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  • 學位論文

越南高等教育國際化策略之分析(2001~2010)

An Analysis of Internationalization Strategies of Higher Education in Vietnam (2001~2010)

指導教授 : 陳佩修
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摘要


摘 要 本研究的目的在於了解越南政府為因應越南高等教育國際化所採取的策略,透過相關文獻與文件的分析,探討目前越南高等教育國際化策略的內容、實施現況,並分析教育發展戰略階段性目標與國際化指標之比較,以了解越南高等教育國際化的程度。最後根據研究分析之結果與發現,歸納出以下結論: 一、高等教育規模在學校數量與學生人數上逐年成長,但尚不足以滿足越南國內對高等教育的需求,導致越南政府加入WTO後,越南遂成為世界各教育先進國家爭取國際學生的市場。 二、高等教育教師數量嚴重不足且學歷偏低,課程設計僵化缺乏彈性,導致培訓品質低落。越南政府為提升高等教育的品質與對高等專業人才的渴求,鼓勵教師與優秀人才海外學習,期能藉此引進國外的科研與技術,帶動高等教育品質提升。 三、為推動越南高等教育國際化腳步,越南政府提出高等教育發展戰略,包含「人才海外培訓」、「課程內容更新」、「師資與行政團隊再培訓」、「提升學校自主權」、「鼓勵國際合作」等方式進行,並將「品質保證」機制列入教育法中,以法律嚴格要求,以求在2020年完成五所大學進入世界一流大學的目標。 四、在國際化構面「師、生國際化」、「課程國際化」、「夥伴關係」、「組織結構」的整體分析中,越南國際化程度明顯落後,且各有其實施的困難度;國際化的主體是學校,如何還給學校更多的自主權與經費支持,才是推展高等教育國際化最重要的關鍵。 五、建立品質保證的國際認證機制。面對高等教育的國際競爭,教育機構的品質保證是吸引學生就讀的重要條件,目前越南品質評鑑仍由教育培訓部監管,缺乏評鑑的公信力,未來應規劃設計符合不同性質院所的評鑑指標,並建立獨立於政府之上的教育品質監管單位。

並列摘要


Abstract The purpose of this study is to appreciate the strategies employed by Vietnamese government in order to cope with internationalization of higher education in Vietnam. Through analysis of related literatures and documents, it will investigate the content of strategy regarding international of current higher education in Vietnam as well as its present status of implementation. Besides, it will also analyze the objective during strategic phase for educational development and the comparison of internationalization indicator so as to understand the extent of internationalization for higher education in Vietnam. At the end, the study will base on the analyzed results and findings of the study to come to following conclusions: 1.The scale of higher education is increasing annually both in terms of school and student quantity; however, they are yet sufficient to accommodate to the domestic demands for higher education within Vietnam. As a result, when Vietnam has accessed to WTO, Vietnam has become the market whereas each of the educationally advanced countries of the world would vie for international students. 2.The quantity of teachers for higher education is not only insufficient but under-quality, leading to the fact that its design of curriculum tends to be inflexible, ending up with the result that its quality of training turns to be rather poor and low. To enhance the quality of higher education and accommodate to this strong desire for higher and professional talents, government of Vietnam has encourage teachers and excellent talents to study abroad, in the hope that they can then introduce oversea technology and skill, thus helping to enhance the quality of higher education. 3.To facilitate the pace of internationalization of higher education in Vietnam, the government of Vietnam has proposed such development strategies for higher education, which are respectively as “oversea training of talent,” “renewal of curriculum content,” “re-training of faculty teachers and administration team,” “enhancement of school autonomy,” and “encouragement of international cooperation.” Furthermore, it will also enlist “quality guarantee” mechanism into the educational law, using legislative to conduct strict requirement. As such, it can have furnished the objective of having five universities to be categorized as world top-notch higher educational institutes by year 2020. 4.Within the aspect of internalization, it is found that the extent of internationalization of Vietnam is evidently lagging behind through the holistic analysis of “teacher-student internationalization,” “curriculum internationalization,” “partner relationship,” and “organization structure” for each is given with its difficulty of implementation. Actually, the main body of internationalization is school itself, but how schools can be offered with greater autonomy and financial support are considered the most critical key for the promotion of internationalization of higher education. 5.Establishment international certification mechanism with quality guarantee, confrontation of international competition for higher education, and quality guarantee of educational institute are the critical requirements that attract students for attendance of schooling. For the time being, quality assessment remains under the jurisdiction of educational training department in Vietnam, and it is short of public credibility. in the future, it is necessary to program and design diverse assessment indicators for different natures of educational institutes, and establish such educational quality supervision authority independent from the government.

參考文獻


參考書目
中文書目
一、中文專書
張新平
1996 《世界貿易組織下之服務貿易》。台北:月旦出版社。

被引用紀錄


張正彥(2018)。典範科技大學推動國際化成效之研究〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846%2fTKU.2018.00717

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