Transnational Higher Education in China: Thirty Years Shengbing Li College of International Culture South China Normal University (SCNU) Guangzhou, China

Framework Introduction Brief history Current situation Problems Conclusion

Introduction The 30th anniversary of the opening-up reform and transnational education in China China becomes an ample market Transnational education as a key component of the educational cause in China Retrospection of the pros and cons of 30 – year reform and opening up

What is the Current situation of transnational higher education in China?

Brief history Chinese-Foreign Cooperation in Running Schools refers to the activities of the cooperation between foreign educational institutions and Chinese educational institutions in establishing educational institutions within the territory of China to provide education service mainly to Chinese citizens (the Council of PRC, 2003)

Stage 1, 1978-mid 1980s Training classes as Sino- US in economy and Sino- France in law MBA training program Johns Hopkins University- Nanjing University Centre for Chinese and American Studies Beijing Center for Japanese Studies

Stage 2, mid-1980s to early-1990s A standstill for a period of time Notice on Individuals from Overseas Institutions to run cooperative schools in China (1993) ---Providing a preliminary stipulation on transnational education A new stage of Chinese-foreign cooperation in education 71 Chinese-foreign cooperatively-run schools and programs(1995)

Stage 3, 1995—2002 Interim Provisions for Chinese-Foreign Cooperation in Running Schools (1995) ---Principle, limits of examination and approval procedure and the organization leadership structure Notice on Reinforcing the Administration of Degree Accreditation of Chinese-Foreign Cooperation in Education (1996) 712 joint institutions and programs in China (2002), an increase of more than 9 times compared to 1995, covering 28 provinces and autonomous regions 69 at bachelor’s degree level, 74 postgraduate and 82 diploma

Stage 4, 2003 so far Regulations of the People's Republic of China on Chinese-Foreign Cooperation in Running Schools (2003) ---Institutions establishment, organization and activity, program approval, administration and assessment Measures for the Regulations of the People's Republic of China on Chinese- Foreign Cooperation in Running Schools (2004)

Policy: opening wider to the outside world, standardization of running schools, exercising administration according to law and promoting its development

On the current problems of Chinese- foreign Cooperation in Running Schools (2006) --- Public interests, standard management, excellent resource introduction, quality control, two-campus pattern management and management fees Notice on Further Standardizing the Order of Chinese- foreign Cooperation in Running Schools (2007) ----Suspend the approval of the cooperative higher vocational education programs ----build "two platforms" and "two mechanisms"

Information Platform of Supervision on Transnational Education (IPSTE) Certificate Authentication Platform (CAP) Assessment Mechanism on Disciplines (AMD) Law Enforcement and Punishment Mechanism (LEPM) Over 1000 programs and institutions with exceeding 100,000 students (2005

Current Situation Transnational education in 11 provinces and municipalities Beijing (145), Shanghai (137), Zhejiang (83), Jiangsu (85), Guangdong (75), Heilongjiang (59), Hubei (43), Hebei (38), Henan (35), Hunan (24), Liaoning (23)

Figure1: Level Distribution of Joint Programs in China Postgraduate 11% Bachelor 24% Diploma 22% High school 8% Kindergarten 3% Non-dipoma 32% Postgraduate Bachelor diploma High School Kindergarten Non-dipoma

Figure 2: Top 10 Partner Countries and Regions Australia USA UK Canada HK France Germany Singapore New Zealand Russia Number

Figure3: Subject Distribution of Joint Programs in China 30% 10% 16% 18% 2% 14% 8% Business Administration Foreign languages Electricity Information Economy Art Pedagogics Others Engineering

On partner institutions distribution 434 are in higher education level (postgraduate, bachelor, diploma) 161(37.1%) held by the "211 " universities

Figure 4: Ranking of Cooperative Universities in Australia, USA, United Kingdom, Canada country Australia （ 137 ） USA （ 82 ） UK （ 93 ） Canada (81) Ranking1—55—171—2020—1001—2020—501—2020—50 Number Proportion3.65%16.06%2.44%13.41%1.08%10.75%6.17%8.64%

Problems With centralized management of government, Chinese higher education institutions lack autonomous power in running cooperative programs  Ministry of Education: academic cooperative programs  Provincial Department of Education: non- academic cooperative programs

Malposition and fitness in value-orientation  Government: public interests oriented.  Domestic and foreign institutions: economy- orientated

The government fails in fulfilling the role in the management of cooperative education  Incomplete and lagging information release  Absence of quality assurance  No approval of collaborative education applications at or above undergraduate level after Regulations

Conclusion A key component of Chinese education More than 1000 programs A primary marketplace of transnational education for many countries Different value orientations Ineffective management

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