Exploring “ Education with Global Vision” in Chinese universities from the perspective of undergraduate education

• In Event: Is China up for its responsibilities to globalization? Exploring Chinese higher education policies, practices, and programs from critical perspectives

Proposal

Context and Purpose:
In reaction to global economic integration and global information, China has emphasized an education with global vision in this decade, as envisioned in the National Outline for Medium and Long-term Education Reform and Development (2010-2020). What is the current status of educating graduates with “global vision” in Chinese universities? This paper analyzes the shortcomings and challenges of the many dimensions seeking to educate with global vision in Chinese universities.

Literature Review and Conceptual Framework:
After the 1990s, with the advent of the 3.0 era of globalization, people, funds and resources in the global free flow, the obstacles of global exchanges and cooperation are gradually wiped out. The cultivation of globally informed talents is becoming more and more important in universities (Friedman,2006). The concept of education with the global vision is the education of the world and future, with the open, comprehensive, comprehensive and diversified system education activities (Ren,1994 ). Education with global vision can help us discover and understand other views, to maintain a more open attitude, and to learn from each other around the world (United Nations Educational and Cultural Organization, 2017).

Methods:
This paper analyzes the data from the 2017 National undergraduate teaching quality report published by the Higher Education Evaluation Center of the Ministry of Education, and presents the current situation of education with global visions in Chinese universities.

Findings and Discussions:
Status of Global Education Development in China:
Within Chinese universities, they have not formed an effective system of cooperation , the sharing and flow of international resources is limited. There is an obvious imbalance of "export abroad" and "import domestic" in the international flow of Chinese universities. In 2017, the national colleges and universities enhance the proportion of bilingual curriculum education in teaching planning, but diversity in international curriculum is not enough. The teaching staff of universities in China is still dominated by teachers who are graduates from domestic universities.
Challenges in Education with Global Visions:
China still largely imitate the experience of advanced education mode, which leads to the convergence or consistency of the global education system, loses the uniqueness and the diversity of educational development . The education development of European and American countries is considered as in a leading position, and the spread of the education system is a catalyst for further consolidating the "hegemony" status of developed countries. The tide of globalization will hinder the development of localization in that traditional culture and internal resources within Chinese civilization are not explored and utilized to make positive impact in global education.

Conclusion and Implication:
Based on the findings, the paper puts forward the following suggestions. In the concept of talent cultivation, universities should combine "globalization" with "localization”. In international cooperation and exchange, we should adhere to the linkage of "Introduce in" and "Go out" as well as reciprocal and mutual dialogue .In the course of teaching, we need to match "openness" with "informatization". In the cultivation of globally competent teachers, we should link "internationalization" with "diversification".

Author

• Yanting Hu, Institute of Education, Xiamen University, China