Research on the Internationalization of Education in Asia

本研究的第一个目的是了解亚洲八个国家和地区教育国际化的政策和制度。研究结果表明：在中国，“教育国际化”一词本身还没有被广泛使用，也没有被作为一项重要的政策目标提出来。但近年来，教育学者开始对这方面进行讨论。在香港，尽管有一个强烈的“国际城市”的形象，但很少有明确的促进教育国际化的政策。相反，强调了城市和教育的“国际化”性质。在台湾，教育的国际化已被明确提出为一项主要的改革目标，包括国际和跨文化的理解。在韩国，“全球化”一词的使用比“国际化”多，但前者并没有完全不同的含义。 ...更多信息 从后者。因此，教育全球化已被确定为各级教育系统的一项重大改革目标。泰国教育改革的基本方向是根据世界全球化的发展趋势对泰国教育进行根本性的改革。因此，许多个别的改革被认为是与世界潮流相关联的。马来西亚没有将教育国际化本身定为改革的目标，而是考虑到教育的特殊性质和世界全球化的趋势，推行了一些政策。菲律宾的教育政策一直以全球标准为目标。新加坡的特点之一是始终将本国的改革与外国的改革联系起来，几乎在每一个教育层次上都推进了国际化。第二个目的是采用问卷调查的方法，调查八个国家和地区的青年对国际交流与合作的看法。有趣的发现之一是“具有全球意识的人”的观点。总的来说，亚洲青年认为尊重自己的国家和文化是“具有全球意识的人”的一个重要因素，他们不太重视语言能力或对外国的了解。因此，可以说，亚洲青年对“具有全球意识的人”的看法具有严重的成分。少

The first purpose of the research is to find out policies and systems of the internationalization of education in eight countries and territories in Asia. As for this purpose the results are as follows :In China the term "internationalization of education" itself has not been used widely yet and it has not been raised as an important policy objective. But in recent years the discussion on this aspect has started to be done among educational scholars. In Hong Kong despite a strong image of an "international city" there has been little explicit promotion of policies aimed at the internationalization of education. Instead the "cosmopolitan" nature of the city and the education has been emphasized. In Taiwan the internationalization of education has been explicitly raised as a major reform objective including international and intercultural understandings. In Korea the term "globalization" is being used more than "internationalization" , but the former does not have totally different meani … More ng from the latter. Thus the globalization of education has been set as a major reform objective at every level of educational system. In Thailand the basic orientation of educational reform is to make reform of Thai education fundamentally in accordance with the development of globalization in the world. Thus many individual reforms are thought to be associated with the world's trend. In Malaysia internationalization of education itself has not been set as a reform objective but policies taking account of its particular natures and the trend of globalization in the world have been pursued. In the Philippines educational policies have been aimed at the global standard. In Singapore one of characteristics is always connecting its reforms with ones in foreign countries and international aspects have been promoted at almost every level of education. The second purpose is to investigate opinions of the youth in eight countries and territories concerning international exchanges and cooperation by using the method of questionnaire survey. One of interesting findings is the opinion of 'a global minded person'. In general Asian youth regard respect for their own countries and cultures as an important element of 'a global minded person' and do not put great importance on language competence or on having much information about foreign countries. Thus it can be said that the opinion of 'a global minded person' of Asian youth has serious elements. Less