Two years are called 286 projects!How to spend a "cold winter" in cooperation between China and foreign countries?

Text ｜ "China Science News" reporter Wen Cai Fei

There are no longer "Chinese -foreign cooperative schools" in the graduation certificate, other majors that can be transferred to Chinese and foreign cooperative schools, and the proportion of graduate exemptions are the same as non -Chinese and foreign cooperative schools ... "Is these favorable news on the surface really good? Not long ago, Li Wen (a pseudonym) who helped his cousin reported his volunteer, facing a series of news that recently surrounded China and foreign cooperative schools, he made a question mark.

Right now, it is the hot college entrance examination season, but some Chinese and foreign cooperative school running projects have encountered a "cold winter". In this year's college entrance examination admission, Shenyang Normal University, Northwestern Normal University, Shenyang Medical University and other Chinese and foreign cooperative school running schools or international projects have encountered 0 submissions in the admission of some provinces.

Behind the feet voting, what exactly is the choice of candidates? In the normalization stage of the epidemic, where will the Chinese and foreign cooperative school running projects go?

The cost -effectiveness of "Tucao"

Low scores and high charges are one of the largest slots for Chinese and foreign cooperative schools.

There are 2+2 (2 years in China, 2 years abroad), 3+1 (3 years in China, 1 year abroad), 4+0 (4 years in China, not abroad), 4+1 (domestic 4 years in China 4 years , 1 year abroad take a master's degree) and other different forms. Tuition fees are 15,000/year to 100,000/year, most of which are 20,000/year to 40,000/year.

"China Science News" reporter found that in recent years, only some provinces and cities in China have maintained a policy of not downgraded by some provinces and cities. Below the former 5 to 50 points.

"2+2" is known as the most cost -effective way to study abroad. Li Wen attended the major of mechanical engineering in the Chinese and French cooperation in a university in the east. The reason why he chose the "2+2" form of the school's Chinese and foreign cooperative school projects was to see two points: one is to have a low score for a good university; the other is to have the opportunity to obtain a diploma from two colleges and universities in China and foreign countries.

"Students around them generally reflect that they are very difficult to learn. Science and engineering courses, such as high numbers and physics, are not easy to use Chinese teaching, let alone use French or English? The majors should be high. Most of the students entered about 30 points lower than the submission line, and their learning ability could not keep up. "Li Wen told the China Science Journal.

One of the most obvious performance is that only a few students can keep up with foreign language teaching. Most students cannot understand foreign languages. "Everyone always looks at each other in class, and can only use Chinese textbooks to assist in learning after class."

Soon, some students around him chose "lying flat". Some of them did not intend to go abroad, hoping to get comfortable to get domestic college diplomas. Some people are not intended to go abroad at all, but according to the original designs designed by Chinese and foreign cooperative schools, they can't go out at all.

In order to prevent students from hanging in a large area and causing teaching accidents, some colleges and universities are equipped with professional teachers in their classrooms and speak them in Chinese.

Some universities "cut their footsteps" to reduce the difficulty of professional courses. This approach has generated a vicious circle -because the admission standards of professional courses and language in foreign cooperative colleges and universities cannot meet the reputation, foreign cooperative universities will modify the entrance threshold and "do not fall and rise." This leads to fewer and fewer students who can go abroad. After Li Wen entered the school, many years ago, the professional overseas rate of more than 200 people was 70%. Now, under the same enrollment and training, it has dropped to about 20%.

Li Wen's college, there were more than ten foreign teachers in the past, dozens of times, and left one after another after the epidemic. Now there are only one or two foreign teachers. The courses that should have been taught by foreign teachers, or changed to Chinese teachers bilingual or Chinese teaching, or changed to online courses for foreign teachers.

"2+2" has become "4+0", and more and more students cannot obtain the expected Chinese and foreign degree certificates after graduation. "I haven't learned well, and I can't leave it to study abroad. I feel more like spending a training class at a high price." Li Wen sighed.

Localization issues are contradictory

Born in the mid -1980s, Chinese and foreign cooperative schools, which were born in the middle of the 1980s, were born in the acceleration of economic globalization, becoming one of the important ways of advocating "study abroad" at that time.

According to data from the Ministry of Education's Education and Foreign Regulatory Information Network, as of 2021, there were 2,100 Chinese -foreign cooperative school -run projects, which was over 10 years ago. The number of students has reached more than 500,000, and 1.8 million graduates have gone to the market. Some Chinese and foreign cooperative schools have formed their own brands, and outstanding graduates work in the world's top 500 companies and well -known central enterprises.

However, in the past 30 years, due to the rapid development speed, Chinese and foreign cooperative school running projects have exposed various schools. Especially in around 2004, Chinese and foreign cooperative schools in colleges and universities entered the heyday of "horse race". The contradictions brought about by extensive development broke out around 2011. The media made various attacks on the phenomenon of the "diploma factory" existing in Chinese and foreign cooperative schools.

"To this day, public universities are very cautious about choosing foreign cooperation objects, and the 'Diploma Factory' has been completely cleaned up in my country." Said Meng Zhongyuan, executive director of the Sino -Foreign Cooperation Studies Branch and vice president of Mudanjiang University in the Higher Education Society.

The mark of the "Diploma Factory" was erased, but it was impossible to erase the impression that "Chinese -foreign cooperative schooling is a tool for making money." "Students regard them as a channel for spending money to enter a good school, and the school regards them as a tool for making money. Universities lack in -depth thinking and effective implementation of subsequent schools." Said Ye Zhiming, a professor at Shanghai University. Especially after the outbreak of the new crown epidemic, students wanted to study abroad but could not go out. The topic of Chinese -foreign cooperative schools that "heated up" again, so that the problem of talent training appeared again.

In previous years, the civil engineering major of Shanghai University only recruited ordinary classes. However, this year, the school stopped the general class of the major, all of which were changed to Sino -Portuguese cooperative school projects. The tuition fees for the Sino -Portuguese cooperative school running projects are 30,000 yuan per year, which is 6 times that of ordinary classes. The school's enrollment chapter shows that all of the undergraduate majors who transfer to China -Portuguese cooperative schools: civil engineering, electrical engineering and automation, environmental engineering, a total of 180 people recruited.

Ye Zhiming told the Journal of China that civil engineering involved the norms and standards of the construction of various countries. Students cultivated in accordance with EU standards want to get registered structural engineers in China and will encounter problems with discomfort. Moreover, civil engineering is a professional professional. There are few projects under construction abroad and slow construction progress. Even if they go abroad, students cannot learn too much substantial content in a short period of time.

After graduation, students enter more Portuguese companies, but their employment will not be very wide, such as Portuguese, Macau, which is covered by Portuguese, and a few countries such as Portugal and Brazil. In addition to domestic employment, in addition to a slight advantage of foreign languages, whether it can have more professional advantages than ordinary classes, and a question mark.

Yang Ming (pseudonym), who has taught in a Chinese -foreign cooperative school in the East, added that the same situation still exists in the major Chinese and foreign cooperative school running projects of architecture, accounting, and other majors. For example, architecture, the undergraduate of domestic universities is a 5 -year system, and the Chinese -foreign cooperative school -running project with the British target is 3 years of undergraduate. Students are very confused and usually take the way to study abroad in order to make up the lack of experience.

Due to the different basic principles and guidelines of accounting under the Sino -US system, students are not applicable to find a job when they return to China. They also need to re -study.

According to the "Double First -class" Construction University of China and Foreign Cooperation School -run Data Survey Report released by China Education Online in 2020, the 10 majors of the "double first -class" construction of colleges and universities have opened up the most in China and abroad. Learning and civil engineering are ranked among the top three, and accounting degree ranked 10th.

"The localization problem of Chinese -foreign cooperative school has not been solved well. It seems that the major major in foreign countries must be cautious in terms of opening and expanding the number of enrollment." Yang Ming said.

Meng Zhongyuan reminded that the enrollment scale will bring two major risks: First, whether it can be recruited for sufficient students, high tuition fees, and requirements for foreign languages ​​will affect their enrollment, and less than 120 people start in a class, universities may not be charged back to return. The cost of running a school; the second is whether teachers can be satisfied, and whether foreign teachers in foreign cooperative institutions under the epidemic environment are greatly affected by offline teaching. The difficulty is great.

Random VS standardization

The lack of arguments in running schools, bringing trouble for students' employment ... Why are there so many "random" behind the seemingly rigorous running school? This involves domestic universities' understanding of Chinese and foreign cooperative schools.

Yang Ming pointed out that there is no ecology to support the school running model on the management mechanism of Chinese and foreign cooperative schools. Most college leaders only regard it as a major that is not much different from ordinary majors, which leads to the school's professional outline and curriculum outline of Chinese and foreign cooperative schools. It is often not good to supervise.

In fact, the most important thing for Chinese -foreign cooperative schooling projects is the education supervision system. Among them, the teaching outline and teaching management are not specially concerned about the flow of teachers. "In other words, teachers and leaders can always change, but as long as this system is executed, it can ensure the quality of students' training." Yang Ming explained.

Li Yan (pseudonym), a teacher in the western university who has been engaged in the research of Chinese and foreign cooperative schools for a long time, also noticed this phenomenon. "The ecology of domestic universities depends more on human governance. For example, a principal has approved the Chinese and foreign cooperative school running projects. In recent years, many resources and energy have been invested. Once he stepped down, the project cannot be sustained. The quality of talent training can naturally not go up. "

In fact, as early as the Republic of China, many universities in my country have carried out internationalization. However, why is it that Chinese and foreign cooperative schools have been running for nearly 30 years? Meng Zhongyuan explained that in the 1980s, Chinese and foreign cooperatives had only a cross -border flow of institutions. Compared with the past, it is a general flow, including textbooks, personnel, managers, and school -running mechanisms. "In -depth cooperation with foreign education institutions is conducive to the standardization of my country's management of modern universities. If it is simply introducing teachers, it is not of great significance for colleges and universities to enhance development and construction capabilities."

Standardization should have been a strong reference for Chinese -foreign cooperative schools.

In the process of running a school in China and foreign countries, my country is also emphasizing the "four 1/3" indicators, that is, the introduction of foreign courses should account for more than one -third of all courses. /3, the number of teachers from foreign education institutions should account for more than one -third of all teachers, and the number of professional courses in foreign education institutions should account for more than 1/3 of the chief teaching hours.

But "Unfortunately, because some universities do not strictly implement four 1/3, they emphasize insufficient emphasis on the standardization of teaching management. This is one of the most important reasons that lead to the low quality of their school." " Taking the "Accounting Basics" as an example, some universities will demolish one of the original courses into three upper and lower three courses, and make up 1/3 of the foreign professional core courses required by the Ministry of Education in this way. Some teachers do not strictly abide by the teaching syllabus in their daily lectures, and they will teach whatever they will. This also involves another big issue of Chinese and foreign cooperative school -teachers.

Meng Zhongyuan pointed out that excellent teachers and high -quality courses are scarce resources anywhere. In the process of running a school in China and foreign countries, foreign colleges and universities are unlikely to send the best teachers. Instead, they send "flying teachers" from global recruitment. These teachers are specially sent to overseas universities for teaching. The knowledge taught is discounted compared to the school. After the teaching, they left.

However, the education and teaching process of colleges and universities is not only teaching knowledge. Many times, the emotional link between teachers and colleges and students, as well as their sense of recognition. "The lack of bonds and identity is one of the reasons for the low quality of school running and unable to cooperate in deep levels." Meng Zhongyuan said.

Ye Zhiming also agreed to this, "Now that it is no longer 30 years ago, it only needed to teach simply. Foreign teachers are also looking forward to more academic interaction and project cooperation with Chinese teachers. connect".

There are some foreign teachers around Yang Ming who also want to teach in Asia, but considering that the salary is not very competitive, this idea has dispelled.

But "the sacred sense of foreign teachers treating occupations and work is worth our learning," Meng Zhongyuan said. They do not necessarily understand the development history of Chinese culture and universities, but when most of them are on the podium, they attach great importance to the instrument. Even in the summer classrooms without air conditioning, they are well -dressed, and they doze off for some students. The behavior is very disgusted. They often give opinions with Chinese universities, hoping to solve these problems in education management.

Legislation, supervision, and risk control must be in place

According to the "Chinese White Paper in China in 2022" released by New Oriental, although the epidemic is still continuing, 86%of Chinese students who are willing to study abroad still choose to study abroad. 40%of them have returned to their country to continue their studies.

"At the moment when studying abroad is becoming more and more common, Chinese and foreign cooperative schools that are born in the scarce period of studying abroad have completed the original mission to some extent." Ye Zhiming pointed out.

At the normalization stage of the epidemic, students are willing to go abroad but can't go out. In this case, where should Chinese and foreign cooperative school running from running a school?

The interests of the interests of Chinese and foreign cooperative schools involve multiple aspects. The complexity of the Chinese government, foreign governments, Chinese universities, foreign universities, global markets, students, etc. can be imagined.

At present, facing many low -quality schools, Meng Zhongyuan calls them "differential collection", including the differences between the cultural system between consumers and the provider, the differences between the interests of the education output country and the import country, the international practice and local practice Differences, etc.

The Ministry of Education's Degree and Graduate Education Development Center has organized 6 Chinese -foreign cooperative school projects and institutions' qualification evaluations, involving nearly 300 Chinese universities in 28 provinces and cities, including nearly 400 overseas cooperative institutions in 26 countries and regions. Last year, the Ministry of Education announced that in 2018 and 2019, a total of 286 Chinese -foreign cooperative schools and projects were terminated.

"The particularity of Chinese and foreign cooperative schools is that the form of school running involves multiple complicated issues such as culture and ideology. Therefore, the formulation and implementation of related policies need to reflect the will of the country." Meng Zhongyuan explained.

At present, Chinese and foreign cooperative schools are mainly based on the two documents, which are the "Regulations on the Administration of Sino -foreign Cooperation Schools" issued in 2003 and the Implementation Measures for the Regulations on the Regulations of Chinese and Foreign Cooperation Schools (hereinafter referred to as the "Implementation Measures"). 20 years.

Meng Zhongyuan believes that there are many reasons for the problems of cooperative schools in China and foreign countries, but legislation lag is one of its main reasons. After more than 20 years of development, the practice of Chinese and foreign cooperative schools has changed, and the situation and problems have changed, but its basic law has not been revised since promulgation. For example, the aforementioned foreign institutions continue to increase the threshold for admission. If there is relevant legal basis, it can protect the legitimate rights and interests of students.

Li Yan pointed out that in fact, the operation and implementation of the two documents of the two documents of many colleges and universities in the operation of Chinese and foreign cooperative school projects in many universities are not in place. For example The highest management institution, rather than simply returning to colleges to manage itself. "It is necessary to support more follow -up documents to ensure that Chinese and foreign cooperative schools are given appropriate status to better achieve their school goals."

At present, there are two main platforms and two mechanisms for the supervision of Chinese and foreign cooperative schools, namely the platform, evaluation mechanism and punishment mechanism of foreign regulatory networking platforms and certificates identification platforms.

Meng Zhongyuan said that the supervision should be more in place. For example, the legal compliance of foreign parties is supervised throughout the process. In 2020, Hainan Province took the lead in implementing a new model of joint examination and approval of the Ministry of Cooperation at the undergraduate level above the undergraduate level, which gave a good signal to local decentralized management.

Risk control should also be strengthened. It is necessary to supervise the quality guarantee of foreign institutions, such as the approval of the qualifications of foreign teachers, the resources provided in the teaching process, and the quality guarantee of online teaching. "Only by implementing risk control can we truly improve the quality of Chinese and foreign cooperative schools." Meng Zhongyuan said. not

"China Science News" (2022-07-26 The 4th edition of Higher Education Gathering)

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