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paper代写-Internationalization of education

2019-11-08 | 来源:51Due教员组 | 类别:Paper代写范文

下面为大家整理一篇优秀的paper代写范文- Internationalization of education,供大家参考学习,这篇论文讨论了高等教育国际化。随着全球经济一体化进程的加快,高等教育也与其他产业一样,逐步呈现出与普通产业一样的国际化发展模式。在许多国家,高等教育产业俨然成为了非常重要的出口行业,吸引着来自世界各国的留学生。合作交流项目、联合办学等新型的高等教育国际化形式不断涌现,甚至一些知名大学通过对外直接投资的方式,在其他国家特别是发展中国家设立了独立分校。

With the acceleration of global economic integration, education, like other industries, presents a higher degree of internationalization. In many countries, the higher education industry has become a very important export industry, attracting students from all over the world. New international forms of education have emerged, such as cooperative exchange programs and joint running of schools. Some famous universities have set up independent branches in other countries, especially in developing countries, through fdi. With the progress of information and communication technology, as well as the universality and popularization of English in the international society, education has gradually presented the same international development model as the common industry. Based on the development of higher education internationalization four forms on the basis of the analysis from two aspects of industrial level and policy level, the internationalization of higher education for the future development trend of global higher education have a more sober understanding, at the same time hope to be able to for the government in formulating China's higher education policy and enhance international competitiveness of higher education play a role of certain enlightenment and reference.

With the innovation of information and communication technology, the convenience of transportation and the increasing popularity of English, "internationalization" or "globalization" has become a very popular word in the world since the end of 20th century and the beginning of 21st century. The internationalization of higher education has a long history. As early as the 15th century, there was an international flow of teachers and students between European universities. Knowledge is the concentrated product of human wisdom formed on the basis of many previous experience discoveries. As a place to create and disseminate knowledge, universities can only truly promote the progress of science and the innovation of knowledge by drawing experience from research and discovery around the world. In a sense, the university has the attribute of "internationalization" since its birth.

In addition to the internationalization of teachers and research and teaching, the most important form of education internationalization is the internationalization of students. Early western school recruiting international students is for political needs, then with greater liberalisation of the national economy, governments have cut at the university of school funds, many universities faced with heavy economic pressure, forcing the university to recruit a large number of international students, international students tuition fees to alleviate the pressure of the school of finance, mainly from the students in developing countries. Until the 1990 s, the international students to the basic study are concentrated in the western university is located, after the 90s, pattern innovation of higher education internationalization, more and more international students through the way such as international cooperation and joint projects, or other developing countries in their home countries to complete the university of western education, issued by the authority of the western university degree.

The teaching mode and education products of higher education are also constantly showing the trend of internationalization. The cultivation of talents is not only limited to meeting the needs of the country, but also inclined to cultivate diversified and inter-disciplinary talents to meet the needs of the global market. Therefore, the internationalization of education is often referred to as "transnational education", which covers all the advanced education courses and education services provided by overseas education institutions for learners in China. This paper continues to use this concept, and thinks that internationalization of education in higher education has two meanings: first, students go to the main location of foreign education institutions for learning; The second is for students to study in foreign education institutions in their home or third country.

In the 1970s, the "uppsala internationalization model" proposed by Nordic economists believed that the internationalization of enterprises is a gradual process, which changes from export to authorized production to joint venture production and finally to sole proprietorship production, forming a dynamic development system. Referring to the model theory, the internationalization of education can be divided into four forms according to the different stages of education development and the degree of university participation.

At this stage, the university "exports" higher education services to foreign students, who are enrolled at the university's location. At present, studying abroad is the main international form of education. Table 1 shows the number of international students enrolled in education institutions outside China from 2000 to 2008. Two remarkable phenomena are reflected in the table. Second, western developed countries are the main destinations for international students studying abroad, with 80% of them studying in universities in developed countries.

Higher education is a kind of "franchise operation" similar to enterprise. It refers to foreign universities, often universities in developed countries sign cooperation agreements with domestic universities to jointly train students with domestic universities, and students will present the diplomas of both parties after graduation. In this kind of cooperative education program, the four-year undergraduate education is often divided into the form of "2+2" or "3+1". The first two or three years of study in domestic universities, and the second two or one year of study in foreign cooperative schools. According to the latest statistics released by the ministry of education in 2011, China has approved 533 Chinese-foreign cooperatively-run programs for universities above undergraduate level and higher level education, more than three times as many as 143 programs in 2002. The rapid growth of cooperative education programs has to some extent alleviated the demand of domestic students for higher education resources in advanced countries. However, at the same time, some foreign universities, especially some private ones, tend to relax the supervision of cooperative education programs for their own economic interests, which affects the overall education quality and reputation of cooperative education programs, resulting in bad social impacts.

The uppsala model points out that the third stage of enterprise internationalization is to cooperate with enterprises in the host country, invest in local enterprises, build production bases in joint ventures, and provide products for consumers in the host country. In higher education industry, due to the limitation of the host country local education laws and regulations, foreign capital into the education domain often require the host country of the local education institutions to participate in, so the two sides jointly funded education institutions in the host country co-founded a new kind of educational institutions, to provide education services for the host country local students, the school diplomas.

Singapore and Malaysia were among the first countries to allow the establishment of joint educational institutions, and they have established relevant joint educational policies to encourage well-known western universities to enter education institutions in China. In this way, the host country can rapidly improve its higher education development level, on the one hand to meet the education demand of domestic students, on the other hand to attract students from other developing countries nearby to study abroad, and to obtain the tuition income of international students.

In 2003, China promulgated the regulations of the People's Republic of China on chinese-foreign cooperation in running schools, which set a unified standard for the projects and institutions of chinese-foreign cooperation in running schools. The university of Nottingham ningbo is the first chinese-foreign cooperative university approved by the ministry of education under the new regulations. As of May 2011, 36 chinese-foreign joint educational institutions of higher education with bachelor's degree or above have been approved and established in China.

A wholly-owned school is a branch established solely by a foreign education institution in the host country or a education institution, for example, in London and Paris, where a branch is established solely by a foreign university. Because of the limitation of policy in developing countries set up wholly-owned cooperatively-run school, few of which is more famous Singapore Asia university of new south wales, the school has been set up wholly owned in Singapore at the university of new south wales, Australia, in early 2007 began to recruit students, offer bachelor, master and doctoral degree programmes, but huge financial losses due to enrollment is far short of expectations, have to be announced in May that year close.

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