On Chinese-Foreign Cooperation In Running Schools

Since the 1980s, the economical globalization has spread to the whole world gradually. Its development improves the globalization of education, especially the higher education. In the background of economical and educational globalization, the Chinese-Foreign Cooperation in Running Schools (CFCRS) arises at the historic moment. Our country has joined the World Trade Organization (WTO) in November, 2001.As a member of the WTO, our country promised to open our education market limitedly according to the General Agreement on Trade in Services (GATS) .In 2003 our country has formulated the Regulations of the People's Republic of China on Chinese-Foreign Cooperation in Running Schools which further promoted the development of CFCRS. By the end of 2002, there are about 712 Chinese-foreign cooperatively-run schools and programs of CFCRS, 9 times more than that in 1995and it increases to about 1300 in the early of 2006.China has made a big progress in running CFCRS.To us, CFCRS is a new thing and we do not learn much about it. Therefore, we should study it further. After a brief introduction in the various aspects of CFCRS, this paper focuses on these two important questions: one is how we can protect the educational sovereignty when we operate CFCRS and the other is how to construct a system to ensure the quality of CFCRS. By the end, the author tries his best to find a good way to protect our educational sovereignty and construct a system to ensure the quality of CFCRS.This paper has five parts:The first part is the introduction. It mainly introduces us the topic, the significance and the conclusion of the research work about CFCRS at home and abroad, the research procedures and the research methods of this paper.The second part is a brief introduction of CFCRS in different aspects. The content of this part includes: the WTO and CFCRS; the concept of CFCRS; the meaning of the Chinese-foreign cooperatively-run schools; the cooperation model of CFCRS; the history of CFCRS; the significant of CFCRS; the driving force of the development of CFCRS; the status of CFCRS and the problems existed in CFCRS. The third part is the study of CFCRS on how to protect the educational sovereignty. Firstly, this part introduces the concepts of sovereignty, national sovereignty and educational sovereignty. Secondly, it addresses the relationship between educational sovereignty and national sovereignty and other things about them. Then it focuses on the development of national sovereignty and education sovereignty. The content of national sovereignty and the education sovereignty changes with the historical development. In the background of economic globalization, especially in accession to the WTO which is a global organization, national sovereignty and educational sovereignty have been a part of international system and a part of sovereignty has been transferred. This means that we must abandon the traditional concept of absolute sovereignty. Nowadays, China's Educational sovereignty is the education legislative power, judicial power and administrative power. Only a firm grasp of these powers can ensure the core of our educational sovereignty and non-violation of sovereignty. However, China's educational sovereignty will still be threatened in the process of opening to the outside world in some level. The last of this part is the analysis of how the influence of CFCRS to educational sovereignty in the new situation and some measures to safeguard the sovereignty of our education. These measures are: 1. We should establish a correct and up-to-date concept of education sovereignty; 2. We should understand the rules of the WTO and improve the relevant laws and regulations; 3. It is positive for us to carry out the "going out" strategy, and make efforts to exploit the international education market to spread the excellent Chinese culture to the world; 4. We should deepen the reform of the educational system, and continue to improve China's international competitiveness and the strength of our education and enhance the ability to resist the invasion; 5. We should strengthen the education about patriotism and Chinese culture by some more effective educational forms.The fourth part discusses the topic of the construction of a system to ensure the quality of CFCRS. The beginning of this part is the introduction of the research situation of the quality assurance system of the cross-border education around the world. And then, it shows the readers the quality problems of CFCRS and why these problems exist. The next section is the comparison between China and other countries or regions in the field of ensuring the quality of CFCRS. The objects of the comparison are Britain and Australia which are the important education exporting countries and Malaysia and Hong Kong, the two typical education importing country and region. The last section of this part proposes the measures of the construction of a quality assure system of CFCRS. The external ( macroscopical ) quality managing measures are to establish and improve laws and regulations of ensuring the quality of CFCRS, be strict with examination and assessment, to establish of an advisory and information service system, to strengthen the authentication of certificates and multi-sectional coordination, to strengthen the international cooperation, to establish an independent evaluating organization, to research and development of the evaluation standards of cross-border education, to evaluate CFCRS and establish a club of CFCRS. The internal (microscopical) quality managing measures are to enroll the high quality students, to develop a group of high-quality teachers, to select and educational achievements, to establish and improve the internal self-monitoring system and enhance the management of the students.The fifth part is the conclusion.