国际组织人才培养的国际经验及中国的培养机制

Best Practices of Talents Cultivation for International Organizations and China's Experimental Mechanism

在国际组织人才培养方面,瑞士、日本和韩国从外交、教育和人事的角度给予政策扶持,通过发挥驻地优势和人才能力建设,有效提升公民在沟通力、交流力和创新力方面的全球胜任力。美国高校注重从全球治理的区域与专题、行业与学科交叉的"矩阵"知识结构入手设计课程,采取的措施有:将第二课堂拓展至国际组织实习岗位;通过模拟联合国活动提升青少年的国际问题意识。中国近年来积极培养国际组织人才,形成了自己的培养机制,具有涉外学科通识化、培训项目扁平化和知识谱系本土化的特点。

By utilizing comparative advantages of residential cities and build capacities of reserve talents, Switzerland, Japan, and Republic of Korea give diplomatic, educational and personnel policy supports to encourage employment in international organizations （lOs）, thus enhancing competencies of domestic citizens in linguistic communications, cross-cultural exchanges, and applicable innovations. The US universities emphasize developing edge-cutting curriculum in a ＂matrix＂ manner--perceiving from global governance themes, setting courses according to disciplinary requirements. They create ＂second classroom＂ field research opportunities on the spot of intern posts of IOs, making great use of diverse activities of Model IOs to expand the horizon of young generation and enrich their global perspectives. China has been actively cultivating talents qualified for job vacancies of lOs in recent years, featuring as follows： Generalization of foreign-related disciplines, Flat management structures of training projects, and Globalization of local knowledge.