Exploration and Consideration of the Development of Sino-foreign Cooperation of Higher Education——A Comparative Analysis Perspective Based on the Data of Municipal Universities of Wuhan, Hubei Province and China

With the tide of economic globalization and the practice of“One Belt and One Road”Initiative,Sino-foreign cooperation has gradually become one of the effective ways to improve the quality of higher education.This paper based on the statistics and analysis of the data released by the Ministry of Education’s foreign-related supervision information platform,combining with the actual investigation and research on the situation of Sino-foreign cooperation of higher education in municipal universities of Wuhan,has found that the Sino-foreign cooperation programs commonly have problems of non-standardized enrollment of students,insufficient quality of teachers and teaching qualities,and lack of core competitiveness.Therefore,it is essential to upgrade the level of foreign cooperative institutions and the standards of students’recruitment,optimize the curriculum,pay attention to the public welfare of education,improve the teaching model,improve the level of teachers,so as to truly realize the original intention of Sino-foreign cooperation in municipal universities of Wuhan.

On Localization of ELT at Sino-foreign Cooperative Institutions

With the rapid development of educational reform and innovation,Sino-foreign Cooperative Institutions have made greatachievements.Especially after China entered the WTO,as foreign universities educational resources are introduced,the localiza-tion of English language teaching arouse much attention.This paper is to explore and study the Localization of English LanguageTeaching at Sino-foreign Cooperative Institutions.And then is the study on localization of English language teaching at SIAS Inter-national University.Through the evidence of this paper shows,it can pose a theory reference and support to Sino-foreign Coopera-tive Institutions.

Towards Building Direct Educational Partnership:The Foundation of Shanxi University in 1902

The foundation of Shanxi University is a prime example of the collaborative efforts in higher education between the Chinese and British in late Qing China(1842-1912).Both sides made compromises,with the Chinese adapting their ideas of educational sovereignty,and the British agreeing to work under the supervision of the local government.Such a collaboration was made possible by the individual personalities of the two founders and their visions for China’s higher education.The dual structure of the university,with one department to teach Chinese learning and the other to teach Western learning,showed that,at a local and personal level,these officials and missionaries opted for direct cooperation,despite the myriad changes and upheavals following the Boxer Movement.In addition,by allowing foreign missionaries into critical roles in a government university,the principle of ti-yong dualism was gradually being adapted.The formation of Shanxi University not only demonstrates the dynamics of the Sino-Western educational relationship and the roles individuals played in it,but also stimulates reflection on China’s contemporary cross-border partnerships in higher education.

Transnational public and global health education in China

Transnational public and global health programs in China have rapidly expanded over the past 20 years,and have potential to make important contributions to China’s global health workforce.However,there has been sparse if any literature specific to transnational public and global health higher education in China.In response,this perspective article aims to:(1)outline current transnational public and global health programs in China,and(2)delineate opportunities and challenges for transnational public and global health programs to enhance China’s global health workforce.Based on internet searches,eight active transnational public and global health programs in China were identified in September 2022(one Bachelors;four Masters;three doctorate).Degree awarding institutions are located in Australia,Portugal,the United Kingdom,and the United States.Courses for stand-alone transnational programs were co-delivered by faculty from the Chinese and foreign sponsoring institutions.The earliest and latest programs were respectively established in 2001 and 2022,and the average year of establishment was 2013.The endurance of some programs(three programs operating≥10 years)indicates the potential sustainability of transnational public and global health programs in China.However,opportunities for cross-cultural engagement appear to be constrained by lack of English(or other language)requirements in some programs,limited recruitment of international students,pandemic travel restrictions,and a dearth of funding for global health research outside China.In addition,students enrolled at transnational universities in China are currently ineligible for China Scholarship Council funding.As China’s need for global health capacity grows amid a rapidly shrinking population of younger citizens,strategic investments in transnational public and global health programs may be of increasing value.