Opening Education to the Outside World: Rethinking International Education in China During Post COVID-19 (Exploring Education Policy in a Globalized World: Concepts, Contexts, and Practices)

This book examines the idea of opening education to the outside world in China since post-COVID-19. It investigates the historical development of international education development in China and explores the internationalization of education system from various dimensions. It also discusses the history of studying abroad at public expense since the 18th National Congress of the Communist Party of China, as well as studying abroad at our own expense in China from the perspective of departmental coordination, Sino-foreign cooperation of running schools in China, Confucius Institutes’ development in China, Luban Workshop Development in China, and running Chinese-foreign cooperation education in China. In addition, this book also offers specific suggestion to address various problems of international education development in China during post-COVID-19. This book will be particularly interest to scholars and researchers who are interested and work in research on China international education development. Foreword Acknowledgments Contents About the Authors 1 Studying Abroad at Public Expense Since the 18th National Congress of the Communist Party of China 1.1 Literature Review and Theoretical Tools 1.1.1 The Historical Change of the Policy of Studying Abroad with Public Funds. 1.1.2 Policy Text and Implementation Data 1.2 Challenges and Problems in Practice 1.2.1 COVID-19 Impacts International Education 1.2.2 The International and Domestic Situation Affects the Willingness to Go Abroad 1.2.3 Application Review Mechanism Affects Talent Selection 1.2.4 Lack of Management Supervision Affects the Quality of Training 1.2.5 Rigid Return Regulations Affect Growth and Development 1.3 Countermeasures and Suggestions for Challenges and Problems 1.3.1 Strengthen International Cooperation in Studying Abroad at Public Expense 1.3.2 Highlight the Educational Status of Studying Abroad at Public Expense 1.3.3 Improve the Service Quality of Government-Funded Overseas Study 1.3.4 Promote the Role of Government-Funded Overseas Study References 2 Studying Abroad at Our Own Expense in China: From the Perspective of Departmental Coordination 2.1 Literature Review and Theoretical Tool 2.1.1 China’s Study Abroad Policy Has Undergone Several Adjustments 2.1.2 The Characteristics of Role Innovation Department Coordination Model 2.2 Analysis of Policy Texts 2.2.1 Policy Content 2.2.2 Analysis Policy Text of Departmental Collaboration Model 2.3 Challenges and Problems in Practice 2.3.1 The First Is That “Black Intermediary” Still Exists in Various Ways, Threatening the Property Security and Legitimate Rights and Interests of Self-Financed Students 2.3.2 The Self-Funded Overseas Study Shows the Phenomenon of Younger Age 2.3.3 The Safety of Overseas Students 2.4 Countermeasures, Suggestions, and Prospects 2.4.1 The Most Fundamental Thing Is to Further Perfect the Intermediary Supervision Policies 2.4.2 The Education Department Should Strengthen Policy Guidance for Self-Financed Study Abroad and Improve the Management and Service System References 3 Sino-Foreign Cooperation of Running Schools in China 3.1 Literature Review and Theoretical Tools 3.1.1 Understanding of the Concept of “Chinese-Foreign Cooperation in Running Schools” 3.1.2 Changes in Policies for Chinese-Foreign Cooperation in Running Schools 3.1.3 Important Issues Concerning Chinese-Foreign Cooperation in Running Schools 3.1.4 Theoretical Tools and Research Methods 3.1.5 Policy Analysis of Sino-Foreign Cooperation in Running Schools 3.1.6 Positioning and Objectives of Chinese-Foreign Cooperation in Running School 3.1.7 Judgment on Existing Problems 3.1.8 Standardizing the Management of Chinese-Foreign Schools 3.1.9 Measures to Support the Development of Chinese-Foreign Cooperation in Running Schools 3.2 Problems and Challenges of Sino-Foreign Cooperation in Running Schools 3.2.1 There Is Deviation in Target Positioning 3.2.2 Language Barriers and Cultural Conflicts Still Exist 3.2.3 Major Public Events Affect International Exchanges 3.2.4 The Quality of Personnel Training Needs to Be Improved 3.3 Countermeasures and Suggestions 3.3.1 Strengthening the Value Identification of Sino-Foreign Cooperation in Running Schools 3.3.2 Enhancing International Understanding and Cultural Exchanges 3.3.3 Establishing Green Channels for International Exchanges and Emergency Response Mechanisms 3.3.4 Take Multiple Measures to Improve the Quality of Personnel Training References 4 Confucius Institutes’ Development in China 4.1 Literature Review and Theoretical Tools 4.1.1 The Literature Review of Confucius Institutes 4.1.2 Policy Text and Implementation Data 4.2 Difficulties of Public Opinion in Running a School 4.2.1 For a Long Time, There Have Been Opinions in the International Community That Confucius Institutes Are Political Propaganda Tools of the Chinese Government 4.2.2 The Operation Mechanism of Running a School Is Not Perfect 4.2.3 Insufficient Resources 4.3 Countermeasures and Suggestions 4.3.1 Balancing Language Teaching and Cultural Communication 4.3.2 Improving Operating Mechanisms in Various Ways 4.3.3 Taking Multiple Measures to Ensure Resource Supply References 5 Luban Workshop Development in China 5.1 Literature Review and Theoretical Tools 5.1.1 Core Concept: Luban Workshop 5.1.2 Theoretical Tool: Human Capital Theory 5.2 Policy Text and Implementation Data 5.2.1 Overview of the Background of Vocational Education “Going Out” 5.2.2 Policies Related to Luban Workshop Project 5.2.3 Main Implementation 5.3 Challenges and Problems in Practice 5.3.1 The Standards and Specifications 5.3.2 Selection Criteria 5.3.3 Construction Standards 5.3.4 Operating Standards 5.3.5 Lack of Operation Guarantee System 5.4 Countermeasures and Suggestions 5.4.1 Improve Systematic and Scientific Policies to Ensure Development 5.4.2 We Will Improve Policies for Ensuring Independent Funding for Various Sources of Funds 5.4.3 Improving Policies to Ensure the Development of International Faculty References 6 Running Chinese-Foreign Cooperation Education in China 6.1 Literature Review and Theoretical Tools 6.1.1 Literature Review 6.1.2 Theoretical Tools 6.1.3 Normative Research: Speculative Analysis 6.2 Policy Text and Implementation Data 6.2.1 Overseas Education of Higher Education 6.2.2 Confucius Institute 6.2.3 Vocational Education 6.3 Challenges and Problems 6.3.1 Imperfect Policy Guarantee Measures 6.3.2 Difficulties in Raising Funds for Running the School 6.3.3 The Number of Students Is Lower Than Expected 6.3.4 Difficulties in Dispatching Teachers 6.4 Countermeasures and Suggestions 6.4.1 Improving Policy Design 6.4.2 Establishing a Synergy Mechanism 6.4.3 Strengthening Capacity Building 6.4.4 Multi-party Financing References 7 The Education Policy of Studying in China 7.1 The Definition of Core Concepts 7.1.1 International Students 7.1.2 Education Policy and Education Policy for Studying in China 7.2 Literature Review of Existing Studies 7.2.1 Macro-Research on the Education Policy for Studying in China 7.2.2 Study on the Educational Convergence Management of Overseas Students in China 7.2.3 Education Research on Overseas Students in Countries Along the Belt and Road 7.2.4 Study in China Against the Background of COVID-19 7.2.5 Evolution of the Education Policy for Studying in China in the New Era 7.3 The Existing Difficulties of the Education Policy for Studying in China in the New Era 7.3.1 Policy Iteration Is Seriously Lagging, and Supporting Measures Are Not Perfect 7.3.2 Single Subsidy Policy for International Students, Lack of Competitiveness 7.3.3 The Coordinated Governance System Is Not Complete and the Emergency Response Mechanism Is Not Sound 7.3.4 Low Level of Policy and Slow Process of Legalization 7.4 Policy Suggestions for Developing the Cause of Studying in China 7.4.1 Accelerating Policy Update and Iteration and Building a Supporting System 7.4.2 Improve the Scholarship System and Enhance International Competitiveness 7.4.3 Diversified Governance and Coordination to Enhance Risk Response Capabilities 7.5 Strengthen the Awareness of the Rule of Law and Improve Legislation on Overseas Education References 8 The Internationalization Evaluation of Higher Education in China 8.1 Literature Review of Existing Studies 8.1.1 Internationalization of Higher Education 8.1.2 The Important Research Topics of the Evaluation of Internationalization of Higher Education 8.1.3 The Approach of Higher Education Internationalization Policy Toward Evaluation 8.2 Policy and Evaluation of Internationalization of Higher Education from the Beginning of Reform and Opening to the 1980s 8.2.1 Policy and Evaluation of Internationalization of Higher Education in the 1990s 8.2.2 Policy and Evaluation of Internationalization of Higher Education in the 2000s 8.2.3 Policy and Evaluation of Internationalization of Higher Education Since the Release of the Outline of National Medium- and Long-Term Education Reform and Development Plan (2010–2020) 8.3 The Path of Internationalization Compatible with Higher Education Evaluation Policy 8.3.1 Higher Education Evaluation Policy and Internationalization from the Reform and Opening Up to the 1990s 8.3.2 Higher Education Evaluation Policy and Internationalization in the 2000s 8.3.3 Higher Education Evaluation Policies and Internationalization Since the Release of the Outline of National Medium- and Long-Term Education Reform and Development Plan (2010–2020) 8.3.4 The Development Characteristics of Higher Education Internationalization Evaluation Policy in China References