An Approach To China's International Education Policy

From the viewpoint of international relation and education policy, this research takes the international education policy as a whole to be studies. Methods like historical review, comparative studies, interview and field survey are used. Historical review for China's international education policy development, comparative studies for education export and import countries, policy environment, international strategy, policy objective and decision making, system improvement are studied in turns.National interest is the highest principle for international education policy, no matter it's in education export countries or education import countries. One of the important tasks for China's international education policy is to adapt itself to the international education environment during the new period. The internationalization and service trade are the main impacts to it recently.The international education strategy is the core for the international education policy. Ideas of interdependence, to make the cake bigger together, try to have a win-win or win-together solution are discussed. To learn, to merge, to create, to take part in, to open more and to be integrated, several strategic ideas are well recommended.For education sovereignty, the national interest is reflected as its ultimate value. To understand more about the limitation to the education sovereignty from the accession to WTO, and readjust the concept of the education sovereignty should be emphasized. However, for education sovereignty, it must not be lower out guard. Supervision to international education should be enhanced.Several policy objectives for China's future international education policy are put forward, such as promotion of international understanding education. China's international education decision-making process is discussed. Countermeasures to improve the international education policy are suggested; systematic design, policy value creation, policy quality improvement, and research capacity building for the international education.Field surveys to foreign countries, formal or informal interviews to nearly 100 top officials from top government level to education counselors, and university presidents both from home and abroad have been made. Took part in some national education policy making process, fulfilled some relevant research projects, as well as the personal experience from the daily work in a municipal government education commission international exchange department, all these deepen and enrich this research. Perhaps this is the main feature of this dissertation, besides the systematic studies, multi-disciplinary perspective of international relation, public policy behavior and education.