BUILDING UNIVERSITY TEACHERS’ GLOBAL COMPETENCE IN CHINA INTERNATIONAL COLLABORATIVE PROGRAMS
Globalization is shrinking the world and flattening the playing field at the same time (Friedman, 2005), and education is experiencing an inevitable trend to globalization (Zhou, 2009). International collaborative programs in higher education have been a notable presence of the educational globalization in China, particularly since the implementation of the open-door policy (Li, 2011). According to the most recent statistics, there are 628 Chinese-Foreign cooperation degree programs approved by the Ministry of Education of China (Ministry of Education of PRC, 2011). The newly promulgated Outline of China’s National Plan for Medium and Long-term Education Reform and Development (2010-2020) (Chapter 16), further stresses that China will continue to promote international exchange and cooperation in higher education, in order to cultivate large numbers of talents with global vision and capability of participating in international affairs and competition (Council of PRC, 2011). This National Plan further highlights these programs’ top priority of educating students to be globally competent, as it is imperative for graduates to be ‘global ready’ to compete in a demanding, constantly changing global economy.( “Global Competency”, 2010).
Global Competence China International Collaborative Program Higher Education
Danqing Liu
Florida International University
国内会议
海口
英文
17-19
2011-10-23（万方平台首次上网日期，不代表论文的发表时间）