1. What is Sino-foreign cooperation in running schools?

According to the Regulations on Chinese-foreign Cooperation in Running Schools and its implementation measures, these Regulations shall apply to the activities of educational institutions or projects organized by foreign educational institutions and China educational institutions in China with China citizens as the main enrollment targets. That is to say, the main body of Sino-foreign cooperation in running schools is Chinese and foreign educational institutions, and the mode is cooperation, mainly targeting domestic China citizens. Sino-foreign cooperation in running schools is an integral part of education in China and an important form of education opening to the outside world. Belonging to public welfare undertakings, the core is to introduce foreign high-quality educational resources. The two sides must carry out substantive cooperation in running schools, education, teaching and management.

Sino-foreign cooperation in running schools has two forms: institutions and projects. Among them, the organization has two forms: legal person setting and unincorporated setting. According to the regulations, educational institutions in China should work out education and teaching plans together with foreign educational institutions of corresponding levels and categories, and issue China academic degree certificates or foreign academic degree certificates. Chinese-foreign cooperatively-run schools implement the "examination and approval system" and "certificate system", and the examination and approval authorities issue "school license" or "school approval letter" to the institutions and projects approved to be established or held according to law.

China's educational institutions have not substantially introduced foreign educational resources, but only carried out educational and teaching activities with foreign educational institutions in the form of mutual recognition of credits, such as general inter-school exchange programs, foreign university preparatory classes, dual-degree programs, bilingual teaching programs, and the introduction of some courses from foreign universities, which are not within the scope of Sino-foreign cooperative education.

Second, why do you carry out Sino-foreign cooperation in running schools

(1) Since China's accession to the WTO, Chinese-foreign cooperation in running schools has been an important guarantee for safeguarding the country's educational sovereignty. 200 1, China's accession to the world trade organization (WTO). According to WTO rules, China promises to open up the field of education, and foreign educational institutions can carry out trade in educational services in the form of commercial existence. All countries are very cautious about the commercial existence in the field of educational service trade, and strictly control and treat it differently through market access and national treatment in order to safeguard their educational sovereignty. In order to cope with the impact of foreign education on China's education, resist the dumping of foreign education, safeguard China's educational sovereignty, learn from foreign advanced educational concepts and high-quality educational resources, and promote China's educational reform and development, the State Council promulgated and implemented the Regulations in 2003, which set the threshold for the access of foreign educational resources and defined the policy orientation of Sino-foreign cooperative education. According to the spirit of the regulations, the Ministry of Education has successively formulated and promulgated a series of normative documents, such as the Measures for the Implementation of the Regulations on Chinese-foreign Cooperative Education, which constantly standardized the behavior of Chinese-foreign cooperative education, effectively guaranteed the legalization, standardized management and scientific development of Chinese-foreign cooperative education, and a number of high-level and exemplary Chinese-foreign cooperative education institutions and projects have gradually developed.

(2) Sino-foreign cooperation in running schools, as a beneficial attempt to reform China's education system after the reform and opening up, has achieved some positive results after more than 10 years of development. First, it enriches the educational supply in China and meets the diversified educational needs. Chinese-foreign cooperation in running schools has introduced overseas academic education and training programs, which has increased educational opportunities, enriched educational supply and, to a certain extent, met the growing diversified educational needs of the educated in China. The second is to innovate the school-running mechanism and promote the reform of education and teaching. Sino-foreign cooperation in running schools has introduced overseas educational ideas, educational contents, teaching methods, talent training models and management experience, which has promoted the discipline construction and teacher training of domestic schools, enhanced the vitality of running schools and promoted the reform of education and teaching. Mainly reflected in the emergence of a new school-running subject-overseas educational institutions, a new operating mechanism and school-running mode-Sino-foreign cooperation, a new management mode-diversified independent school-running, and a new investment source-investment diversification. Third, through Sino-foreign cooperation in running schools, we have broadened the ways to train talents, trained a group of specialized talents, promoted the construction of disciplines and specialties, strengthened some weak disciplines, and trained a group of specialized talents for economic construction and social development.

At the same time, Sino-foreign cooperation in running schools has opened up a way of "not studying abroad" and saved education expenditure. The tuition fee for Chinese-foreign cooperative education is generally lower than that for studying abroad, with an average annual tuition fee of about 2. 50,000 yuan, while the average annual tuition fee for studying in Britain, the United States, Canada and Australia is around 90,000 yuan. According to the calculation that half of the 450,000 students of Chinese-foreign cooperative education in the higher education stage in 20 12 will go abroad to study, the tuition expenses in that year will save about 654.38+0.5 billion yuan. Sino-foreign cooperation in running schools makes it possible not to study abroad. Chinese-foreign cooperation in running schools introduces overseas educational resources, carries out teaching activities and issues overseas academic certificates, so that students can receive overseas education without going abroad.

Three. Development of Sino-foreign cooperation in running schools

After a period of development, especially in the three years since the promulgation and implementation of the educational planning outline, Sino-foreign cooperative education has begun to take shape, with a more reasonable layout, and the discipline and specialty structure has been gradually optimized, entering a stage of rapid, stable and high-quality development. Up to now, 930 Chinese-foreign cooperatively-run schools and projects have been approved by the Ministry of Education. There are 1049 Chinese-foreign cooperatively-run schools and projects approved by provincial people's governments and education administrative departments and reported to the Ministry of Education for the record, and 1979 Chinese-foreign cooperatively-run schools and projects nationwide. From the school-running level, it involves other school-running levels besides compulsory education, military and police politics and religion; Judging from the scale of running a school, according to incomplete statistics, there are about 550,000 students in Chinese-foreign cooperative schools at all levels, including about 450,000 students in higher education, accounting for 1 of the students in full-time colleges and universities. 4%。 At the stage of higher education, there are more than 6,543,800 graduates from Chinese-foreign cooperation in running schools.

(A) the main features

First, from the perspective of colleges and universities, the initial scale has developed steadily. At present, there are 577 Chinese-foreign cooperative education projects and institutions in China, accounting for 2 1% of the total number of universities in China. There are 79 high-level universities of "985 Project" and "2 1 1 Project", and the projects held account for 16% of the total number of projects. There are 498 Chinese-foreign cooperative education projects in ordinary undergraduate and higher vocational colleges, accounting for 84% of the total number of projects. These colleges and universities are highly motivated to enhance their strength through cooperation in running schools and have become the main force of Sino-foreign cooperation in running schools.

Second, from the perspective of discipline, the structure is gradually optimized. Focus on supporting universities to cooperate in running schools in natural sciences such as science, engineering, agriculture and medicine, and initially change the situation in which humanities and social sciences were the mainstay in the past. Judging from the Sino-foreign cooperative education projects with bachelor degree or above, at present, Sino-foreign cooperative education involves 1 1 discipline, and engineering accounts for 37%. However, the proportion of law, literature and history projects is below 2%, and there are no problems such as excessive clustering, imbalance and professional sensitivity. In addition, efforts have been made to support universities to cooperate in running schools in emerging and frontier interdisciplinary fields such as atmospheric science, disaster care, ecology (natural resource protection), water supply and drainage engineering, occupational therapy, physiotherapy, ship and ocean engineering, prosthetics and orthopedics, cultural heritage protection, and interactive creativity. It has filled the gap in domestic disciplines and trained a group of young backbone teachers.

Third, from the perspective of regional distribution, the layout is gradually reasonable. Preferential policies were given to Sino-foreign cooperation in running schools in the central and western regions, and support was given to 257 projects in the central and western provinces, accounting for 44% of the total number of projects held since the implementation of the education planning outline. Except Tibet, Qinghai and Ningxia, other provinces in the mainland have held Sino-foreign cooperative education projects. At the same time, universities with a good foundation of Sino-foreign cooperation in running schools in the eastern region will be promoted to hold high-level Sino-foreign cooperation projects and institutions to play a leading and exemplary role.

Fourth, from the perspective of resource introduction, the intensity has been continuously strengthened. Guide colleges and universities to reasonably introduce and effectively use high-quality educational resources, strengthen capacity building, and promote talent training mode and education and teaching reform. Nyu shanghai, for example, not only introduced many advantageous courses such as mathematics and digital media from new york University, but also cooperated in developing new specialized courses and compiling new teaching materials. The China-Europe School of Law of China University of Political Science and Law, combining the characteristics of Chinese and foreign disciplines, strives to cultivate legal professionals with international vision and familiarity with international rules, and explores valuable experience in running schools for the development of legal education in China and the exploration of Sino-foreign cooperation in cultivating "Chinese and Western legal talents".

Fifth, from the perspective of moral education, it is more distinctive and effective. Chinese-foreign cooperatively-run schools and projects pay attention to cultivating students' scientific world outlook, positive outlook on life and values, and carry out ideological and moral education and patriotism education in combination with the characteristics of Chinese-foreign cooperatively-run schools, with remarkable results. Chinese-foreign cooperative universities such as Unnc insist on setting up party committees, insisting that where there are people, there will be party work, and where there is party member, there will be party organizations, thus achieving full coverage of the party's grass-roots organizations. Some colleges and universities have also established overseas party organizations, which has achieved the consistency and synchronization of party building work between Chinese and foreign cooperative students studying abroad and domestic training. Wang Chuanyang, a graduate of Surrey International College of Dongbei University of Finance and Economics 20 1 1, was enlisted to serve the motherland after graduation, won many firsts in military competitions, and achieved his Chinese dream in the green military camp. CCTV News Network made an exclusive interview with this.

(two) the main work of Chinese-foreign cooperation in running schools in the past three years.

First, we have promoted the establishment of a number of institutions and projects with high starting point and good cooperation foundation, and formed and maintained the trend of further development of high-level and exemplary Sino-foreign cooperative education. As for Chinese-foreign cooperatively-run schools, the Ministry of Education approved the establishment of nyu shanghai and the preparation of Wenzhou Ken University, Kunshan Duke University and The Chinese University of Hong Kong (Shenzhen). Up to now, Chinese-foreign cooperatively-run schools with legal personality include cheung kong graduate school of business, nyu shanghai, unnc, Xi Jiao Tong University and Beijing Normal University-Hong Kong Baptist University Joint College. Approved the establishment of a number of Sino-foreign cooperation secondary colleges with high starting points, such as China Law School of Renmin University of China, Sino-French College of Nuclear Engineering and Technology of Sun Yat-sen University, Beijing-Dublin International College of Beijing University of Technology, and Zhong Dan College of China Academy of Sciences, which have a strong demonstration and leading role.

In terms of Sino-foreign cooperation in running schools, since the promulgation and implementation of the Outline of Education Planning, the Ministry of Education has carried out six times of acceptance, evaluation and approval of Sino-foreign cooperation in running schools with bachelor degree or above, and approved 4 12 projects organized by universities with good school foundation in Peking University, Tsinghua University and other countries, accounting for 30%-48% of the total acceptance. Conduct project approval twice a year according to the law and regulations to ensure the quality of approval and strictly introduce resources.

The second is to promote the quality assurance and working mechanism construction of Sino-foreign cooperative education. Focusing on "two platforms" and "two mechanisms", we will further strengthen the construction of quality assurance for Chinese-foreign cooperative education. Relying on the foreign-related supervision information network of the Ministry of Education, a supervision information platform for Chinese-foreign cooperative education has been established, and information on Chinese-foreign cooperative education institutions and projects approved or audited by the Ministry of Education is regularly released. The platform for awarding overseas degrees in Chinese-foreign cooperation in running schools has been established and improved, which fundamentally protects the rights and interests of students. The Ministry of Education has established a certification and registration system for Chinese-foreign cooperatively-run schools to issue overseas academic degree certificates, and strictly implements the certification and registration system for Chinese-foreign cooperatively-run schools to obtain overseas academic degree certificates with bachelor degree or above. At present, the system has completed the registration of degree certificate certification information in 456 projects in 30 colleges and universities, with a total of more than 654.38+million students, and received more than 50,000 inquiries of various kinds of information 1.5, and has been docked with the foreign academic certificate certification system of the study abroad service center of the Ministry of Education, greatly improving the certification efficiency. Judging from the current registration work, it has effectively curbed some problems such as Chinese-foreign cooperatively-run schools or projects enrolling students beyond the approved enrollment plan, changing or adding enrollment majors on their own, and issuing overseas academic degree certificates on their own. The quality evaluation mechanism of Chinese-foreign cooperative education has been established. In 20 12, the pilot evaluation of Sino-foreign cooperation in running schools in Liaoning, Tianjin, Henan and Jiangsu provinces was successfully completed, and preliminary experience was accumulated in establishing quality standards and standardizing running schools. On this basis, a new round of Sino-foreign cooperative education evaluation was launched at the beginning of this year, focusing on school self-evaluation and highlighting students' satisfaction. In the coming semester, 3 14 Chinese-foreign cooperative education institutions and projects established and held by the Ministry of Education in 23 provinces (cities) were evaluated for eligibility, so as to standardize the order of running schools and safeguard the legitimate rights and interests of students and related subjects. The evaluation results will serve as an important basis for institutions and projects to approve the extension. This work is expected to be completed by the end of June 1 1. In terms of the construction of punishment and withdrawal mechanism, institutions and projects that do not meet the statutory conditions for running schools, do not invest resources in running schools in accordance with the cooperation agreement, and have poor quality evaluation will be severely punished in strict accordance with the provisions of the Regulations on Chinese-foreign Cooperation in Running Schools, rectify within a time limit according to law, stop enrolling students or revoke their school licenses, so as to maintain the order of Chinese-foreign cooperation in running schools and promote the formation of a good development environment.

The third is to innovate management methods and transform government functions. At the beginning of this year, the Department of International Cooperation and Exchange of the Ministry of Education set up a foreign-related school management office to optimize the administrative system and working mechanism of Sino-foreign cooperative education, and further strengthen the overall planning, administrative examination and approval, comprehensive coordination, guidance and promotion, macro layout and quality supervision of Sino-foreign cooperative education. In Zhejiang province, a pilot project of decentralization of examination and approval authority for Sino-foreign cooperative education projects was carried out, and timely summary, guidance and supervision were carried out; Guangdong and Fujian provinces have made important progress in exploring the mechanism of "joint examination and approval by ministries and provinces" for Sino-foreign cooperative education; Together with Dushu Lake Science and Education Innovation Zone in Suzhou City, Jiangsu Province, we will build a demonstration zone for internationalization of higher education. These experimental areas have taken gratifying steps in innovating the management system and mechanism of Sino-foreign cooperation in running schools.

The fourth is to build a theoretical team of Sino-foreign cooperation in running schools and strive to promote theoretical and practical innovations in Sino-foreign cooperation in running schools. In recent three years, more and more attention has been paid to the theoretical research of Sino-foreign cooperation in running schools. It has changed the situation that theoretical research is "useless and insufficient"; The research on the basic theory of Sino-foreign cooperative education has been continuously strengthened, and the research on basic, cutting-edge and strategic issues has initially formed a series of achievements, which are symbolic and exemplary; Some scientific and feasible applied research results provide strong theoretical and professional support for educational decision-making and the sustainable development of Chinese-foreign cooperatively-run schools and projects. The research on Sino-foreign cooperation in running schools, represented by the theoretical research base of the Ministry of Education and the research center for Sino-foreign cooperation in running schools of Xiamen University, has played an important role in consulting, educating people and serving the society.

(3) Existing problems

After more than 30 years of development, Chinese-foreign cooperative education has accumulated a lot of valuable experience in running schools and gradually embarked on a high-level demonstration development track. These advances are significant. At the same time, there are still some problems in the process of running a school.

First, the overall level of introducing high-quality educational resources needs to be improved. In the three years since the implementation of the Outline of Education Planning, the number of high-level and exemplary Chinese-foreign cooperatively-run schools and projects has been increasing, and this momentum will continue. At the same time, the long-standing deep-seated contradictions between Chinese and foreign cooperatively-run schools and projects are gradually being solved, but this is a very arduous task. For example, before the promulgation of the Regulations on Chinese-foreign Cooperation in Running Schools, the projects approved by various departments and localities were complicated, and the level of imported resources was low or there was no substantial introduction, which seriously affected the overall level of Chinese-foreign cooperation in running schools. In the future, while strictly approving and supervising the newly declared or newly established and held projects of Chinese-foreign cooperatively-run schools, we should also clean up, rectify and standardize the previously held projects.

Second, the school-running behavior of some institutions and projects needs to be further standardized. For example, some intermediaries participate in the arrangement of Sino-foreign cooperative education and seek benefits from it, which seriously interferes with the normal order of Sino-foreign cooperative education and affects its brand image and integrity; In addition, some foreign educational institutions set up "chain stores" with Sino-foreign cooperation in running schools as a means of profit and the purpose of quantity expansion, which can not guarantee the introduction of high-quality educational resources and is not conducive to improving the quality and level of running schools.

Third, the discipline structure needs to be further optimized. Although some low-level repeated schools, such as business administration, have been effectively controlled, the problem of excessive concentration of disciplines and majors still needs to be strengthened and adjusted. For example, among the 884 Sino-foreign cooperative education projects with undergraduate degree or above, the proportion of urgently needed majors in some countries is too small, such as international law, accounting for less than 1%, which cannot meet the new situation that countries need a large number of legal professionals proficient in international law in opening up. The next step will be to strengthen the regulation and control in the process of examination and approval and supervision of Chinese-foreign cooperative education, and constantly adapt to the new needs of national and local economic and social development.

Fourth, the propaganda of high-level demonstration Sino-foreign cooperation in running schools needs to be strengthened. At present, the public opinion of Sino-foreign cooperation in running schools is changing in a good direction, and many media friends are quietly passing on the positive energy of Sino-foreign cooperation in running schools and making great contributions. However, due to various reasons, some reports on Sino-foreign cooperation in running schools still have the phenomenon of generalizing and catching shadows. For example, some reports are inaccurate, confuse the concept of Sino-foreign cooperation in running schools, blur the policy boundaries of Sino-foreign cooperation in running schools, make false propaganda about Sino-foreign cooperation in running schools, and put the false label of Sino-foreign cooperation in running schools on their heads. In the future, it is necessary to strengthen the discovery, summary, publicity and promotion of high-level Chinese-foreign cooperatively-run schools and projects, and solidly promote the construction of high-level demonstration Chinese-foreign cooperatively-run schools and projects.

(iv) Consideration of next steps

At present, Chinese-foreign cooperation in running schools faces new development opportunities and a series of new development topics. The Ministry of Education will focus on the overall development goals and specific requirements of Sino-foreign cooperation in running schools put forward in the educational planning outline, adhere to the guidance of introducing high-quality educational resources, focus on improving educational competitiveness, and aim at cultivating high-quality and international talents, and actively carry out Sino-foreign cooperation in running schools to meet the people's needs for high-quality and diversified education.

First, open wider to the outside world and improve quality. As a strategic measure to promote educational reform and development and improve the level of internationalization, Chinese-foreign cooperation in running schools should be incorporated into the overall development plan of national, local and school education. Actively introduce high-quality educational resources, strive to improve the overall strength of the school, and accelerate the cultivation of high-quality international talents. Adhere to the development on the one hand and the standardization on the other. Standardize the order of running schools and improve the quality of running schools.

The second is to deepen reform and strengthen provincial overall planning. Establish and improve the hierarchical management system of Chinese-foreign cooperative education with the education administrative department of the provincial people's government as the main body. Establish quality assurance system and strengthen quality management. Establish an information disclosure system for Chinese-foreign cooperative education to protect the legitimate rights and interests of the educated.

Third, bold exploration and diversified development. Explore effective ways to introduce overseas high-end, high-quality and characteristic education, focusing on the development of science, engineering, agricultural science and medicine. According to the demand for talents at home and abroad, we will introduce foreign universities with quality assurance to cooperate in running schools and cultivate export-oriented and compound talents.

The fourth is classified guidance, highlighting key points. Different types of schools should carry out Sino-foreign cooperation in running schools according to their own orientation and development goals. The state encourages Chinese-foreign cooperation in running schools in the fields of higher education and vocational education.

In the field of higher education, emerging, scarce and weak majors encourage Chinese-foreign cooperation in running schools. Colleges and universities listed in the "2 1 1" and "985" projects should start from the goal of building a high-level university in China and carry out high-quality and high-level Sino-foreign cooperative education. Chinese-foreign cooperation in running schools in the field of vocational education should enhance the ability to train highly skilled personnel for advanced manufacturing, modern agriculture and modern service industries. Ordinary senior high schools should carry out Sino-foreign cooperation in running schools around the implementation of the national curriculum plan and educational objectives.

The fifth is typical demonstration and merit-based support. Seriously sum up the experience of running a school, find a number of Chinese-foreign cooperatively-run schools and projects with clear ideas, remarkable achievements, perfect management system and good social reputation, strengthen publicity and play an exemplary role. Encourage qualified areas to carry out the pilot reform and development of Chinese-foreign cooperative education, try first, explore and summarize typical experiences, and serve the development of the country.

At present, Chinese-foreign cooperation in running schools is still in the exploratory stage in China. Due to the short development time, wide openness and little practical experience, there are inevitably some problems and disputes. In this regard, we should have a clear understanding and fully realize the complexity of sino-foreign cooperative education; We must also have a developmental vision and persist in solving various problems encountered in practice through development. We must adhere to the rule of law in teaching and management, promote the healthy and orderly development of Sino-foreign cooperative education, and make due contributions to building an innovative country and a powerful country in human resources.

Four, the main problems that should be paid attention to in Sino-foreign cooperation in running schools

According to the relevant situation of Sino-foreign cooperation in running schools, it is suggested to pay special attention to and seriously understand the following six aspects when studying in Sino-foreign cooperation in running schools:

First, pay attention to whether Chinese-foreign cooperatively-run schools or projects have been legally approved. The most important thing is to check whether the school owner can provide the documents issued by the examination and approval department to agree to run the school. Among them, the list of newly approved Chinese-foreign cooperatively-run schools and projects (including mainland, Hong Kong, Macao and Taiwan) reviewed by provinces and cities has been published through the supervision information platform of Chinese-foreign cooperatively-run schools of the Ministry of Education, the website of the Ministry of Education and the supervision information network of foreign-related education of the Ministry of Education. You can check the relevant information on the above website to confirm whether the Chinese-foreign cooperatively-run schools and projects you are studying are legal.

Second, pay attention to the actual situation of running a school, especially the quality of education and teaching. It is necessary to know the actual situation of running a school by asking students. In terms of quality, we should pay attention to several key factors that determine and affect the quality of Chinese-foreign cooperative education, such as the admission criteria of students; Teacher allocation, including whether there are a certain number and proportion of better foreign teachers; What kind of courses to teach; Where to run a school, whether there is a good teaching environment and conditions, whether there are enough teaching auxiliary facilities such as libraries, laboratories and playgrounds available, and so on. In addition, we should pay attention to and understand the employment situation of graduates (if there are already graduates). In addition to understanding the employment rate, we should also pay attention to which units and companies graduates work in, and confirm relevant information to relevant units when necessary.

Third, pay attention to whether the enrollment propaganda of the school is consistent with the actual situation of running a school. Focus on the location, characteristics, teachers' teaching, charging items and amount (subject to the approval of the provincial government where the Chinese-foreign cooperatively-run school is located) and the number of students enrolled.

Fourth, pay attention to enrollment standards. According to the regulations, the implementation of higher education in China must be enrolled in the same batch plan in the same area, and it is against the state regulations to reduce batch enrollment. The admission standards for academic qualifications and degree education of foreign educational institutions shall not be lower than those of foreign educational institutions in their own countries. Generally speaking, the admission standard is relatively low, the level of students admitted is uneven, and the quality of running a school is difficult to guarantee. Only with high admission standards can the quality of running a school be better.

Fifth, pay attention to the enrollment plan. According to the regulations, the enrollment of Chinese-foreign cooperatively-run schools with degrees awarded to China institutions of higher learning must be included in the national enrollment plan of institutions of higher learning. For those who carry out academic qualifications and degree education in foreign educational institutions, the corresponding number of enrollment plans have also been approved by the national education authorities.

Sixth, attach importance to the evaluation and certification of Chinese-foreign cooperative education. Among the measures taken by the Ministry of Education to strengthen the management of Sino-foreign cooperation in running schools, standardize the order of cooperation in running schools, improve the quality of education and safeguard the interests of scholars, carrying out school evaluation and strengthening the certification of cooperation in running schools are two important measures. We can learn more about the evaluation and certification information of cooperative education institutions or projects through these two contents published on the information platform of Sino-foreign cooperative education established by the Ministry of Education, so as to make a more suitable choice for running schools.

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