On July 11,2017,an agreement was signed in Beijing to renew and strengthen the collaboration between the CAS Institute of Automation(CASIA,China),Institut National de Recherche en Informatique et en Automatique(Inria,...On July 11,2017,an agreement was signed in Beijing to renew and strengthen the collaboration between the CAS Institute of Automation(CASIA,China),Institut National de Recherche en Informatique et en Automatique(Inria,France),and Centrum Wiskunde&Informatica(CWI,the Netherlands),which are the founding members of the Sino-European Laboratory in Computer Science,展开更多
This article introduces Frontiers of Education in China’s special issue on China-Europe higher education cooperation.It is more than simply an introduction to the five studies collected for the special issue.Rather,i...This article introduces Frontiers of Education in China’s special issue on China-Europe higher education cooperation.It is more than simply an introduction to the five studies collected for the special issue.Rather,it provides an overview of higher education cooperation between China and Europe from the perspective of opportunities and challenges.Such background information will help readers not only better understand the studies included in the special issue,but also link these studies to a bigger picture of China-Europe higher education cooperation.展开更多
Education,skills,and the development of an African workforce are at a critical moment.While it is recognized that Chinese firms hire local people,the focus of the debate is more on the position and opportunities for t...Education,skills,and the development of an African workforce are at a critical moment.While it is recognized that Chinese firms hire local people,the focus of the debate is more on the position and opportunities for training and advancement.As such,the paper tries to answer the following questions.Does China really contribute to skills development in Africa?Does China employment,education,and skills transfer pattern contribute to Africa’s own structural transformation and benefit African workforce?In attempting to answer these questions,this paper first lays out the current magnitude of demand for skills in Africa and the priorities for education and skills transfer that can successfully address Africa’s skills shortage.Significantly,this will enable researchers and non-researchers to understand the diversity of Chinese firms’skills transfer patterns and the reasons behind these patterns.In order to present a comprehensive and precise picture as well as understand the context for China and Africa education and skills transfer development,the paper draws from various data collected from diverse sources,including government statistics,firm reports,second-hand academic literature,local and international news media,official government reports,and research studies.The paper suggests that the assessment of skills transfer pattern should not only consider employees’and employers’direct interests,but also in the short run,skills transfer should focus on offering short,practical courses to secondary and higher education graduates involving primarily on-the-job training.In the long run,there is a need to change the way employees and students are trained,including curriculum reforms that favor science,technology,engineering,and mathematics.Emphasis should also be placed on critical thinking,problem-solving,discovery,and experiential training.展开更多
文摘On July 11,2017,an agreement was signed in Beijing to renew and strengthen the collaboration between the CAS Institute of Automation(CASIA,China),Institut National de Recherche en Informatique et en Automatique(Inria,France),and Centrum Wiskunde&Informatica(CWI,the Netherlands),which are the founding members of the Sino-European Laboratory in Computer Science,
文摘This article introduces Frontiers of Education in China’s special issue on China-Europe higher education cooperation.It is more than simply an introduction to the five studies collected for the special issue.Rather,it provides an overview of higher education cooperation between China and Europe from the perspective of opportunities and challenges.Such background information will help readers not only better understand the studies included in the special issue,but also link these studies to a bigger picture of China-Europe higher education cooperation.
文摘Education,skills,and the development of an African workforce are at a critical moment.While it is recognized that Chinese firms hire local people,the focus of the debate is more on the position and opportunities for training and advancement.As such,the paper tries to answer the following questions.Does China really contribute to skills development in Africa?Does China employment,education,and skills transfer pattern contribute to Africa’s own structural transformation and benefit African workforce?In attempting to answer these questions,this paper first lays out the current magnitude of demand for skills in Africa and the priorities for education and skills transfer that can successfully address Africa’s skills shortage.Significantly,this will enable researchers and non-researchers to understand the diversity of Chinese firms’skills transfer patterns and the reasons behind these patterns.In order to present a comprehensive and precise picture as well as understand the context for China and Africa education and skills transfer development,the paper draws from various data collected from diverse sources,including government statistics,firm reports,second-hand academic literature,local and international news media,official government reports,and research studies.The paper suggests that the assessment of skills transfer pattern should not only consider employees’and employers’direct interests,but also in the short run,skills transfer should focus on offering short,practical courses to secondary and higher education graduates involving primarily on-the-job training.In the long run,there is a need to change the way employees and students are trained,including curriculum reforms that favor science,technology,engineering,and mathematics.Emphasis should also be placed on critical thinking,problem-solving,discovery,and experiential training.
