Recently, the "CEAIE 2022 Vocational College Internationalization Development Report - Survey on the Current Situation of Sino-foreign Cooperative Education in Higher Vocational Education" was officially released during the 23rd China International Education Annual Conference and Exhibition, answering questions of widespread concern to the society.
It is understood that in order to improve the level of Sino-foreign cooperative education in vocational colleges, the China Education International Exchange Association has set up the topic "CEAIE 2022 International Development Report of Vocational Colleges - Survey on the Current Situation of Sino-foreign Cooperative Education in Higher Vocational Education" to conduct research and solicit collections from member units, which case studies the current situation of Sino-foreign cooperative education in vocational colleges.
The research report was completed by the China Education Online Research Team. The report conducted a survey on 107 vocational schools, including data on 22 Sino-foreign cooperative education institutions and 201 Sino-foreign cooperative education projects. The report analyzed quality construction of Sino-foreign cooperative education in higher vocational colleges from 7 dimensions, including teacher team construction, curriculum and teaching resource construction, teaching reform, and school-enterprise cooperation.
Researchers found that Chinese-foreign cooperative education institutions and projects in higher vocational colleges in China have grown rapidly in the past 10 years. It is understood that Sino-foreign cooperative education can take two forms: cooperative establishment of institutions and cooperative projects. Currently, there are more than 400 vocational schools in China that cooperate with foreign educational institutions in running schools. As of July 2022, there are 1,084 Sino-foreign cooperative education institutions and projects operating in higher vocational colleges (50 institutions, accounting for 22% of all cooperative education institutions, and 1,034 projects, accounting for 46%).
What major is the most popular? The number of applicants for science and technology majors was higher, followed by economic and trade majors
The Sino-foreign cooperative education institutions and projects surveyed this time involve 17 major categories and about 90 majors. Among them, the top five professional categories with the largest number of cooperations are finance and commerce, equipment manufacturing, electronic information, transportation, and civil engineering. On the whole, it shows the characteristics of science and technology, supplemented by economic and trade. This is basically consistent with the direction of the "Double High Plan" of vocational colleges. Survey data shows that about 50% of the cooperative majors in Sino-foreign cooperative education institutions and projects are national or provincial key construction majors, of which about 30% are national or provincial double-high construction major. From the perspective of industrial layout, it mainly serves the fields of modern manufacturing, strategic emerging industries and modern service industries.
Data show that currently, Sino-foreign cooperative education institutions and projects in higher vocational colleges approved by various provinces, autonomous regions, and municipalities and reported to the Ministry of Education for record have covered 28 provinces across the country (excluding Hong Kong, Macao, and Taiwan, the same below) except Tibet, Qinghai, and Ningxia Provinces (autonomous regions, municipalities directly under the Central Government), mainly concentrated in the eastern coastal areas. Among them, Jiangsu Province is the province with the largest number of Sino-foreign cooperative education in higher vocational colleges in China, followed closely by Shandong and Zhejiang.
Research data shows that Sino-foreign cooperative schools at the higher vocational and college level come from 29 countries and regions, mainly English-speaking countries. Among them, Australia has the largest number of cooperative schools, followed by Canada, the United States, and the United Kingdom. Among non-English speaking countries, the Asian countries with the largest number of cooperative schools are South Korea and Japan; the European countries with the largest number of cooperative schools are Germany and Russia.
Is it expensive? Most tuition fees range from 10,000 to 15,000 yuan per year
The research project shows that in terms of the types of foreign partner institutions, 64% of the partner institutions of Sino-foreign cooperative education institutions and projects are ordinary universities, and the partner institutions of the remaining institutions and projects are vocational schools and universities of applied technology.
The research project shows that in terms of the types of foreign partner institutions, 64% of the partner institutions of Sino-foreign cooperative education institutions and projects are ordinary universities, and the partner institutions of the remaining institutions and projects are vocational schools and universities of applied technology.
From the perspective of the nature of the cooperative institutions, 64% of the institutions and project cooperative institutions are public institutions, and the remaining institutions and project cooperative institutions are private institutions. From the perspective of the educational level of cooperative institutions, 54% of the institutions and project cooperative institutions are undergraduate-level academic education, 41% of the institutions and project cooperative institutions are junior college-level academic education, and a small number of cooperative institutions involve multiple educational levels. .
The analysis found that the academic system of Sino-foreign cooperative education institutions and projects in vocational colleges can be divided into two situations: 3+0 (three years at home, no going abroad), and 2+1 (two years at home, one year abroad). Survey data shows that about 83% of institutions and projects have a 3+0 academic system, and a few cooperate in a 2+1 format. In addition, there are a small number of institutions and projects with a 4-year, 4.5-year or 5-year academic system. They are comprehensive training programs, and students can obtain associate degree and bachelor's degree certificates from foreign institutions. According to researchers, the "n+0" model has the characteristics of low investment, completing the entire course study in domestic universities, and enjoying high-quality international education resources without going abroad. Especially under the epidemic, this model has greatly eased the problem of students going abroad. Learning difficulties.
The study also investigated tuition fees, a common concern among parents of students. According to the survey data, more than half of the institutions and projects participating in the survey have tuition fees between 10,000 and 15,000 yuan, and nearly one-third of the tuition fees are between 15,000 and 20,000 yuan. Only two institutions and projects have tuition fees between 10,000 and 15,000 yuan. Between 25,000-30,000 yuan. It can be seen that compared with the tuition fees of most Sino-foreign cooperative education institutions and projects at the undergraduate level, which range from 20,000 to 40,000 yuan, the tuition fees of Sino-foreign cooperative education institutions and projects in vocational colleges are somewhat lower, mostly between 10,000 and 20,000 yuan.
Going abroad? 90% of graduates from Sino-foreign cooperative education choose domestic employment and further education.
Education quality is the lifeline of running a school, and the core of education quality is the quality of the teaching staff, and Sino-foreign cooperative education is no exception.
This survey shows that the number of Sino-foreign cooperative education institutions and project teachers in most colleges and universities is between 10 and 40, accounting for about two-thirds of the surveyed colleges and universities. In terms of foreign teachers, about 70% of institutions have a proportion of foreign teachers between 20% and 40%, of which about 30% of institutions have a proportion of foreign teachers between 20% and 30%, and about 40% of institutions have the proportion of foreign teachers is between 30% and 40%.
The researchers pointed out that from the survey results, foreign teachers are the core of quality construction, but there are still some institutions that have not paid enough attention to it, and it is necessary to further build a complete teaching team structure for Sino-foreign cooperative education.
Among the colleges and universities participating in the survey, the academic qualifications of teachers in Sino-foreign cooperative education are mainly masters and doctoral degrees, and the proportion of teachers with graduate degrees or above exceeds that of teachers in general majors. Among them, about 80% of the teachers have a master's degree, accounting for more than 50%. Except for a few teachers who do not have a doctoral degree, nearly half of the schools have teachers with a doctoral degree, accounting for more than 30%. Researchers believe that, generally speaking, teachers in Sino-foreign cooperative education institutions and projects at the higher vocational and junior college level generally have higher academic levels and a higher degree of internationalization.
The teachers teaching in Sino-foreign cooperative education in the surveyed colleges and universities basically all have intermediate or senior professional and technical titles. Among them, teachers with senior professional and technical titles account for more than 30% in two-thirds of the institutions; teachers with intermediate professional and technical titles account for more than 40% in more than half of the institutions. Overall, among Sino-foreign cooperative education institutions and projects in higher vocational colleges, teachers with professional and technical titles and practical abilities account for a relatively high proportion.
It is worth noting that this survey shows that among the colleges and universities participating in the survey, only half of the foreign courses have practical courses, and the proportion of foreign practical courses in 80% of the colleges and universities generally does not exceed 40% of the overall practical courses. . Among the colleges surveyed, nearly two-thirds did not introduce foreign practical courses or the proportion of practical courses was less than 20%.
In addition, this survey also found that the vast majority of graduates from participating institutions and projects chose domestic employment and further education. According to statistics, the main development directions of graduates after graduation are domestic employment and domestic further education, accounting for about 90%. A few choose foreign employment and further study abroad.
