Chinese-foreign cooperation in running schools means that foreign legal person organizations, individuals and relevant international organizations cooperate with educational institutions with legal person qualifications and other social organizations in China to set up educational institutions mainly for China citizens in China to carry out education and teaching activities. Sino-foreign cooperation in running schools is an inevitable product of the trend of globalization in the world today. So, what is the significance of Sino-foreign cooperation in running schools? Next, I will tell you about the significance of Sino-foreign cooperation in running schools. Come and have a look.
1+2+ 1 segmented education
In the first year, students of this cooperative project studied in China, laying a solid foundation and improving their foreign language listening, speaking, reading, writing and speaking abilities. Starting from the second year, they went abroad to study professional basic and professional courses for two years, and completed the teaching plan of most degree courses. In the last year, I returned to domestic universities to complete the professional and thesis defense of degree courses, and both sides recognized credits. Students can obtain degree certificates issued by both Chinese and foreign parties, and those with excellent grades can directly enter the partner to study for a higher degree.
2+2 subsection education
The students in this cooperative project studied in China for the first two years, hired teachers from partners to undertake some courses, used foreign textbooks, and conducted teaching and examinations according to foreign models, so that students could get in touch with the educational methods of overseas educational institutions in advance before going abroad. In the last two years, students go to overseas educational institutions to study, and the credits are recognized by both parties. Students who complete the teaching plan of degree courses and complete the thesis and defense as required can obtain degree certificates issued by both Chinese and foreign parties. The two sides set up a joint management team to communicate with the management in time to ensure the teaching quality of cooperative education. Excellent students can go directly to their partners to study for a higher degree.
4+ 1 segmented education
The cooperative project fully introduces foreign advanced educational resources, and foreign educational institutions undertake 30% of the courses, send their excellent teachers and use their teaching materials to teach in China. The two sides set up a joint management team to manage and communicate in time to ensure the teaching quality of cooperative education. During the study period, students can complete the teaching plan, thesis and defense of degree courses as required, and get the China degree certificate and the foreign realistic graduation certificate. Those with excellent grades can go directly to the partners to study for a higher degree.
3+ 1+ 1 segmented education
Students in this program studied in China for the first three years, and introduced some courses and teaching materials from overseas educational institutions and teachers' teaching plans to complete the degree courses. In the fourth year, students go to overseas educational institutions to study, complete papers and defense, and both parties recognize credits. Students can obtain degree certificates issued by both Chinese and foreign parties, and students can directly enter overseas partners to pursue higher degrees.
The above-mentioned Sino-foreign cooperative education model has greatly enriched the forms of running universities in China. Through cooperative education, the educational reform in China has been accelerated and the internationalization of education in China has been promoted. Its effect is remarkable: introducing overseas high-quality educational resources. Through cooperation in running schools, we have introduced the school-running ideas of overseas educational institutions, broadened our horizons, updated our concepts, and established the training objectives facing the world.
Significance of Sino-foreign cooperation in running schools
Excellent foreign teachers and advanced teaching methods have been introduced. Through cooperative education, a group of outstanding foreign teachers have come to Chinese universities to undertake teaching tasks. Foreign teachers' participation in teaching not only introduces advanced teaching methods, but also allows students to contact and understand the interactive and heuristic teaching methods of overseas educational institutions through case teaching, classroom discussion, classroom defense and demonstration teaching, which enriches students' knowledge, broadens their thinking and improves their ability to integrate theory with practice.
Introduced advanced management mode. Through cooperative education and foreign direct participation in management, advanced foreign degree evaluation system, teaching evaluation, curriculum evaluation and management system have been introduced to promote teachers to continuously improve their teaching level and ensure the standardization, institutionalization and internationalization of teaching quality and teaching management.
Introduce the latest foreign textbooks. Through cooperative education, the latest and excellent original textbooks and reference books from abroad have been introduced, which has accelerated the updating of textbooks in China and kept pace with the development of international education.
The construction of teaching staff was accelerated. Invite famous foreign professors, experts or academicians to be honorary or part-time professors in China universities through cooperative education. Invite excellent foreign teachers to give lectures and give lectures in China universities, and send China cooperative teachers and managers to overseas cooperative schools for further study, so as to understand, learn and master advanced foreign teaching and management concepts and methods. The interaction of talent exchange in colleges and universities has promoted the construction of teaching staff and the improvement of teaching quality. Teachers' bilingual teaching ability has been improved, their basic knowledge has been consolidated, their horizons have been broadened, the latest development of teaching and scientific research has been understood, a number of subject leaders have been trained, and the construction and internationalization of teachers and managers have been promoted.
It has promoted the international development of young teachers' scientific research projects. Through cooperation in running schools, inviting foreign experts to give lectures, and giving special academic reports, young teachers are stimulated to master the latest academic trends and explore academic issues, so that they can be active in the international academic arena, further broaden their horizons, make international friends, understand and obtain the latest trends and information in related fields, and effectively promote the teaching and scientific research ability and level of young teachers.
It has promoted the international development of cooperation between universities and Industry-University-Research. Through in-depth cooperation and exchanges with international cooperative education institutions, cooperative education has gradually developed from teaching to a cooperative mode combining cooperative scientific research with Industry-University-Research. Relying on the research strength of universities and the support of the government, the two sides vigorously develop and develop high-tech industrial parks, promote the development of science and technology through the trilateral relationship between universities, enterprises and the government, establish business incubators, and promote the transfer and application of scientific research results, patents and technologies. The development of Industry-University-Research has injected new vitality into teaching and scientific research in colleges and universities, and accelerated the development of internationalization of education.
It promotes and accelerates the internationalization of education in China. Through cooperation in running schools, China's education will go global, integrate into the international community, and push China's education to the big stage of international education. Let the world have a more objective, comprehensive and multi-angle understanding of education in China. Through the interaction between teachers and students, China's education has really gone out, and China's voice, image and education have been valued and praised on the international education stage. At the same time, it has effectively promoted the development of overseas students' work in China and accelerated the internationalization of education in China.
Sino-foreign cooperation in running schools is a new thing with the reform and opening up and economic globalization in China. It not only directly introduces overseas high-quality educational resources, but also makes us fully realize the inevitability and importance of internationalization of higher education, and makes us determine the training goal of international talents. Promote the internationalization of personnel exchange, curriculum, scientific research and management mechanism through cooperative education.
However, there are also some problems in the implementation of cooperative education, which need to be run-in and improved. In order to attract students, some cooperative schools blindly set up new and popular majors, such as e-commerce and logistics. Without considering whether the basic conditions for running a school can meet the requirements of these new majors. This kind of quick success and instant benefit leads to no professional teachers to teach students after entering the school, and many students rely on self-study. Supporting facilities such as laboratories and practice bases have not been established, leaving students with neither theory nor practice. Lack of professional books and poor professional knowledge. This has seriously affected the teaching quality of cooperative education objectively.
At the same time, the construction of cooperative teachers can not meet the basic requirements of running a school, and there are widespread problems of unreasonable structure and level of teachers. Due to the low level of teachers and poor teaching effect, it also affects students' enthusiasm for learning, resulting in the educated paying high tuition fees but not enjoying high-quality teaching resources. In addition, some cooperative schools are not strict enough in diploma management, and there is a phenomenon of issuing diplomas indiscriminately. With the continuous development of Sino-foreign cooperative education, there are more and more forms of obtaining degrees, and now there is even the phenomenon of obtaining foreign diplomas through distance education and online education.
At present, some educational institutions in society, especially those that are not qualified to carry out postgraduate education, jointly organize so-called "degree courses" and "postgraduate classes" with overseas institutions, deliberately blurring the nature of non-degree and non-degree training, and awarding degrees in disguise in school-running activities without the approval of the the State Council Academic Degrees Committee. According to relevant regulations, the State Council Academic Degrees Committee is responsible for approving the granting of overseas degrees for cooperative education projects. If it is not restricted, it will inevitably lead to the indiscriminate issuance of diplomas, which will directly harm the interests of students and the smooth development of Sino-foreign cooperation in running schools. Due to irregular management, Chinese-foreign cooperation in running schools has introduced some foreign educational resources with short history and low level, exaggerated publicity to attract students, paid attention to economic benefits and profit sharing ratio, paid little attention to the quality and characteristics of running schools, and only sought return on investment without asking about the quality of education.
It is not uncommon to make use of the blind spot of China's policy and cooperate with the situation of "selling diplomas".
Conclusion: Cooperative education has introduced overseas high-quality educational resources, including school-running ideas, teaching and management methods, teachers, majors and courses, as well as advanced teaching techniques and means, resulting in many new and advanced new majors. Through Sino-foreign cooperation in running schools, we can directly communicate and cooperate with developed countries in the world in a wider field and at a higher level, broaden our horizons, update our concepts, establish a training goal facing the world, accelerate the internationalization of China's education, improve the international competitiveness of China's education, and cultivate compound international talents to meet the needs of social development.
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Brief introduction of Sino-foreign cooperation in running schools
Nanchang Hangkong University currently cooperates with Griffith University in Australia, Northern Iowa State University in the United States and Worcester University in the United Kingdom. The enrollment majors are electronic information engineering, environmental engineering, English, business administration and international accounting. In 20 16 years, the number of students in Sino-foreign cooperation projects exceeded 1000. The school has also carried out student exchanges with universities in more than 30 countries, including the United States, Britain, Australia, Finland, France, the Netherlands, Canada, South Korea and Japan. In 20 16, * * * sent 8 1 students abroad for exchange. The Institute of International Education (Office of International Cooperation and Exchange) is responsible for the teaching management of project students.
Professional introduction
Environmental engineering (Sino-foreign cooperation project)
This major (registered environmental engineer, science, cooperating with Griffith University in Australia) trains high-quality, compound and international environmental engineering talents who meet the needs of international environmental engineering construction, have basic theories and professional knowledge of environmental engineering, have strong engineering practice ability, innovative consciousness and good comprehensive quality, understand management, technology, economy and laws and regulations, introduce major courses of registered environmental engineer, obtain basic training for engineers, and have the ability to participate in international competition. This major focuses on strengthening the cultivation of English and professional ability. IELTS is introduced into English teaching, and some specialized courses are taught by foreign original textbooks and excellent teachers selected by Griffith University. The academic system lasts for 4 years, and students complete their studies with qualified results and obtain a bachelor's degree in environmental engineering. In the third academic year, students can choose to study at Griffith University in Australia (IELTS scores must meet the admission requirements). If they study at Griffith University and meet the degree-granting standards of the university, they can get a bachelor's degree in environmental engineering from both our school and Griffith University.
Main courses:
IELTS English listening, speaking, reading and writing, engineering mechanics, surveying, fluid mechanics and fluid machinery, environmental engineering microbiology, inorganic and analytical chemistry, water pollution control engineering, air pollution control engineering, solid waste treatment and recycling, and physical contamination control engineering.
Employment field:
Graduates can engage in environmental engineering design, construction, management, research, education and pollution control in multinational enterprises, design units and scientific research units.
Electronic information engineering (Sino-foreign cooperation project)
This major (Science, in cooperation with the University of Northern Iowa) adopts the talent training mode combining engineering education with engineering training, based on electronic technology, information technology and communication technology, with hardware circuit design and software development as the core and engineering application as the goal, and has distinctive professional training characteristics in microprocessor measurement and control system, information processing and software and avionics system design. On the basis of strengthening IELTS teaching, we should pay equal attention to the introduction of innovative technology and the training of basic skills; This major focuses on strengthening the cultivation of English and professional ability. IELTS is introduced into English teaching, and some professional courses are taught by excellent teachers selected by the University of Northern Iowa. The academic system lasts for 4 years, and students complete their studies with qualified results and obtain a bachelor's degree in engineering. Students can choose to study at the University of Northern Iowa in the third academic year (IELTS scores must meet the admission requirements). If they study at the University of Northern Iowa and meet the degree-granting standards of the school, they can get bachelor's degrees from our school and the University of Northern Iowa at the same time.
Main courses:
IELTS English listening, speaking, reading and writing, college physics, circuit analysis, pulse and digital circuit, high frequency electronic circuit, communication system principle, single chip microcomputer technology, digital signal processing.
Employment field:
Graduates can engage in the research, design, manufacture and development of electronic equipment, computer application systems and information systems in electronic and communication enterprises.
Business administration (Sino-foreign cooperation projects)
This major (international enterprise management direction, combining arts and sciences, cooperating with the University of Worcester, UK) trains students who meet the needs of international economic and social development, have strong English ability, solid professional foundation, strong practical ability, teamwork and innovative entrepreneurial spirit, have knowledge and ability in management, economy and law, master the practice and skills of international enterprise management, master various qualitative and quantitative analysis tools, and can engage in multinational companies, foreign-related enterprises, financial enterprises and management consulting enterprises. This major focuses on strengthening the cultivation of English and professional ability. IELTS is introduced into English teaching, and some specialized courses are taught by teachers selected by Worcester University. The academic system lasts for 4 years, and students complete their studies with qualified results and obtain a bachelor's degree in management. In the fourth academic year, students can choose to study at the University of Worcester (IELTS score must meet the entrance requirements). If they study in the UK and meet the criteria for awarding degrees from the University of Worcester, they can get a bachelor's degree in management from our school or a bachelor's degree in business administration from the University of Worcester.
Main courses:
Management, microeconomics, advanced mathematics, statistics, accounting, financial management, international marketing, cross-cultural management, human resource management, capital operation, enterprise strategic management, transnational mergers and acquisitions, international finance, international trade, etc.
Employment field:
Graduates are mainly engaged in enterprise management in multinational corporations, foreign-related enterprises, financial enterprises and management consulting enterprises.
Accounting (Sino-foreign cooperation project)
This major (International Accounting, a combination of arts and sciences, in cooperation with the University of Worcester, UK) aims to train students to have a solid foundation of economic management, understand and master the theories and trends of economic management at home and abroad, master the professional knowledge of accounting management at home and abroad, have the ability of accounting management decision-making and practice, be familiar with internationally accepted accounting rules, constantly improve the basic skills of listening, reading, writing and translating in English, and cultivate students' professional ability to handle foreign-related accounting and financial management in English. This major focuses on strengthening the cultivation of English and professional ability. IELTS is introduced into English teaching. Some specialized courses are taught by foreign teachers, using the original textbooks of the University of Worcester. The academic system lasts for 4 years, and students complete their studies with qualified results and obtain a bachelor's degree in management. In the fourth academic year, students can choose to study at the University of Worcester. If they study in the UK and meet the criteria for awarding degrees from the University of Worcester, they can get a bachelor's degree in management from our school or a bachelor's degree in business from the University of Worcester.
Main courses:
Principles of management, microeconomics, macroeconomics, management information system, statistics, accounting principles, financial management, international commercial law, financial accounting, cost accounting, management accounting, auditing and certification business, accounting information system, corporate taxation, international accounting, etc.
Employment field:
Graduates can engage in accounting practice, financial management and other practical work in multinational companies, accounting firms, foreign-related economic and trade departments, enterprises and institutions, and government agencies.
English (Chinese-foreign cooperation project)
This major (international trade, liberal arts, cooperation with the University of Worcester, UK) cultivates compound talents with strong communication skills such as English listening, speaking, reading, writing and translating, systematic knowledge of international trade and business, familiarity with international business practice and strong adaptability to occupations involving international business. Enable students to acquire profound and solid basic English language skills, and at the same time fully master the economic and trade professional knowledge needed for international trade practice; Special attention is paid to cultivating students' practical language application ability and ability to engage in international business activities, so that they can be competent in international trade, language translation, marketing, enterprise management and so on. Some courses of this major are taught by foreign teachers, using the original textbooks of the University of Worcester in the UK. The academic system lasts for 4 years, and students complete their studies with qualified results and obtain a bachelor of arts degree. In the fourth academic year, students can choose to study at the University of Worcester. If they study in the UK and meet the criteria for awarding degrees from the University of Worcester, they can get a Bachelor of Arts degree from our school or a Bachelor of Commerce degree from the University of Worcester.
Main courses:
English intensive reading, English extensive reading, English listening, spoken English, import and export English correspondence, business English conversation, economic principles, management, accounting, international marketing, international finance, international commercial law, international trade and practice, business English translation, etc.
Employment field:
Graduates are mainly engaged in international trade practice, business translation, marketing and other work in foreign trade enterprises, multinational companies and foreign-funded enterprises.
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