International Cooperation In Education Research Articles

Towards complete development finance data: Quantifying China's international education co‐operation and presence in the Global South

AbstractMotivationChina does not participate in the development co‐operation reporting mechanism of the Organisation for Economic Co‐operation and Development's (OECD) development co‐operation reporting mechanism, nor does it voluntarily publish overseas development finance data. Despite recent quantitative research on China's foreign aid to other sectors, such as health, no precedent exists for quantifying China's international education co‐operation (IEC).PurposeThis article will use AidData's Chinese Official Finance Dataset (AidData 2.0) to estimate the IEC using the OECD's internationally standardized definitions of development finance and frameworks for classifying IEC projects.Approach and methodsWe thoroughly examined all types of IEC projects, including official finance projects other than those that meet the definition of official development assistance (ODA). In our comparative analysis of educational aid between China and traditional donors, we focused on ODA‐like projects and examined the number of projects and funding amounts to determine China's IEC priorities.FindingsThe result shows that, between 2000 and 2017, China's IEC commitments totalled 1,524 education‐related international projects, representing 12% of the total international finance project portfolio, most of which are in Africa. Compared to the OECD framework, China prioritized higher education (n = 784, 51%) and education facilities and training (n = 244, 16%). An estimate of cumulative funding between 2000 to 2017 showed that China was the 10th largest donor of education aid to African countries, behind France, the World Bank, Germany, the United States, the EU, the United Kingdom, Canada, Japan, and the Netherlands.Policy implicationsThe findings of this study help our understanding of China's IEC finance. With China's involvement in education development aid growing in recent years and donors looking for solutions to developing countries' debt crises, this will allow for more effective collaboration, co‐ordination, and resource mobilization for both donor and recipient countries.

International exchanges and cooperation in art education in Ukraine: challenges and opportunities

The purpose of the article is to study international exchanges and cooperation in art education in Ukraine, to identify challenges and opportunities in the development of these areas in the future. to achieve this goal, the article uses general scientific methods of analysis and synthesis. The methods of abstraction, comparison, content analysis, and the prognostic method were also used, which made it possible to formulate some comments for the future development of international cooperation in art education in Ukraine. The results of the study highlight the importance of international cooperation, which is becoming an increasingly important aspect of modern art education. The analysis of the legislative framework has shown that Ukraine has created favourable conditions for academic exchange, and joining the Bologna system contributes to the internationalisation of higher education in the arts. These trends are also reflected in the development strategies of art universities in different regions of Ukraine, such as Kharkiv, Lviv and Kyiv, where establishing international exchanges is considered an important priority for educational institutions. In addition, the Kyiv National University of Culture and Arts actively uses digital channels to transmit information, especially in remote locations. Although distance learning has its limitations in art education, the conditions of modern reality, such as Russian aggression, create an opportunity to organise international cooperation with foreign partners without physical risk. It is important to note that there are common challenges to the successful implementation of international exchanges and cooperation in art education, such as cultural and language barriers, financial support, visa and administrative restrictions, as well as academic requirements and potential global threats. However, a possible way to overcome these difficulties is to use the international experience of involving NGOs or special state structures that would coordinate the provision of grants for academic mobility of arts students. The conclusions emphasise that it is also worth considering the possibility of special digital platforms that provide opportunities for internships and distance learning, which can be an effective solution for organising international cooperation in the current situation.

Inclusive education in Japan and its role in international cooperation: analysis of a project for children with disabilities in Mongolia

This study explores the influence of educational ideologies and practices of donor countries on the educational systems in recipient countries in the context of international cooperation. Previous research on international education cooperation has focused on international cooperation policies, ignoring the educational systems of both donor and recipient countries. This study seeks to fill this gap by examining how Japan’s dualistic model of inclusive education is reflected in the Strengthening Teachers’ Ability and Reasonable Treatments for Children with Disabilities (START) project in Mongolia. This study reviews the literature on inclusive education in Japan and Mongolia, and analyzes documents produced through the project. It finds that despite some instances of inclusive practices in Japanese schools, special needs education in Japan is still predicated on individualized and medicalized approaches to disabilities. Conversely, Mongolia has struggled to provide children with disabilities with accessible and quality schooling since its transition from a socialist to a capitalist regime in the early 1990s. The START project aims to identify children’s disabilities as early as possible, provide individualized support and guidance, and develop educational settings that allow the inclusion of children with disabilities in their peer groups. In implementing the project, Japanese-style inclusive education is negotiated between Mongolian teachers and officials rather than imposed by Japanese experts. By embracing the dualistic nature of Japanese inclusive education, Mongolia can better promote the ideal of inclusion for all children.

Comparative Analysis of Domestic and International Educational Models: A Case Study of China and the Czech Republic

Education is an important driver of national development and social progress, attracting global attention and driving reforms to adapt to the changing socio-economic landscape. This study compares and analyses education models in China and the Czech Republic, highlighting the significant impact of cultural, historical, social, political, and economic factors on education. Additionally, it delves into the pivotal role of political and economic factors. This paper argues that the country's political environment, history, and culture will have an impact on the formation of the educational environment, the establishment of educational models, and the development of education. By comparing the two countries, this paper puts forward relevant suggestions for the development of education. This paper believes that first of all, it is necessary to improve the education model according to the national situation, clarify the educational goals, and cultivate comprehensive and sustainable development talents. At the same time, this paper encourages international educational cooperation to improve educational standards and prepare students for a globalized future.

Research on OBE Based Effective Learning Mode in Sino foreign Cooperative Universities

Internationalization of education is an inevitable trend in the development of higher education. Against the backdrop of increasingly widespread international cooperation in higher education in China, as a window for China’s education to enter the world, Sino foreign cooperative universities are facing an important issue of how to carry out student-centered, output oriented, and continuous improvement oriented teaching reforms, and cultivate international talents with an international perspective. This article explores the necessity of applying the OBE based effective learning mode in teaching in Sino foreign cooperative universities, and conducts a specific analysis of the application and practice of the OBE based effective learning mode in teaching in Sino foreign cooperative universities, in order to provide theoretical support and practical experience for cultivating high-quality composite talents.

Um pouco mais de calma

In this article, we analyze contradictions, complexities, limits, and potentialities of internationalization of higher education (IHE) from Latin American decolonial perspectives. We argue that even when scholars may be holding decolonial critiques and aspirations towards IHE, the structures of universities are heavily influenced by colonial legacies, undermining the potentialities of decolonization. We pay special attention to those initiatives that apparently promise a decolonial exit, because they may be acting as traps, or what we called trampas (in Spanish). In this article, we particularly analyze the initiatives that are frequently seen as projects that deviated from the hegemonic discourses of internationalization: i) South-South international higher education cooperation projects, ii) policies and projects that seek to address colonial legacies, and iii) teaching and researching committed with decolonial intentions. In the end, we invite readers, practitioners and scholars alike, to welcome the contradictions we face in such work and not to lose sight of the ongoing, relational, and hyperreflective character of any project that aims to be an alternative to coloniality.

THE ROLE OF UNIVERSITIES IN MODERNISATION PROCESSES AGAINST THE BACKGROUND OF ATTEMPTATIONS OF SOCIAL AND POLITICAL TRANSFORMATIONS IN THE RUSSIAN EMPIRE (60s-70s of the XIX Century)

The article highlights the role of universities as centres of intercultural communication in the broader context of analysing the reformist experience of the Russian Empire in the 60s and 70s of the nineteenth century on the basis of the study of memoirs, periodicals of the nineteenth century, as well as documents of the Central State Historical Archive of Ukraine in Kyiv, which were first introduced into scientific circulation. The conclusions emphasise that despite the implementation of peasant, judicial and military reforms, and the introduction of elected local government, the Russian empire did not undergo a radical modernisation of socio-political life, and the authoritarian principles of state governance remained unchanged. Attempts to implement liberal reforms remained half-hearted and incomplete, and the idea of establishing a constitutional monarchy proved unviable in the realities of an autocratic police state. At the same time, during the nineteenth century, in the Russian empire, the role of universities as factors of modernisation and a wide range of socio-cultural processes related to the development and implementation of scientific ideas, scientific and theoretical support for economic development, the formation of staff potential and the cultivation of social consciousness focused on political emancipation was established. The development of a university corporate culture based on the principles of autonomy was in sharp contrast to the foundations of the russian imperial autocracy. Despite the fact that imperial universities were founded to implement the autocratic (in particular, Russification) policy, they became the source and catalyst of modernisation processes, ensuring the rise of the educational and cultural level of society by training personnel for the most important spheres of social life – science, pedagogy, public administration, various sectors of the economy, legal activities, medicine, literature, journalism, etc. Universities were powerful instruments of westernisation processes, centres for the development of international scientific and educational cooperation, and conductors of scientific knowledge, technological innovations, and ultimately the legal principles and socio-cultural values of European civilisation. Representatives of the teaching corporation and university graduates were actively engaged in educational activities, popularising scientific knowledge among the general public, giving public speeches and open lectures, participating in the development of book publishing, periodicals and public scientific organisations, thus influencing public consciousness and developing the scientific and theoretical basis for modernisation reforms. The university environment provided fertile ground for the rise of opposition to the autocracy, national and cultural movements, and the cultivation of socio-political thought consonant with the European ideological trends of the time.

Designing Self-Enforcing Programs Embedded in the Local Economy: The Key for Successful International Cooperation of Vocational Education

International education cooperation is conducive to promoting the cross-border circulation of advanced educational experiences and enhancing global human capital. China has become the main destination for students from developing countries, and how to better carry out international cooperation programs in Chinese education has become an important issue. This paper focuses on international cooperation in the field of vocational education and takes a vocational college in China as a case to explore the performance of different international cooperation modes between China and developing countries. The study did a within-case design, and three projects representing three modes of cooperation were selected for comparison. The article believes that the key to success lies in the design of cooperation, and those projects which closely integrate local industries, colleges and students will thrive and prosper. The article answers the question of how international cooperation in vocational education should be carried out.

Exploration on the Innovative Talent Training Model for Chinese-Foreign Cooperative Education in Chinese Universities in the Post-epidemic Era

The COVID-19 pandemic has presented the world education system with never-before-seen difficulties, and the Chinese higher education market has also been impacted. To improve student career development and academic performance in Chinese universities, creative talent training and Chinese-foreign cooperation have come to light in this setting. With a focus on the mediating role of teaching quality and the moderating influence of the epidemic scenario, this study intends to evaluate the impact of creative talent training and Chinese-foreign collaboration on student career development and academic performance in the post-epidemic age. Using a stratified random sample technique, a survey of 350 undergraduate students from Chinese universities was carried out to meet this goal. SEM was used to examine the gathered data. The study's conclusions show that creative talent training and Chinese-foreign cooperation significantly improve academic achievement and career growth in students. Additionally, the association between these two variables and student outcomes is somewhat mediated by teaching quality, highlighting the significance of effective instruction for the effectiveness of these tactics. Additionally, the findings reveal that the severity of the epidemic scenario modifies the association between Chinese foreign cooperation and student outcomes, indicating that the success of this method is dependent on the issue's severity. By providing empirical evidence of their impact on student outcomes in the post-epidemic era, highlighting the significance of teaching quality, and recognizing the moderating effect of the epidemic situation, this study contributes to the literature on talent development and international cooperation in higher education.

FACTORS AFFECTING THE ACQUISITION OF TRAINING KNOWLEDGE BY VIETNAMESE UNIVERSITY LECTURERS THROUGH INTERNATIONAL JOINT TRAINING PROGRAMS AT THE UNIVERSITY LEVEL

Exploring the factors affecting the acceptance of training knowledge by lecturers through international training programs will shed light on how teachers can receive the most knowledge. Knowledge acquisition will be most effective when the stakeholders increase the factors that have a positive impact and minimize the factors that have a negative effect on lecturers’ knowledge acquisition. When the majority of faculty in the international cooperative education program receive effective international training, knowledge and learning will spread throughout the university, moving toward increasing the overall level of teaching capacity of the teaching school. Since then, the quality of education at the school has improved, which meets both the desire for innovation in society's education and the needs of international integration of Vietnam's higher education. Theoretically, research on knowledge acquired through international collaboration in Vietnam and around the world focuses on organizational-level acquisition rather than individual learning. Some test results on the influence of individual factors on knowledge acquisition are inconsistent, suggesting the possibility of a moderating variable for this effect. In addition, previous studies have examined the influence of two groups of individual and social factors on knowledge acquisition separately, without taking into account the regulatory relationship between these two groups of factors. Research fills this theoretical gap.

100 years of international cooperation in education: Some takeaways from my 55 years of involvement

This article reviews my involvement since the late 1960s in education development, largely in developing countries. It focuses on what became the two cornerstones of my career: (i) Achieving universal primary education (UPE), especially in sub-Saharan Africa (SSA), and (ii) Promoting international cooperation in education. Half of my career was spent working as staff or consultant for the World Bank. The remainder was spent as staff of UNESCO (ten years), OECD (two), and Norwegian institutions (five), and as an independent consultant. While the issues have evolved over time, the world community still faces major and urgent challenges in the afore-mentioned areas. A large proportion of young people in poor countries, especially in SSA, continue to enter adulthood without basic literacy and numeracy skills. And, while it is more needed than ever, effective multilateral cooperation -- that goes beyond pious wishes voiced at global conferences to actual implementation -- faces complex new challenges in today’s increasingly interdependent, multi-polar world. Though progress has been mixed in the two areas to which I have devoted my career, I do not regret having done so. More than ever, progress in both areas is vital for securing the brighter future we all want, and I am happy to have been part of my generation’s efforts in this regard. I hope that the next generations will turn past lessons into stronger and more effective actions. The onset of the COVID pandemic gave a strong impetus to improved education cooperation. I hope that the many urgent challenges threatening our common future -- challenges that no country, however strong, can handle alone – will give the global community the necessary jolt to strengthen the ability of the multilateral system to deliver more effectively the global public good functions needed to address these challenges.

Developing Inventory of The International Education Cooperation for Chinese College Students

This study was initially designed to develop and validate the international education cooperation inventory of Chinese college students, by conducting expert review and a survey of 91 Chinese students. In the first phase, an initial pool of 11 items were generated based on concept analysis and a literature review. Moreover, the content was validated and reviewed by international cooperation experts in the field of higher education. The evaluation in the second phase consisted of an item analysis and an exploratory factor analysis. Following the development process, one item was removed due to low discrimination after performing the item analysis, and the questionnaire was finalized with 10 in 2 dimensions, which are overseas and domestic international cooperations with acceptable reliability and validity. It was found that most of the participants completed the questionnaire without difficulty in about 1-2 minutes, it can be claimed that the IEC is an easy-to-use questionnaire that can be applied in future studies.

Language awareness and cultural awareness in international online cooperation: a mixed-method approach

This paper reports on research conducted within the frame of an international online cooperation between Germany and Israel (CoGI). Diverse, multilingual student groups co-construct multilingual websites on educational initiatives. The aim is to raise prospective teachers’ language awareness (LA) and cultural awareness (CA) for cooperation in international contexts. 75 students and five instructors from four different campuses in Germany and Israel took part in the project in 2019. Individual and cooperative learning was combined with online and face-to-face as well as student conference learning. A mixed-method approach was used to investigate the effects of the 10-week cooperation with respect to the emergence of LA and CA as well as perceived language proficiency. The results show a significant increase in participants’ perceived English language proficiency and CA. The qualitative analyses give evidence of co-constructive group cooperation which revealed LA and CA in the process of negotiating shared understanding. The study highlights the importance of international online cooperation in teacher education.

Implementation of the strategy of internationalization of higher education as a «soft power» tool of the state

Introduction. The following article analyzes the interpretations of the concept of «soft power» implemented in the field of Russian higher education. In connection with the discussion in scientific circles of the ambivalence of the concept of «soft power» from the moment of its appearance and in the subsequent period, various interpretations of opposite and complementary concepts with the word «power» are given here. The components and functions of «soft power» reflected in the documents and concepts of the state»s foreign policy are considered. Purpose setting. At present, when political and economic sanctions have also changed the landscape of international educational cooperation, the possibilities of the «soft power» tools of our state have been significantly decreased. Methodology and methods of the study. As a tool for promoting cultural values and ideals, higher education accumulates opportunities for cultural, scientific, technical, socio-political and economic impact on the individual and society. Results. The communication space of Russian universities will be able to integrate a new rational discourse through delivering various educational exchange programmes and cultural, educational projects, with the involvement of modern information communication technologies. The implementation of this task requires the strategic development of the internationalization of higher education. Conclusion. Cooperation in various fields of science and technology remains an important tool for improving international political stability and mutual understanding. Germany is an example of successful development and promotion of national ideas and interests, i.e. increasing the «weight» of the state in the international arena through education. At the same time, the main function of «soft power» is performed in latent form, when the influence of the state is not straightforward, but hidden.

DANISH GRANT AND SCHOLARSHIP POLICIES TOWARDS RUSSIA IN 2011–2021

The paper deals with issues of cooperation between Denmark and Russia in Arctic research and academic mobility projects, making an emphasis on scholarship and grant policy. Despite the fact, that international cooperation in research and education is one of the core priorities in both Arctic strategies, before the year 2022 it was functioning in specific conditions. Scholarship and grant policy appeared to be a «soft power» tool for Copenhagen due to research topics, concentration of project management in Danish hands and disproportions in student mobility scholarship programmes. Interaction between Russian and Danish researchers has not been a subject to special attention from Danish authorities and foundations. On the contrary, researchers from both countries interacted within investigating the issues of the Arctic region actively. Even international turbulence after 2014 did not affect it: both countries stated that the «Arctic vector» is to stay aside from any turbulence. Expanding the scholarship programmes for Russian researchers in order to support their mobility to Denmark, Greenland and Faroe Islands enforced this idea. So did formal prioritization of cooperation with Russian research and educational institutions in Arctic research in 2021 for grant support. Though turbulent situation in 2022 led to suspending the interaction, it is clear that there are formal and informal grounds to restore it upon normalization. That fact will require revisiting the previous cooperation experience and implementation of the best grant and scholarship practices by Russian relevant agencies.

Guest editorial: International cooperation in education at the new stage

Guest editorial: International cooperation in education at the new stage

Advancing South-South cooperation in education: Indonesian experience with South Africa.

Education collaboration is important to increase the quality of human capital. South-South cooperation is conducted to exchange resources, technology, skills, and knowledge between southern countries. The purpose of this research is to investigate the collaboration between Indonesia and South Africa toward advancing South-South Cooperation in education. The data collection used in this qualitative research is an interview and literature study with 9 purposive informants from the Indonesian Ministry of Foreign Affairs, the Indonesia Ministry of Education and Culture, and the Embassy of South Africa. The data were obtained within six months. The interview was primarily used to explore the roles and practices of government institutions and universities in fostering education collaboration and human resources development. In this study, the South-South Cooperation helps Indonesia address its educational needs. The result showed that most international education cooperation between both countries is agreed upon at the University-to-University level through a Memorandum of Understanding (MoU), facing less sustainable challenges and low impact. Therefore, an investment-led model, multi-stakeholder collaboration, and a tool to monitor and evaluate this process are needed to improve South-South Cooperation to achieve its goals.

Evaluation of Internationalized Education in Vocational Colleges Based on CIPP Model: Logic, Structure and Mechanism

Internationalization of higher vocational education is an inevitable option to promote the construction of the community with a shared future for mankind, One Belt And One Road and modern vocational education. However, the weakness of international cooperation in higher vocational education in China is difficult to meet the needs of The Times. In order to effectively promote the internationalization of higher vocational connotation development, we must have quality evaluation to escort. Because CIPP evaluation can meet the developmental exploration, complexity management and origin requirements of international cooperative education in higher vocational colleges through the three-dimensional focus of "promoting construction by evaluation", "promoting management by evaluation" and "promoting teaching by evaluation". Therefore, CIPP evaluation was taken as the thinking benchmark to construct the infrastructure of CIPP evaluation for international cooperative education in higher vocational colleges centering on the three elements of principles, measures and indicators. Besides, the operating mechanism of CIPP evaluation model for international cooperative education in higher vocational colleges was built by taking participants, platform construction and institutional guarantee as the breakthrough points.

About Sectoral Statistical Toolkit and Statistical Data on the Number of Foreign Students

The development of the export of education and international scientific and educational communication is an important task assigned to the federal executive bodies of the Russian Federation. However, there are reasons that impede the development of international scientific and educational cooperation. The article, based on the results of analysis of statistics in the field of export of educational services, considers the development of sectoral statistical tools for monitoring international educational cooperation.

Japan’s international cooperation in education: history and prospects

Japan’s international cooperation in education: history and prospects