Research On Polycentric Governance Of International Chinese Education In The New Era

As the world undergoes the greatest unprecedented changes in the last century,the international situation has undergone profound and complex changes,humanistic exchanges and cultural understanding among the nations therefore have become more and more important.International Chinese education,with its value-oriented approach of meeting global demand for Chinese learning,is an important public product of language services provided by China to the international community.International Chinese education is an important part of global education for international understanding,and its functions and values make it an important force in promoting humanistic exchanges between China and foreign countries,promoting the progress of human civilization and building a "community with a shared future for mankind".International Chinese education is not only a key component of China’s national language governance,but also an important international practice for China’s participation in global governance.The establishment of the Center for Language Education and Cooperation and the Chinese International Education Foundation in 2020 and other relevant institutions is an important macro organizational restructuring of international Chinese education,marking that international Chinese education has officially entered a new stage of transformation and upgrading,high-quality and connotative development.Optimizing the supply of language services has become the basic value and main development goal of this period.Besides,promoting the upgrading of governance and improving the effectiveness of international Chinese education in the new era are not only an important path for to optimize the supply of public products of language services,but also a key task in this period for China,a native language country and the main supply-side subject of international Chinese education.The participation of social and market organizations has stimulated the momentum of international Chinese education and accumulated rich practical experience for the transformation and upgrading of international Chinese education governance.In the new era,China,as the main supply side of international Chinese education,has established a new governance structure and institutional framework with the participation of multiple subjects such as government agencies,various institutions,social organizations and market organizations,etc.Under the current organizational structure,it is an issue of great concern at the official,school and academic levels as to how to give full play to the roles and functions of multiple subjects and their cooperative relationship with each other through proper positioning,therefore realizing mechanism innovation and commissioning to match the existing system,and improving the quality of international Chinese education language service.Taken all above mentioned into consideration,it is of great theoretical practical significance,from the perspective of governance,to probe systematically into the historical practice and realistic basis of international Chinese education governance,put forward the ideal governance model and its practical application of international Chinese education in the new era,and give better play to the functions and advantages of the new system.This paper focuses on the core issue of how to achieve better governance of international Chinese education in the new era,and attempts to construct a polycentric governance framework for international Chinese education that both conforms to the development needs of the new era,historical practice and realistic foundation,and follows the rules of global language international education governance.In order to achieve the above-mentioned research objectives,under the basic paradigm of social constructivism,this study adopts the theory of polycentric governance and role theory as the core theoretical foundation,and comprehensively uses the historical research method,interview method and comparative analysis method to address the following issues:First,the concept and connotation of international Chinese education governance and polycentric governance are explained theoretically in the context of the new era of international Chinese education needs,the real development situation and the external environment.Second,review the historical development process from management to governance of international Chinese education,summarize the characteristics and achievements of management or governance at each stage,and analyze the challenges and problems of international Chinese education governance at the stage of transformation and development.Third,explore the characteristics and patterns of international education governance of languages led by other countries and supranationals around the world,so as to provide an international reference for international Chinese education in the new era.Fourth,drawing on polycentric governance theories and role theories,synthesizing the history and current situation of international Chinese education governance,and referring to the rules and experiences of global language international education governance,this paper discusses the roles and functions and interactions of multiple subjects in the governance structure of international Chinese education in the new era,and constructs a polycentric governance framework for international Chinese education that meets the development needs of the new era.Fifth,propose the prerequisites,application fields and support for the implementation of the theoretical framework of polycentric governance of international Chinese education in the new era,and provide suggestions for moving from theoretical research to practical implementation of polycentric governance of international Chinese education in the new era.The specific contents of this paper are as follows:Chapter 1 introduces the proposal of the research problem of polycentric governance of international Chinese education in the new era and its theoretical and practical significance.On the basis of combing the current research status of the literature in this field,the core issues,logical framework and research methods of this paper are identified.Chapter 2 lays the research foundation of this paper from three aspects:the needs of international Chinese education in the new era,the realistic foundation and the theoretical basis of polycentric governance of international Chinese education.The new stage of development has witnessed the transformation of core tasks,major contradictions,and challenging opportunities facing international Chinese education.The new development concept of openness,inclusiveness,standardization,coordination,and innovation,as well as the new development pattern of international Chinese education system construction,supply-side structural reform,and intelligent education system creation have put forward new requirements for governance optimization and upgrading.The organizational structure reform involving multiple subjects such as government,institutions,society,and market,the external drive to upgrade Chinese governance,and the response to the complex international environment are the realistic basis of polycentric governance of international Chinese education in the new era.International Chinese education polycentric governance is a system containing governance objects,governance subjects,governance modes,and governance levels,with the goal of optimizing the supply of international Chinese education language services,realizing the transformation and upgrading development of international Chinese education and maximizing the public interests in the new era.Based on clarifying the concept of polycentric governance in international Chinese education,this chapter establishes a theoretical basis for the construction of polycentric governance in international Chinese education in the new era through synthesizing and analyzing the applicability of social construction theory,polycentric governance theory and role theory.Chapter 3 explores the historical practice of international Chinese education from management to governance and the real challenges of governance after transformation and upgrading.The practice of international Chinese education governance comes in to being before theoretical research.From the perspective of governance,the management or governance models of international Chinese education have distinctive characteristics at different stages.The analysis of the facts and characteristics of different development stages of international Chinese education governance reveals that international Chinese education governance has made major achievements in the development process,such as the orientation determination from traditional management to modern governance,the structure reorganization from power center to horizontal and vertical differentiation and the transformation from political instruments to social and market instruments.The study also found that challenges and difficulties still remain in the institutional,structural and individual aspects of international Chinese education governance after structural transformation,including institutional ambiguity,imbalance in the interface between Chinese and international rules,lack of market and social governance,insufficient institutional autonomy,and low ability and willingness of key key figures in governance.The discussion on the historical experience and real problems of international Chinese education governance not only provides a practical basis for exploring international Chinese education governance in the new era,but also demonstrates at the same time the necessity of constructing polycentric governance.Chapter 4 focuses on the characteristics and rules of international educational governance of languages under the domination of other countries and supra-nationals around the world,and provides insights and references for polycentric governance of international Chinese education in the new era.Currently,countries and international organizations around the world have accumulated rich experience in the governance of language international education and they are actively promoting the upgrading of language international education governance.Being the representatives of influential countries and international organizations in the field of international governance of language education,the United Kingdom,the United States,France and UNESCO have developed their own distinctive governance models in their long-term practice.The comparative analysis of the governance subjects and modes of the above countries and international organizations reveals that the four governance modes,namely,British organizational autonomy mode,American group-pattern mode,French government-centered mode,and UNESCO multi-party collaboration mode,are different in terms of value orientation and driving mechanism,subject ability,power flow and interaction,and main tools and monitoring and evaluation.However,there are also common patterns in governance subjects,governance structures and governance modes,which can provide inspiration and reference for polycentric governance of international Chinese education in the new era.Chapter 5 constructs a theoretical framework for polycentric governance of international Chinese education in the new era.First,it puts forward the logic of goal,direction,path and culture of polycentric governance of international Chinese education in the new era..Secondly,it discussed the main advantages of polycentric governance of international Chinese education in the new era in four dimensions:government,institutions,society and market.On this basis,this chapter constructs a basic framework for polycentric governance of international Chinese education in the new era.The subject system of polycentric governance of international Chinese education in the new era is a multi-agents system that includes government agencies at the national level,government agencies,non-governmental organizations and social groups at the sub-national level.Government agencies,institutions,social organizations.market organizations,teachers and students as the main body in the international Chinese education have different functions and play different roles in the management.Through different forms of interactions such as service guidance,cooperative interaction,cooperative competition and supply evaluation,the different subjects form a polycentric governance cooperation network and build a basic framework of polycentric governance of international Chinese education in the new era.Chapter 6 discusses the conditions,fields and support of the theoretical framework of polycentric governance and puts forward relevant suggestions.The implementation of polycentric governance of international Chinese education requires,first of all,the environmental conditions of China’s basic institutional structure and political culture,the legal conditions of internal and external legal interpretation of international Chinese education,the platform conditions of equal participation of multiple subjects in decision-making and the emotional conditions of initial trust and cooperative recognition of multiple subjects.Secondly,since polycentric governance of international Chinese education is a complex and dynamic system,different governance models should be adapted according to different fields under a basic framework in order to solve the problems.International Chinese education polycentric governance can be implemented in many different fields such as resource governance,talent governance,operation governance,and risk governance.The study analyzes the main functions undertaken by multiple subjects in different governance fields and the cooperation among them respectively,and provides references for the application of international Chinese education polycentric governance in the new era.The chapter concludes by exploring the implementation support for polycentric governance of international Chinese education in the new era,and putting forward suggestions for the development of five aspects:concept,system,mechanism,organization,and tools.Chapter 7 reviews and summarizes the content and main findings of the study,presents the innovations and limitations of the study,and proposes research prospects for the future.