The Chinese Government’ Opening-up Policies in the Area of Education: An Investigation of Central Government Policy Documents since the Mid-2000s

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  • 中国における教育の対外開放政策 : 2000 年代中盤以降の中央レベルの政策文書の検証を中心に
  • チュウゴク ニ オケル キョウイク ノ タイガイ カイホウ セイサク : 2000ネンダイ チュウバン イコウ ノ チュウオウ レベル ノ セイサク ブンショ ノ ケンショウ オ チュウシン ニ

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Abstract

This article examines the Chinese government’s opening-up policies in the area of education since the mid-2000s through an investigation of central government policy documents and related papers. Since the Chinese government explicitly positioned the opening-up policy of education within the national development strategy in the 2003–2007 Education Promotion Action Plan, the government and its higher education institutions have been proactively promoting international collaboration aimed at improving the quality of higher education while increasing its research capacity for constructing “world-class universities.” While implementing this strategy, the Chinese government has put considerable effort toward expanding China’s influence through educational policies and measures in accordance with China’s socioeconomic context. This policy trend has intensified significantly over the last few years under Xi Jinping’s One Belt, One Road Initiative. Investigation of two policy documents―Opinions on Properly Conducting the Education Opening-Up Work of the New Era and Education Action Plan for the One Belt and One Road Initiative―reveals two primary points: the Chinese government is instituting an educational model based on both China’s intellectual tradition and its historical experience as a developing country and is promoting this model in the greater area relating to the One Belt, One Road initiative. By applying its educational model in cooperation with its counterparts, the Chinese government aims to increase the quality of education, strengthen socioeconomic development, and expand human resource capacity in regions related to the One Belt, One Road initiative. Furthermore, the Chinese government policy documents propose enhanced collaboration with UNESCO and other international organizations in the construction of quality assurance systems and academic accreditation mechanisms. Above mentioned points reveal that the Chinese government is attempting to initiate of forming a global education governance

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