Education in China is still in the stage of trial and exploration. On the one hand, we are facing the background of globalization of various resources, including economy. On the other hand, there is a huge contrast between our original domestic education system and the education model of western countries. Even at home, our old and new educational concepts are increasingly impacted. Therefore, as an important form of education opening, Chinese-foreign cooperation in running schools will inevitably encounter various contradictions and problems.

These contradictions and problems are mainly manifested in the following aspects:

(A) At present, the domestic understanding of Sino-foreign cooperation in running schools is not unified.

First of all, there is no consensus on the nature and effect of Sino-foreign cooperation in running schools in China. There has always been controversy about the formulation of educational industrialization and marketization. Our country has always regarded education as a cause, and it was not until the 15th National Congress of the Communist Party of China and the Third National Church 1999 that the concept of "education industry" was put forward, and the idea of operating education as an industry has long been accepted internationally. One view is that education is a new form in the field of service trade. In fact, China's WTO commitment in the field of open education is also made under the framework of trade in services. Another view is that education is a special industry with strong ideological characteristics and cannot be completely industrialized and marketized. Therefore, at the operational level, the former view regards the relationship between schools and students as the relationship between manufacturers and customers, while the latter view regards the relationship between schools and students as the relationship between parents and children in China. Personally, I hold a compromise view, that is, if the concept of market is applied to this relationship, students should not be customers, but their parents and their future employers are the customers of the school. On the communication between education industry and education market. As for the concept of education market, we have not confirmed it in any official document so far. After China's accession to the WTO, we indirectly confirmed this according to the rules of the WTO that education should be included in the terms of trade in services. Due to the difference of ideas, we missed many opportunities to occupy the international education market. There is no foreign partner in Sino-foreign cooperative education in Beijing who does not take the cooperative education as a market and operate it as an industry. The investment that seems to be donated in the early stage of running a school is actually an investment that focuses on long-term benefits and is an out-and-out upfront investment to occupy the market. After several years of cooperative education exchange, Beijing schools began to explore overseas education, and in 2000, they occupied the overseas education market and sold China education services, which is one of the positive results of Sino-foreign cooperative education exchange. EMBA education, an advanced form of Sino-foreign cooperation in running schools, is becoming more and more market-oriented, making EMBA education a brand. The educational characteristics of EMBA: teaching students the art of strategic decision-making from a macro perspective, focusing on cultivating students' ability and insight to master the overall situation, and making them the commander-in-chief to fully grasp the future development direction of enterprises, which will inevitably bring huge development space for the education market in China. Therefore, it is inevitable that Sino-foreign cooperation in running schools will take the road of industrialization and marketization.

Because the nature of Sino-foreign cooperation in running schools is unclear, income-generating projects and the treatment of school operators are controversial.

At present, many foreign educational institutions have entered the education market in China, and they all want to share this huge market, which is a fact. However, many people think that these foreign educational institutions enter the China market in order to compete with local universities in China for students, take the opportunity to earn money and spread western ideas (especially some extreme ideas such as political thoughts and economic thoughts), which is not comprehensive. We admit that some foreign institutions do have this idea, and they are waiting for the opportunity, but most foreign educational institutions and schools are not like this. They entered the education market in China in order to expand their popularity and influence and publicize their advanced educational ideas and management systems. Compared with the former, they pay more attention to the effect of running a school in China and a series of effects and influences brought by it, so they will go all out to invest in the education market in China.

Thirdly, many couples have conflicts in a strange strange bedfellows. The expectations of Chinese and foreign cooperatively-run schools may be unbalanced. Some foreign schools have entered the China market because of long-term strategic considerations. They want to expand the overseas education market in China, further expand their influence and popularity, increase their international characteristics, and attract domestic students and donors. However, some of them are only short-term economic behaviors, and they come to China for the purpose of gold panning and making money purely for economic benefits, without considering the teaching effect and social impact. Different educational institutions in China have similar differences, and there are great differences in the balance between business interests and social responsibilities.

In addition, intermediaries who introduce these foreign educational institutions and schools have played different roles, mainly in positive and negative aspects. On the positive side, their participation can promote cooperation and strengthen bilateral relations, which is conducive to faster and better cooperation between China and foreign countries; On the negative side, some middlemen are bent on making profits and filtering information from them, which distorts the original intention, intention and purpose of cooperation driven by commercial interests.

Fourth, the expectations of the society for Sino-foreign cooperation in running schools are not uniform. Some students' participation in Sino-foreign cooperative education programs is a bridge to go abroad, and educational programs are opportunities jointly organized by Chinese and foreign universities to achieve the purpose of going abroad. Therefore, foreign credit recognition and the ability to arrange abroad are their most concerned issues; Some students participate in Sino-foreign cooperative education projects as a ladder for career promotion, which is called "gold plating"; Some have flexible thresholds for running schools with Chinese-foreign cooperation (some are rigorous but humanized, and some dare not compliment); Some want to get rid of the traditional unified examination through Sino-foreign cooperative education projects, or escape some old courses in traditional teaching. In addition, some powerful large companies regard sending some employees to participate in Sino-foreign cooperative education projects as part of their employee welfare, which is also to reserve talents for the company's future development. For example, China Mobile Communications Co., Ltd. has invested heavily in employee training, especially in the training of middle and senior managers, which will have a far-reaching and positive impact on its future development and support its long-term and sustainable development.

(2) The training mode, direction and standards are not uniform.

All universities at home and abroad have their own characteristics in teaching management and training methods, which is understandable; But on the whole, the current fragmented situation has not been effectively improved, and there is a lack of unified standards and directions. Take MBA education as an example, there are different metaphors such as melting, sewing machine, amplifier and charger. As far as the result of training is concerned, MBA education has become universal education, and students have become "ordinary goods" who seem to be able to do everything but can't do anything well, and generally lack professional knowledge and skills. Therefore, what is urgently needed for MBA education in China at present is to establish a highly specialized and subdivided MBA education project and realize the transformation from a neutral MBA to a professional MBA. At present, the neutral MBA mainly includes five categories, namely marketing, management, law, finance and human resource management. If students are lacking in one aspect, they can improve by attending preparatory classes or other means before entering MBA classes. The so-called professional MBA education refers to the specialized talents specially trained for a certain field or direction, such as retail management, pharmaceutical marketing management, sports management, hospital management and so on. Take retail management as an example. At present, six large foreign retailers have entered the China market. In the face of fierce competition and pressure from abroad, how should China's local retail enterprises compete, how should upstream and downstream enterprises maintain the relationship of mutual competition and cooperation, and how can domestic enterprises go abroad and open up overseas markets while occupying and stabilizing the domestic market? These will be the teaching aspects that the MBA education of retail management should cover. With the further deepening of education reform, the training mode, direction and standard of MBA education will be unified.

(C) laws and policies lack strict norms and supporting.

1, the definition of "religious institutions" abroad.

For example, Article 7 of the Regulations on Chinese-foreign Cooperation in Running Schools in People's Republic of China (PRC) stipulates: "Foreign religious organizations, religious colleges and religious personnel shall not engage in cooperative school-running activities in China. Chinese-foreign cooperatively-run schools shall not engage in religious education or carry out religious activities. " However, the definition of a religious college is very unclear. What exactly is a religious institution? Tracing back to the historical origin of universities, many well-known colleges and universities abroad were established in the early days of the church, or established and developed with the help of the church. After years of development, there is not much religious color. This unclear restriction in the regulations will easily shut out many excellent foreign institutions, which will cause educational losses for both Chinese and foreign countries, and will also be the loss and regret of the majority of students in China. The cooperation project between Peking University and Futenma University is a successful example. This project was specially approved by the Ministry of Education. Although Futenma University has some religious backgrounds, its teachers, teaching purposes and teaching activities are not religious, but purely academic exchanges. Therefore, we should not be obsessed with the qualitative problem of religion unilaterally, but should consider and analyze it comprehensively and pay attention to practical results. Only in this way can we promote the rapid development of education.

2. Subject language problems.

Article 3 1 of the Regulations on Chinese-foreign Cooperative Education stipulates: "Chinese-foreign cooperatively-run schools may use foreign languages for teaching as needed, but Mandarin and standardized Chinese characters should be the basic teaching languages." The provisions of this Ordinance are also somewhat outdated. Under the current situation of economic globalization, all countries in the world are showing the characteristics of globalization. At present, the common language of global business activities is mainly English. Cultivating global talents and cultivating successful business leaders and pragmatic entrepreneurs who adapt to the development of globalization undoubtedly require a good communication foundation; At present, many advanced technologies, management experiences and latest materials are mostly expressed in English. In this case, it is undoubtedly impracticable and inappropriate to require Chinese teaching.

3. It is difficult to define the nature of Sino-foreign cooperation in running schools.

At present, in the Regulations of People's Republic of China (PRC) on Chinese-foreign Cooperation in Running Schools, only academic education and non-academic education are classified, which is very unclear. However, whether the nature of Sino-foreign cooperation in running schools should be divided according to ownership, cooperation or disciplines is not clearly defined. It is precisely because of these vague concepts that people often regard Sino-foreign cooperative education projects as private education, which is obviously inappropriate.

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