelerate the training of international talents urgently needed in China, and gradually embark on a road of Sino-foreign cooperation in running schools with China characteristics. ? At the seminar on internationalization of education held in May 2005, Qu Zhenyuan, president of China Higher Education Society, also proposed that Sino-foreign cooperation in running schools should pay more attention to improving quality? 6? Six measures.
How to improve the quality of Sino-foreign cooperation in running schools? Qu Zhenyuan believes that in the teaching process of Sino-foreign cooperation in running schools, we should adhere to? Four 1/3? Indicators, that is, the introduction of foreign courses accounts for more than 1/3 of the total courses of Sino-foreign cooperative education projects, the introduction of foreign professional core courses should account for more than 1/3 of the core courses of Sino-foreign cooperative education projects, and the number of teachers in foreign educational institutions accounts for more than 1/3 of the total teaching hours of Sino-foreign cooperative education projects.
At the same time, he also pointed out that the countries currently cooperating with China in running schools? Mainly schools in the United States and Britain, as well as Australia. There are relatively few institutions in other countries? . According to statistics, the reporter of "Studying Abroad" found that the ten countries with the largest number of cooperative education projects abroad are Britain, the United States, Russia, Australia, Canada, Germany, South Korea, Ireland, France and New Zealand.
Although there are still many problems, it is undeniable that Sino-foreign cooperative education is developing in a good direction, and there are many excellent institutions and projects in Sino-foreign cooperative education. For students and their parents who are interested in reporting Chinese-foreign cooperatively-run schools and projects, the suggestion of studying abroad is to choose carefully.
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