A Study On The Educational Cooperation And Modes Evaluation Between China And Russian-speaking Countries

The 2019 coronavirus pandemic,Sino-U.S.relations and other international events have aggravated the increasingly complex and changeable international situation.The international landscape is in the process of reshaping,which highlights the importance of cooperation between China and other countries,especially the Russian-speaking regions headed by Russia,which maintain good relation with China.In 2013,President Xi Jinping successively proposed major initiatives to jointly build the“Silk Road Economic Belt”and the“21st Century Maritime Silk Road”,which enabled the Russian-speaking countries and China to carry out extensive cooperation in various fields.Educational cooperation plays a fundamental and leading role in national cooperation.Under the background of the new era,the way to use scientific evaluation methods to study the cooperation models of China and Russian-speaking countries has far-reaching significance theoretically and practically on the basis of early national educational cooperation practices.Judging from existing practices and literature,national educational cooperation consists of many forms and involves multiple dimensions.In terms of time dimension there are short-term,medium-term,and long-term;regarding target dimension there are degree education and non-degree education;as for levels there are projects,organizations,regional and national levels.Starting from the national level,this article studies the cooperation and models in higher education between China and nine Russian-speaking countries composed of Russia,Belarus,Kyrgyzstan,Kazakhstan,Ukraine,Georgia,Azerbaijan,Armenia and Moldova,mainly based on Potential Theory.The analysis of the economic development and talent demands of the Russian-speaking regions,the study of willingness to cooperate in education,the risk assessment of national education are the core factors of the construction of models of educational cooperation.Firstly,this dissertation is aimed to construct an index system that reflects the intensity of talent demands based on the“Five Connectivities”policy.The analytic hierarchy process(AHP)is used to study the mechanism of the policy on the talent demands of each country in the Russian-speaking regions and the main influencing factors of talent demands.Also this dissertation quantitatively analyzes the spatiotemporal distribution characteristics of talent demands in each of the Russian-speaking countries by dividing the forecast of talent demand into quantity and domain dimensions and exploring the spatiotemporal evolution law helped by the grey prediction theory in order to provide data support for the evaluation of educational cooperation model parameters.Secondly the study discusses various factors that affect the willingness to cooperate in education between China and the Russian-speaking areas,constructs a model of influencing factors in the willingness to cooperate in education,proposes relevant hypotheses,designs questionnaires,collects the data for empirical analysis,and uses structural equations to analyze the collected data of stakeholders to verify the model and related assumptions.Thirdly the risk indicators for evaluating national educational cooperation are screened out to construct the risk assessment model of the national educational cooperation.With the aid of the factor analysis and the sample data from the nine Russian-speaking countries,each variable is condensed into a factor and the proportion of the variance contribution rate of the factor to the cumulative variance contribution rate is taken as the weight so as to obtain the quantitative formula for the evaluation of the national educational cooperation environment.Based on what is obtained,the comprehensive score and ranking of the national risk in the Russian-speaking regions could be achieved.Finally based on the Potential Theory,the Potential Theory formula of educational cooperation is constructed including such factors as the need for educational cooperation,the willingness to cooperate in education,and the risk,depth,benefits and cost of the educational cooperation.The evaluation model of national educational cooperation mode founded on the Potential Theory is built and verified by using the relevant data in the previous chapters.This dissertation solves the quantitative problem of the national educational cooperation model research,breaks through the traditional thinking of qualitative research,and systematically and comprehensively predicts the domain and quantity of talent needs for a start.Through public opinion surveys and path analysis of cooperation willingness,the introduction of cooperation risk assessment and depth,benefits,costs and other factors of comprehensive educational cooperation,this dissertation innovatively constructs the potential energy model of the educational cooperation and quantitatively evaluates the educational cooperation models between China and the Russian-speaking regions using official data.This dissertation proposes a brand-new research system for educational cooperation models.It is the first to carry out a quantitative study of the educational cooperation models between China and Russian-speaking countries,and it has improved the multi-dimensional index system in the field of national educational cooperation research.The results of the research can also be used in the future to quantitatively evaluate the educational cooperation models of other countries,such as China and the United States and China and Europe.The study with the historical background and forward-looking perspective is based on reconstruction of the pattern of international educational cooperation triggered by the current unpredictable international situation.The research result of this article is an assessment of the future trend of educational cooperation between China and Russian-speaking countries.It can provide a more comprehensive,objective and realistic basis and quantitative analysis for formulating the 14^thfive-year plan for national educational development and related international cooperation policies,the top-level design of international educational cooperation and a reference for quantitative decision-making for departments of education and institutions at all levels to improve cooperation efficiency and reduce cooperation risks.