教育枢纽建设的战略目标与政策工具——以新加坡、马来西亚、阿联酋、卡塔尔为例  

Strategic Objectives and Policy Tools of Education Hub Construction: A Case Study of Singapore, Malaysia, UAE and Qatar

作　　者：阮懿子 王丹 RUAN Yizi;WANG Dan(Graduate School of Education,Beijing Foreign Studies University,Beijing 100089,China)

机构地区：[1]北京外国语大学国际教育学院,北京100089

出　　处：《世界教育信息》2024年第12期23-29,共7页Journal of World Education

基　　金：2022年国家社会科学基金高校思想政治理论课研究专项“人类命运共同体理念融入来华留学生中国国情教育课程教学研究”(编号:22VSZ100)。

摘　　要：随着高等教育国际化向纵深发展,新加坡、马来西亚、阿联酋和卡塔尔四个国家根据增强国际影响力和知识经济竞争力等现实发展需求,建设侧重学生枢纽、技术劳动力枢纽、知识或创新枢纽等不同类型的教育枢纽,并通过出台法律法规、设置专门认证机构、提供资金支持等政策工具,对引入的世界一流高等教育资源进行质量监管和制度保障,取得良好成效。教育枢纽建设的国际经验可为我国在拔尖创新人才培养、多元化教育枢纽类型建设、加强跨国教育合作质量监管等方面实现建设世界重要人才中心和创新高地的目标提供借鉴。With the deepening development of higher education internationalization,Singapore,Malaysia,the United Arab Emirates and Qatar are developing various types of education hubs—such as student hubs,skilled workforce hubs and knowledge/innovation hubs—in response to the need to enhance international influence and knowledge economy competitiveness.Through the introduction of laws and regulations,the establishment of specialized accreditation bodies,the provision of financial support and other policy tools,these countries have implemented quality supervision and institutional safeguards for the world-class higher education resources they have introduced,achieving positive results.The international experience in the construction of education hubs offers valuable insights for China in its pursuit of becoming a global center for talent and innovation,particularly in the areas of training top-notch innovative talents,constructing diverse types of education hubs,and strengthening the quality supervision of Sino-foreign educational cooperation.

关 键 词：教育枢纽 海外分校 跨国教育 教育战略 政策工具 

分 类 号：G556.1[文化科学—教育学]