Research on the Internationalization of Education in Asia

研究的第一个目的是了解亚洲八个国家和地区的教育国际化政策和制度。就这一目的而言，结果如下：在中国，“教育国际化”一词本身还没有被广泛使用，也没有被作为一个重要的政策目标提出。但近年来，这方面的讨论开始在教育学者中进行。在香港，尽管有着强烈的“国际城市”形象，但很少有针对教育国际化的明确推广政策。相反，城市和教育的“世界性”本质得到了强调。在台湾，教育国际化已被明确提出为主要改革目标，包括国际和跨文化理解。在韩国，“全球化”一词比“国际化”使用得更多，但前者的含义并非完全不同。因此，教育全球化已被确定为各级教育系统的主要改革目标。在泰国，教育改革的基本方向是使泰国的教育改革从根本上适应世界全球化的发展。因此，许多个别的改革被认为与世界趋势有关。在马来西亚，教育国际化本身并没有被定为改革目标，但考虑到其特殊性和世界全球化趋势的政策一直在推行。菲律宾的教育政策一直以全球标准为目标。新加坡的一个特点是总是把自己的改革与国外的改革联系起来，几乎在每一个教育层次都促进了国际方面的改革。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。其中一个有趣的发现是“具有全球意识的人”的观点。一般来说，亚洲年轻人认为尊重自己的国家和文化是“具有全球意识的人”的重要组成部分，他们不太重视语言能力或对外国的了解。因此，可以说，亚洲青年的“全球意识”的意见有严重的因素。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