Progress Report - HRD 01/2010A Capacity Building for Policies and Monitoring of Cross-border Education in the APEC Region

Transcription

1 2011/SOM1/HRDWG/033rev1 Agenda Item: EDNET 10.2 Progress Report - HRD 01/2010A Capacity Building for Policies and Monitoring of Cross-border Education in the APEC Region Purpose: Information Submitted by: China 33 rd Human Resources Development Working Group Meeting Washington, D.C., United States 7-11 March 2011

2 Progress Report - Capacity Building for Policies and Monitoring of Cross-border Education in the APEC Region (HRD 01/2010A) 1. Background (Ministry of Education, People s Republic of China) Cross-border education refers to the movement of people, programmes, institutions, curricula and services in education across jurisdictional borders (OECD, 2007). In recent years, cross-border education has grown rapidly and become an important part of development cooperation projects, academic exchange programmes and commercial initiatives in the APEC region. For example, one-third of the world s international mobile students (in tertiary education) came from the APEC Region, and reached around 1 million (UNESCO, 2008). Meanwhile, the APEC region hosted more than 1.43 million international students, in other words, around 50 per cent of the world s mobile students study in the APEC region. Over 70 per cent of cross-border mobile students from APEC region choose to study in another APEC economy while only about 30 per cent move out of the region. In the APEC region, we have the biggest origin economy of international students, China, and the biggest hosting economy of international students, the United States. While cross-border education helps some economies to expand education systems and to increase the stock of highly skilled human capital, it also brings some challenges such as quality assurance and protection of students interest, integrity of private provider, brain drain, imbalance between inward and outward cross-border flows etc. Some providers neglect the need of monitoring cross-border education in pursuit of profits, while many developing members do not have the capacity and tools for effective monitoring. Failure of providing quality cross-border education and even closure of some institutions in some cases tremendously harm students interests and the sound and sustainable development of cross-border education. These trends raise new issues for policy makers and education stakeholders, from both providing and receiving economies of cross-border education. In order to promote the sustainable development of cross-border education and to assure every stakeholder benefits, it is essential to plan effective polices and to do practical monitoring by governments; it is also necessary to strengthen the collaboration among policy makers from APEC member economies. Therefore, People s Republic of China initiated, with the sponsorship of Australia, Chile, Indonesia, Korea, Malaysia, New Zealand, the Philippines, Thailand and the United States, the APEC project Capacity Building for Policies and Monitoring of Cross-border Education in the APEC Region in April, Objectives This project focuses on the following purposes: to develop common understandings about strengthening management and monitoring for cross-border education; to identify the common issues and challenges in this field; to share the best practice and successful experiences among APEC members; to promote cooperation in the field of policy-making and coordinating the monitoring of cross-border education among APEC economies. It will contribute to APEC member economies to improve the cross-border education quality assurance network, and to explore a cooperative mechanism for policy-making and monitoring among economies, esp. developing a network between and among the APEC economies in sharing information. This project will also raise the public awareness of APEC as it directly addresses some concerns of the students and their parents etc. The main activities in this project will include (1) a special survey about existing practices among APEC region; (2) case studies provided by participant members; and (3) a capacity building seminar, to share information on the common issues, challenges and best practices of cross-border education monitoring in APEC region (from information gathered through the survey), to develop a consensus on

3 agreed principles to underpin economies approaches to cooperation in the field of policy-making and coordinating the monitoring of cross-border education, and to identify the specific needs of individual economies to improve monitoring of cross-border education. As the proposing economy, China will be responsible for designing and conducting the survey among different economies, coordinating the case studies by participating economies and hosting the seminar. All the activities will be undertaken in , including the seminar held in Shanghai, China in June Progress and Outputs This project proposal has been approved by APEC in April, As the proposing economy, we communicated with secretariat and co-sponsors in time, and have achieved the following progress. (1) Special Survey According to the proposal, the special survey plays an important role in the project activities. We developed a questionnaire and conducted two rounds survey to each economy by through the APEC Secretariat. Up to now, there are seven economies who answered and submitted the questionnaire Policies and Monitoring of Cross-border Education in the APEC Region, including Australia, Japan, Mexico, New Zealand, People s Republic of China, Peru, and United States. The completed questionnaire provided detailed information about policies and monitoring of cross-border education, and achieved the expected results. (2) Outline for the Economy Case During the survey, we completed eighteen outlines about policies and monitoring of cross-border education for eighteen economies through desk study and workshop. The eighteen economies are Australia, Chile, People s Republic of China, Hong Kong, China, Indonesia, Japan, Republic of Korea, Malaysia, Mexico, New Zealand, Peru, The Republic of the Philippines, The Russian Federation, Singapore, Thailand, United States and Viet Nam. The outline highlights similarities and differences, and shows us the diverse models and instruments of polices and monitoring of cross-border education in APEC region. (3) Case Studies During the survey, we carried out some case studies. Up to now, we completed eight case studies, as follows: Challenges for Australian Universities in International Knowledge Transfer Partnerships (Australia) Quality Assurance on Chinese-Foreign Cooperation in Running School (China) Accreditation and Monitoring System for Cross-border Education (China) Information Management and Service for Cross-Border Education (China) International Cooperation for International Students Management (China) some good practices on cross-border education management on economy level (Australia) some good practices on cross-border education management on domestic level (China) some good practices on cross-border education management on domestic level (Japan) Other relevant case studies are in progress. These case studies provided some best practices on economy level and school level, and achieved the expected results. (4) Draft Initial Framework and Seminar Schedule According to the project planning, we shall hold a two-day seminar in Shanghai in June This seminar will focus on capacity building for policies and monitoring of cross-border education in the

4 APEC region. To ensure the successful convening of this seminar, and to achieve the expected results, we drafted the seminar schedule and initial framework for policies and monitoring of cross-border education, especially in the field of information sharing and cooperation in policy-making and the monitoring of cross-border education in APEC region. 4. Next Steps As the most important component of this project, we would held a two-day workshop in June 2011, in shanghai. The purposes of the workshop are: sharing information on existing management and monitoring for cross-border education development in APEC economies; sharing the best practices and successful experiences about management and monitoring for cross-border education among APEC members; identifying the common issues and challenges about management and monitoring of cross-border education in the APEC region; developing common understanding about strengthening management and monitoring for cross-border education in the APEC region; promoting cooperation in the field of policy-making and coordinating the monitoring of cross-border education among APEC economies. The workshop will be hosted by the Ministry of Education (MOE), People s Republic of China,in June 2011 in Shanghai. As the proposing economy, China welcomes your participation in this event. We are pleased to invite representatives from all the APEC economies to participate in the upcoming APEC workshop on Capacity building for policies and monitoring of cross-border education in the APEC region. We also welcome every economy to provide your case studies, economy perspective reports before 15 April 2011, and deliver your good practices during the workshop. We would be grateful for your assistance in nominating participants from your economy with expertise in regional cross-border education. Please send the name and contact details of your economy s nominated participant(s) to Prof. Zhu Xingde ( , zxd0001@yahoo.com; xingdezhu@126.com ) and Ms Liu Jiaming (+86(10) , liujm@moe.edu.cn by Friday 15 April You are also welcome to contact us if you have any questions or suggestions about the workshop.

5 Capacity Building for Policies and Monitoring of Cross-border Education in the APEC Region 33rd Human Resources Development Working Group Meeting People s Republic of China ( Washington D.C.) Contents: 1. Background 2. Objectives 3. Progress and Outcome 4. Next Steps 1

6 1. Background Cross-border education refers to the movement of people, programmes, institutions, curricula and services in education across jurisdictional borders (OECD, 2007). the world s international mobile students (in tertiary education) account tfor 3 million One-third of the international mobile students come from the APEC Region 2

7 50% of the international mobile students study in the APEC Region international students (in tertiary education) account for 3 million gobally Over 70% of the mobile students coming from APEC economies move within the APEC Region 3

8 In the APEC region, we have the biggest origin economy and the biggest hosting economy of international students. China is the main origin i economy of international students. There are totally 823,000 Chinese students studying abroad (2009), with an annual increase of about 200,000 The United States is the main destination for international students, attracting 690,000 foreign students(2009). People pay great attention to cross-border education in the APEC Region. 15 million APEC people concern safety and quality of education 3 million APEC families concern international safety and education quality Aus 1 million APEC students studying abroad 4

9 Challenges and issues: quality assurance protection of students interest integrity of private providers diploma mills brain drain imbalance between inward and outward cross-border flows (the college collapsed, the closure-student is crying) source: 5

10 We are Diploma Mills! (We welcome Cross-border Education rather than Diploma Mills.) the proposing economy: People s Republic of China Co-sponsor: Australia, Chile, Indonesia, Korea, Malaysia, New Zealand, the Philippines, Thailand and the United States 6

11 2. Objectives to develop common understandings about strengthening management and monitoring for cross-border education. to identify the common issues and challenges in this field. to share the best practice and successful experiences among APEC members. to promote cooperation in the field of policymaking and coordinating the monitoring of crossborder education among APEC economies. 3. Progress and Outcome (1) Special Survey Australia, Japan, Mexico, New Zealand, People s Republic of China, Peru, and United States (2) Outline for the Economy Case 18 economies (3) Case Studies 8 case studies (4) Draft Initial Framework and Seminar Schedule 7

12 4. Next Steps We will hold a two-day workshop in June, 2011, in shanghai tentatively. We are pleased to invite representatives from all the APEC economies to participate i t in the upcoming APEC workshop on Capacity building for policies and monitoring of cross-border education in the APEC region. APEC members are welcome to provide a case studies, economy perspective reports before 15 April 2011, and elaborate your good practices during the workshop. The purpose of the workshop are --sharing information on existing management and monitoring for cross-border education in development in APEC region economies; --sharing the best practice and successful experiences about management and monitoring i for cross-border education among APEC members; --identifying the common issues and challenges about management and monitoring for cross-border education in the APEC region; --developing common understanding about strengthening management and monitoring for cross- border education in the APEC region; --promoting cooperation in the field of policy-making and coordinating the monitoring of cross-border education among APEC economies. 8

13 Welcome to China. Welcome to Shanghai. The APEC two-day workshop about Capacity Building for Policies and Monitoring of Cross-border Education in the APEC Region will be held in June 2011 in Shanghai. Thank-You contact details ZHU Xingde Center for International Education Study Shanghai Academy of Educational Sciences 21, North Chaling Road, 20032, Shanghai, P.R. China 9