东亚高等教育合作现状与前瞻

东亚高等教育合作现状与前瞻

——以中韩两国高等教育合作为例

浙江大学　徐小洲　朴钟鹤

中韩两国教育交流与合作从1992年建交之初就呈现出良好的发展态势。当年两国教育主管部门通过派遣代表团，实现互访，考察了对方国家的教育发展状况，并且互换了3名政府奖学金生，实现了双方教育合作交流零的突破。二十多年来，两国在高等教育领域不断谋求合作和共同发展，业已取得了丰硕的成果。

一、日渐完善的政策保障

中韩两国在高等教育领域的合作，首先得益于两国在政策上给予了充分的保障。二十多年来，两国为确保各项教育交流合作能够稳步推进，签署了多项教育交流协议，建构了多项磋商机制。^[1]

首份协议签署于1995年7月。两国教育部经过多次协商于北京签署了《中华人民共和国教育部与大韩民国教育部教育交流与合作协议》。该协议的签订不仅拉开了双方教育交流合作的序幕，同时也为日后其他协议的制定，奠定了坚实的基础。1998年11月两国签署了《中韩两国政府青年交流谅解备忘录》;2001年双方续签了《中华人民共和国教育部与大韩民国教育部2001—2003教育交流与合作协议》;2004年11月签署了《中华人民共和国教育部与大韩民国教育部2004—2006教育交流与合作协议》。

从2005年开始，两国建立了一年一次的教育部司局级磋商机制和不定期的两国教育部长会晤机制。该机制的建立，进一步推动了两国教育交流与合作不断向更深、更广、更高的方向发展。

2008年5月，李明博总统访华期间，双方签署了中韩两国高等教育学历学位互认备忘录，为进一步深化双方在高等教育领域的实质性交流与合作，特别是推动留学生交流的持续良性发展提供了更为坚实的基础。当年8月，胡锦涛主席访韩期间，两国又签署了《2008—2010中韩教育交流协议》，双方同意从2009年开始将两国政府交换奖学金生规模扩大至60人/年。

在政府间协议的框架下，我国国家留学基金管理委员会与韩国国际教育振兴院，各省、道教育厅之间以及高等院校之间先后签署了学者、学术交流与合作，留学生交流，汉语、韩国语水平考试等多项合作协议。

二、丰富多样的高等教育合作平台

在上述政策保障的基础上，两国在高等教育领域的合作，不断谋求机制创新。截至目前，中方的150多所院校与韩方的140多所院校签订了校际交流与合作协议。为进一步推动两国高校之间在高层次人才培养和高水平科研合作，两国通过创建各类论坛、互派留学生、加强教师交流、合作办学等方式将现有的合作推向了更高、更深的方向。

(一)中韩大学校长论坛

为加强中韩两国高层次人才培养，推动两国高校校际交流与合作，教育部于2006年7月在长春举办了首届中韩“15+15”大学强强合作研讨会。2007年10月，中韩两国教育部在韩国首尔举办了中韩大学校长论坛。论坛由中韩两国教育部共同主办，旨在构建两国大学之间合作与交流的平台。清华、北大等20所中国大学和高丽、延世等23所韩国大学参加了该届论坛，并联合发表了《首尔宣言》。该宣言的签署，为中韩两国高校建立了有效的沟通机制。2010年6月，第二届中韩大学校长论坛在中国吉林召开。共有百余名来自教育部、国家留学基金管理委员会、国家汉办/孔子学院总部和韩国教育科技部以及中国22所、韩国19所高校的领导和代表齐聚吉林大学，共同讨论了中韩大学在高等教育国际化中所面临的机遇和挑战。^[2]

目前，除双方教育部主管的中韩大学校长论坛之外，韩国高等教育财团及相关教育机构还与北京大学、复旦大学、中国人民大学等一批重点院校定期联合举办各种论坛及学术研究活动。例如，2009年中国人民大学公管学院与韩国高丽大学公共政策学院共同举办了“2009中韩公共管理博士论坛”。该论坛主要致力于为有学术潜力的博士生提供一个交流和对话的平台。该届论坛对促进亚洲各国青年学生开阔学术视野、加强交流、增进了解起到了积极而深远的作用。^[3]上述院校间组织的论坛，不仅增强了中韩两国高等院校间学术交流活动的深度，还带动了整个东亚地区的学术交流。

(二)学者交换奖学金项目

高校教师作为教书育人和推动科研发展的中坚力量，在高等教育发展上起到了引领学术发展和开创国家未来的重要作用。中韩两国高等教育合作，也是两国师生间的一种交融。为此，韩国高等教育财团和中国国家留学基金管理委员会，通过设立学者交换奖学金项目，为两国学者间的交流与合作搭建了广阔的平台。

1.中国国家留学基金管理委员会“亚洲留学奖学金”

“亚洲留学奖学金”系中国教育部设立的全额奖学金项目，旨在鼓励亚洲学生、学者在本地区国家间流动，增进亚洲各国之间的相互了解，拓展教育交流与合作空间，提高亚洲整体教育质量。中国教育部委托国家留学基金管理委员会负责此项目的招生工作及日常事务的管理工作。

作为高级进修生来华进修者，须具有硕士学位及以上的学历或副教授以上职称，年龄不超过50周岁。中方为来华学者提供奖学金生活费(2000元人民币/月);首次来华一次性安置补助费;门诊医疗服务和中国政府奖学金来华留学生综合医疗保险;一次性城市间交通费。同时还免交注册费、学费、实验费、实习费、基本教材费和提供免费校内住宿。^[4]

2.韩国高等教育财团“国际交换学者奖学金项目”

成立于1974年的韩国高等教育财团是由韩国教育部许可并登记注册的非赢利性公益法人。该财团的宗旨是通过资助和培养人才，促进学术发展。国际交换学者奖学金项目作为该集团下设一项子项目，主要面向亚洲学者，为申请成功者提供在韩开展研究的机会。该项目每年接收约50位学者赴韩，旨在加强国际学者间的交流与合作。

近年来，中国学者申请该项目的人数呈现逐年增加的态势。申请者主要来自“211”院校。申请人首先要有两年以上的工作经历，同时要具有学士学位，并具备较强的学术和科研水平及英语交流能力，年龄不超过50岁。学者研究领域涉及人文社会科学、石油化工、信息科学与技术、生命科学等诸多学科。

作为游学的保障，韩国高等教育财团为申请成功者提供奖学金220万韩币/月，一次性初始安顿费100万韩币，往返国际机票，医疗保险及期末完成研究论文后100万韩币的奖励。

(三)留学生交流

随着中国经济实力的迅速提升，中韩两国经贸合作的日趋紧密，韩国来华留学的留学生数量呈现逐年递增的态势。据韩国有关部门的统计，2007年，韩国在外本科以上留学人员已达218031人，其中在华留学生人数仅次于美国，位居第二位，已远远超过英、澳、日、加等国。具体在华留学生数已达64000人，位居在华外国留学生总数之首，毕业于中国的博士生已有600余人。^[5]

另据中国驻韩国大使馆统计，2005年，在韩国留学的中国学生只有9378人。2008年4月，中国在韩留学人员达到44746人，占在韩外国留学生总数的2/3。其中博士生1372人、硕士4038人，本科生19914人，大专生9007人。毕业于韩国的中国留学生已有4000余人，其中硕士1600人，博士(后)1259人。^[6]2010年时，在韩国留学的中国留学生已达6.3万人，占外国留学生总数的84%。其中40%的中国留学生以韩国语学习为主。^[7]

两国高校之间留学生的交流与培养，对发展双方友好合作关系有着举足轻重的作用。面对日益增加的留学生数量，如何构建高效的留学渠道和保证生源质量，已然成为摆在两国面前的重要课题。不过，现实告诉我们，随着两国留学生数量的不断增加，中韩两国在高等教育领域的合作将变得更加紧密。

(四)孔子学院与合作办学

随着中国改革开放政策的不断深入，以及整个华文世界活力的不断增强，汉语达到了国际性语言的地位，成为具有实用价值的语言。韩国作为中国的友好邻邦，自古以来便深受中国文化的影响。其语言文字处于中华汉字文化圈的大背景下，保留有大量的汉字词汇。近年来，随着双方经贸往来的日益频繁，汉语学习成为一种潮流。来华学习汉语的人数与日俱增。为应对来自韩国国内的汉语热，我国于2004年11月，在韩国首尔成立了全球第一家孔子学院。孔子学院主要采用中外合作的形式来开办，中国国内的大学是孔子学院的支持单位，主要为各地的孔子学院提供教学资源。目前，我们在韩国陆续开设了12所孔子学院。

近年来，中韩合作办学日益增多。合作形式主要有两大类:一是独立设置的中韩合作办学机构，二是非独立设置的中韩合作办学机构。第一类办学机构是由中韩双方共同出资，形成合作体的法人财产，具备法定的办学条件，独立承担办学的责任。第二类办学模式主要采取学校领导下的二级学院制，由学校与外方合作者共同创办的不具有法人资格的中外合作办学机构，具体由二级学院运作。^[8]

孔子学院的建立和合作办学的蓬勃发展，都昭示着中韩两国高等教育的合作，已由初始的简单交流访问，走向纵深发展的阶段。

三、浙江大学实践纪要

2002年4月，时任浙江大学校长的潘云鹤教授率中国大学校长代表团出席了中韩大学校长会议。来自中韩两国的20余所著名大学的校长参加了中韩教育界最高领导的聚会。韩国副总理兼教育部部长李相周、中国驻韩大使李滨到会并致词。潘云鹤校长在会上作了题为《中国高水平大学面临21世纪的挑战与中韩合作》的基调发言，在与会者中引起热烈反响。^[9]

1995年原浙江大学就与高丽大学签订了校际协议。2008年两校重新签署了校际协议和学生交流备忘录。2007年浙江大学行政管理研究所与高丽大学政府研究所签署两所合作备忘录，就教师互换项目、研究生交换项目、合办国际会议等达成协议。2007年和2008年，两校在浙江大学联合主办了两届“中韩公共治理研究生学术论坛”。2009年我校派遣了5名本科生作为交流生去高丽大学留学1年。2005年浙江大学管理学院与延世大学商学院签订了两院合作协议，建立合作研究机构、交换学生培养。^[10]

浙江大学从2006年起，与韩国庆熙大学合作，定期举行“韩中未来指导者”韩国留学生培训活动。2009年12月，第四期“韩中未来指导者”培训活动的37位学员在浙大接受了为期一个月的汉语强化学习。韩国留学生学员通过近一个月的认真学习和亲身体验，对浙江大学留下了非常美好的印象。

2010年(截至10月25日)，我校韩国留学生数共有1019人，其中学位生710人(博士生18人，硕士生41人，本科生651人)，汉语语言生235人，专业进修生26人。

四、中韩两国高等教育合作未来趋势

科学技术的迅猛发展和经济往来的日益紧密为中韩两国高等教育的合作带来了前所未有的机遇。两国在高等教育领域的合作可以充分借助信息技术的发达，以及经济合作中的模式，不断尝试构建新的模式，以便将现有的成果推向更高的阶段。

(一)以信息技术为依托，实现资源共享

信息技术的快速发展，拉近了人们的距离，地球俨然成为一个小村庄。便捷和高效的网络系统为中韩两国高等教育合作搭建了更为广泛的平台。中韩两国可以依托网络实现远程教育，建立网上虚拟学校，通过网络组织教学，将更多的学生吸纳到国际教育之中。

另外，两国学者可以通过网络不定期举行学术论坛，实现资源共享。具体可以建立网络资源库，将研究成果以论文的形式呈献给相关领域的学者，通过沟通交流，不断完善已有成果，并为进一步的合作建立良好的基础。

(二)在“校园亚洲”构想下，实现深层合作

1999年6月，欧洲29个国家负责高等教育的部长们在意大利博洛尼亚(Bologna)共同签署了旨在到2010年建立“欧洲高等教育区”(EHEA)的博洛尼亚宣言(Bologna Decla Ration)，启动了欧洲高等教育一体化进程。

在欧洲高等教育改革的启示下，2010年4月16日，第一届中日韩大学间交流合作促进会议在日本东京举行。会议提出一个名为“校园亚洲”的构想，以推进中日韩大学间的交流与合作，并决定设置两个工作组就如何推进三国大学间的交流合作展开深入讨论。^[11]

“校园亚洲”的愿景虽处于萌芽阶段，但该模式一旦确立，势必将大大推动中韩乃至整个东亚高等教育的合作。

Synergistic Collaboration in Higher Education: Agenda for All Pervasive Growth

Prof R.C.Sobti，Vice Chancellor

Panjab University，Chandigarh(India)-160014

A.Introduction

Higher education scenario in developing countries is in a flux.The focus of these countries is on removing high levels of illiteracy prevailing by allocating resources towards universal primary education.World Development Report(1998-1999)entitled“Knowledge for Development”has very succinctly remarked“Knowledge is like light.Weightless and intangible，it can easily travel the world，enlightening the lives of people everywhere.Yet billions of people still live in the darkness(of illiteracy)-unnecessarily”.This is essential as the primary education acts as the feeder to the secondary and higher education systems.However，there has also been a neglect of higher education in most of the developing countries due to scarcity of resources.Most public universities are highly dependent on governments for their financial resources，which is getting scarce.The spiraling effect is also dilution of academic autonomy and undue interference.Intellectual capital of a nation can only be developed in institutions of higher learning.It is the quality of human capital which can lead to emergence of nation as a knowledge powerhouse.In today's turbulent economic environment，skills and knowledge of the workforce can be the only source of sustainable competitive advantage for the nations.

East Asia has been the hub of education since times immemorial.It has been receptive to and welcomed free transfer of ideas and opinions.In this era of globalisation，need for cooperation in higher education is no longer a matterof choice，but a compulsion.Ideas bear fructification in an environment of openness，exchange and free flow.Education is an important constituent of regional cooperation.Numerous efforts have been made，both at the government and institutional levels to develop integrated approach formutual gains.An important thrust towards collaboration is the need to globalise educational content and delivery systems so as to provide training to the students for the emerging integration of economies.This is also possible through exchange of students and faculty.

As a basic right and public good，education is firmly established by Article 26 of the United Nation's Universal Declaration of Human Rights:“Everyone has the right to education.Education shall be free，at least in the elementary and fundamental stages.Elementary education shall be compulsory.Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.”On similar lines，MillenniumDevelopment Goals(MDGs)and the Paris Declaration have focused on higher education and scientific cooperation for balanced，all round development.

B.Seismic Changes in Higher Education

Education is witnessing paradigmshifts globally.With the global integration of economies，there has also been an information explosion as reflected through increasing popularity of courses offered through internet and telecommunication.There is also now increasing corporatization of the academic institutions.Institutions of higher education are increasingly being required to be sensitive to the current and future needs of society，at the local，national and global levels.There are also pressures for institutional mergers and acquisition so as to be economically viable.There is a paramount requirement for highly skilled and educated workers，expansion of secondary education systems making more students opting for higher education;increasing links to the interna-tional system，with mobility and outsourcing of higher education.End users of the educational process i.e.the corporations demand for knowledge workers that are technologically savvy so thatminimal efforts are required to absorb themin the organizations.There is also a perceptual shift in the learning environment＆expectations with interdisciplinary learning outcomes becomingmore widespread and essential

Such changes are coupled with significant decrease in funding fromgovernment sources.There is nowa shift in perception with education not really being treated as a public good buta private benefit，and that it is not really an investment but a cost.Inability ofmany students to pay high fees has led to demand for more scholarships and grants on campuses.

These upheavals require that the institutions of higher learning develop strategic planning orientation.This necessitates continuous analysis of the points of interaction between the institution and the external environment in which it functions.Thus，in the technology-enabled knowledge economy，institutions have to not only impart subject knowledge but also to enhance requisite skills and knowledge so as to enhance their effectiveness and efficiency in the work place.Demand of the various stakeholders is not only for“just in time”learning but also customized“just for you”learning.

Competitive forces force higher education to search for ways to improve their service delivery in order to remain competitive in the market place.Such competition is also for better students and faculty as well as for grants in order to further their research mission and support their faculty.Most developing countries are moving toward a revenue-driven，market-responsive restructuring of higher education.Higher Education must respond to demands society projects and their own customers in order to transformitself into an all-inclusive entity that provides superior services and learning to students，parents，and in turn，future employers

C.Higher Education in India:Harbinger of Transformation

Higher education has witnessed tremendous growth and development since India gained independence in 1947.

* Ministry of Human Resource Development，Government of India(2010)

ASWOT Analysis for Indian Higher Education reveals that there is an increasing social demand for enrollment in higher education as well as trend towards new and advanced set of diversified specializations，competencies and skills in different sectors.Institutions of higher learning present immense opportunities as there is the presence of a huge think tank of faculty members，reasonably well established infra-structure and material resources，advanced technical＆technological facilities besides direct overseas connections through ICT，Distance Learning Programmes，alumni base etc.However，some of the weaknesses of these institutes impeding the growth process include absence of a long termpolicies and strategies，lack of coordination and conflicting roles and responsibilities for higher education sector's institutions and organizations.The near absence of operationalmechanisms for reviewing and evaluating academic programs has led to continuance ofmany obsolete programmes having poormarketability.Aging of systems，slowness of enhancements and developments in educational technologies has resulted in teaching not keeping pace with the industry's expectations.

There are tremendous challenges facing Higher education.

* Challenge 1:Access and Expansion;

* Challenge 2:Equity and Inclusion;

* Challenge 3:Quality and Excellence;

* Challenge 4:Academic and Administrative Reforms;

* Challenge 5:Internationalisation＆Private Participation.

The gross enrollment ratio，which is an indicator of access to higher education to students who have completed the secondary education is only 12.5% which compares very poorly with 60%in USAand Canada，over40%in several European countries and even more than 20%in many developed and developing countries.International experience shown that no country has been able to become an economically advanced country，if its enrolment ratio in H.E.＜20%.Thus，foremost priority for educational planners in India is to enhance access to a minimumthreshold level of about20%for sustained economic development.In India，education is in the concurrent list.Thus，it requires joint efforts of both the central as well as the state governments.

With regards to equity in educational opportunities，there are huge rural and urban disparities，inter-state variations，gender as well as inter-religious and inter-caste disparities.Indian government is making special efforts to encourage educationally backward sections like girls，caste groups through affirmative actions like reservations，freeships and scholarships.(www.xing528.com)

Many seats of higher learning have excelled and made their mark internationally like IITs，IIMs，AIIMS，PGI and universities like Jawahar Lal Nehru，Universities of Delhi，Bombay and Punjab etc.However，only 1/3rd universities and over 60%colleges and all of the self-financing institutions are cannot be considered up to the international ranks in terms of quality.Efforts have been made at strengthening of public educational institutions，which have suffered fromunder investment.In order to attract and retain bestbrains as faculty members，comprehensive research fellowship programs have been developed.In addition，collaboration between universities and research laboratories must be harnessed in order to integrate teaching and research and offering application oriented teaching to students.Institutions need to build a culture of ongoing quality review，feedback，and improvement by creating robust quality assurance processes at the institutional level which rely heavily on faculty expertise and incorporate the views of students，industry and different stakeholders.

Many institutions have embarked upon institutional reforms so as to harmonise admission，examination，faculty and governance related practices. Some of these include following uniform academic calendar，encouraging studentmobility and credit transfer through introduction of credit based courses and continuous examination and evaluation system;introduction of tutorial and seminar-based lecture to promotemore involved learning with focus on analytical ability，creativity and application oriented learning.Salient feature at reputed institutions include regular and periodic revision and up gradation of syallabi，making themflexible and dynamic，promoting inter-disciplinary courses to be in tune with the job-market dynamics.Many institutions are also restructuring to ensure transparency，autonomy and accountability.

Responding to the inevitable opening of Indian higher education for international service providers as well as promoting India as an educational hub，institutions are adopting consortiumapproach to attracting foreign students and networking with global institutions for collaborative research.It is likely that Indian universitiesmay be allowed to offer dual degree in collaboration with reputed foreign institutions aswell as permitting foreign universities to setup their full-fledged campuses rather than resorting to franchising and courseware renting.Governmentmay also setup council tomarket Indian educational facilities abroad.

D.Strategies for Cooperation in Higher Education

Integration of global economies has also necessitated training workforce to handle multitude of divergent situations.Many of the forces that havemade the world a flatter place also have an influence on higher education.Thus，workers need to be trained for better appreciation and sensitization on social and cultural aspects.Thus，institutions need to collaborate on development of programmes，through establishing larger alliances and partnerships.Some of the recommendations to enhance collaboration include:

1.Harmonisation and alignment with the international requirements for global workforce.This could be achieved through joint appraisal of the distinctive competencies of the region，developing instructionalmaterial etc.

2.Discouraging Brain drain by developing and managing institutions professionally，harnessing core competencies，bringing transparency and openness in the systems and structures.Thus collaborative programmes among East Asian nations could be developed.

3.Brain circulation by ensuring mobility of the faculty and researchers among the member nations through a cluster approach.With faster modes of communication and transportation，such inter-linkages can lead to development of niche areas of excellence spread across different nations in the region.

4.Cooperation and partnerships can be developed by fostering knowledge networks which allow systematic scientific knowledge sharing at the regional levels.Such an approach can be a source of institutional capacity development and cooperativemindset that is based on the partners'strengths and is beneficial for both sides froma cultural and scientific standpoint.Such cooperation in education can be precursor to economic development.

5.Establishing Incubation and Knowledge centres whichmay actas centres of excellence in distinct domains of knowledge and skills.This can not only bring economic prosperity tomember nations butalso increase technological andbusiness collaborations.

6.Developing twin programmes wherein faculty and students can undertake/impart part of the course in one institution.Besides，regular working groups，summer programs，joint applications for research funding，establishing a partnership for research exchange could lead to development of a mind set of collaboration.

The relatively slower rate of relationship building can be attributed to the conflict of cultures and orientation.Institutions of higher learning feel their primary responsibility is towards students and in dissemination of knowledge.They have a mindset which focuses more on basic，fundamental research as the reward and promotion systems are based on publications having high academic content.This has led to emergence of a situation where non-sharing of information and working in closed castles is paramount.Captains of premier institutions of higher learning and the policy makers need to take a lead in fostering collaboration for all pervasive growth.

Enhancing Two-Way International Students Mobility-Challenge in Internationalization of Japanese Universities

KATOShigeharu，

Deputy Director-General，Higher Education Bureau Ministry of Education，Culture，Sports，Science and Technology(MEXT)，Japan

Internationalization of Japanese Universities:Why

Why does Japanese government encourage universities to internationalize，and are universities themselves are struggling to do so?

For one thing，Needless to say，diversity is an essential ingredientof higher education，because cultural diversity of students，as well as of faculty，is a source of quality of academic activities.It is the interaction of players with different cultural background which brings about new idea and value.

However，fraction of international students and faculty is very low in Japanese universities，as you can see in the slide，“Why Internationalization of Japanese Universities”.It is the first order business for Japanese universities and my ministry to increase international students and faculty.

Second，strong demand for global talents is rapidly eminent in Japanese industries，not only in manufacturing industry but also in service industry.

In this connection，the author wants to introduce what kind of people is meant by“global talent”in Japan.The slide“‘Global Talents’Meant in Japan”shows the definition reached in the Global Human Resource Development Committee of the Industry-Academia Partnership for Human Resource Development this April.

Important thing in this definition is that，to be a global talent，it is not enough to understand cultural difference，but he/she has to be an active person as tomake capital of cultural diversity ofmembers of the group to which he/she belongs and to produce new thing and new value.

Internationalization of Japanese Universities:How

The first avenue the Japanese government and universities are pursuing is to increase the number of international students and faculty.

Since two years ago，when the LDP was in power，it has been a government policy to increase international students to 300 thousand in 2020，the current number of which is about 130 thousand.This numerical target has been succeeded in Japan's“New Growth Strategy”decided June this year under Democratic Party Administration.

In order to increase international students in Japan，relevant government Ministries are working together，so that international students enjoy easy access to and comfortable stay in Japan.The efforts are concentrated in the five principal components:(1)offering incentives and one-stop service for Study-in-Japan，in overseas;(2)improving admission process and immigration regulation;(3)globalizing universities;(4)robust support to international students，including their housing，welcoming local community;(5)promoting employment in Japan，improving visa status procedure.

As the second pillar，MEXT designates core universities of internationalization，and gives themfinancial support.The designation is based on competition of specific programs，such as opening the courses where you can get degree only with English，employing foreign faculty for teaching in English or administration of international nature，implementing international recruiting，etc.

The programis called“Global 30”，since it was intended for thirty universities to be designated.However，13 universities were designated in FY2009，according to budget availability，and no additional designation has been made in this fiscal year.

It is the intention of MEXT to support13 designees steadily for five years，rather than try additional designation，because of new policy initiatives mentioned later.

The third one is to facilitate study abroad for Japanese students.

In these days of internationalization of higher education all over the world，majority of Japanese youth will not go abroad to study，to conduct research，whatever.

The slide“How to globalize Japanese universities(2/2)”shows some evidence.Japanese students want to study abroad less than Chinese and Korean colleague.The number of Japanese students abroad is decreasing;in case of those in the US，sharp decline like this.

This concern is of course widely shared in Japan，among academia，as well as government and industry.When Harvard University President Drew Faust visited Japan，Prime Minister Hatoyama and university leaders raised this concern.According to Harvard statistics，the number of Japanese students(across all faculties)at Harvard over the past decade was dropped from151 in 1999 to 101 in 2009.

In the“New Growth Strategy”.numerical target was set:in 2020，300 thousand Japanese youth are studying abroad.

As the first step，MEXT are proposing new short-term(less than three months)two-way exchange programin next FY budget.It is expected that students taking part in this short visit program recognize how hard their colleague in Asia，the US，Europe or any place in the world are studying with clear objectives，experience different culture，and seek another，full-fledgedoccasion of study abroad，for example seeking degree abroad or taking part in longer，substantive exchange programs.Also incoming 7，000 international students will be good stimulus to Japanese colleagues.

Japan's Emphasis on East Asian Region in its University Exchange

The slide“International Students Coming to Japan”shows thatmore than 90%of international students in Japan are fromAsia.That's the first，natural reason to put importance on Asia.The slide“Japanese Students Abroad”shows that about one third is Asia，with the North America is the number-one destination.

The slide“Emphasis on East Asian Region”shows break-down of Asian students in Japan.Those fromChina，Korea and Taiwan consist of about80%.Vietnam，Malaysia，Thailand，and Indonesia follow.

Another factor for Japan to put emphasis on East Asian region is rapid globalization of economic activities in the region.More Japanese companies employ Asian people in executive and managerial，as well as operative，positions in their affiliates in Asia，and even in their headquarter in Japan.

Furthermore，regional cooperation is essential to dealing with global issues.University exchange is important in training human resources to work on thateffort，aswell as providing solutions to the issues through collaboration with colleagues in the region.

Japan's NewPolicy Initiative

In this context，new policy initiatives have been put forward since last year.

Former Prime Minister Hatoyama made proposal to enhance university ex-change with quality assurance in East Asian region.

He made it in Japan-China-Korea summitmeeting in Beijing lastOctober，and in ASEAN+3 and EAS summitmeetings in Cha-amHua Hin，Thailand same month.His proposal warmly supported by leaders in these summit meetings.

Since there are already student exchanges in several tens of thousand among Japan，China Korea，the three countries set up a committee to discuss specific measures to promote university exchange and cooperation among the three countries with quality assurance.The committee comprises of government official，university presidents and professors，and industry executives.

The firstmeeting was held in April this year in Tokyo.It was agreed to launch CAMPUS Asia，and set up two working groups to come up with specifics.Through the discussion in the working groups，it is a consensus among the three to start some pilot programs during 2011.

Another specific activity is an international symposiumon university exchange in East Asian region，the proposal of which is described in the slide“International Symposiumon Exchange among Universities with QA in East Asian Region(proposal)”.

The symposiumwill be jointly organized by Japan，China and Korea.The date will be either 17-18 or 24-25 March 2011.

In East Asian region there already are pioneering activities by ASEANUniversity Network(AUN)and Regional Center for Higher Education and Development，Southeast Asian Ministers of Education Organizations and other organization，in the area of quality assurance(QA)，credit transfer，and joint programs.On the other hand，university system，QAsystemand state of its development are diverse in this region.

Having these in mind，it would be meaningful to discuss how to promote university exchange in East Asia with proper QA.That's the intention of thesymposium.

Conclusion

Today，the globe facesmany issues:to attain economic growth with environmental protection，to get rid of poverty，epidemic，and to assure supply of water，energy and food，etc.

What will save the Earth by solving these issues?The author believes that it will be collaboration and competition among youth of the world，and this has to be based on mutual understanding and respect among themwith multi-cultural background.

Then，in this context，what is the Universities'“global”social responsibility Of course，universities are expected to equip students with state-of-the-art knowledge and skills.But that's not enough.The important thing is to equip themwith attitude and aspiration necessary for global citizen，necessary for themto be global citizen，necessary for themto collaborate and compete in a sound manner with colleague in the region and all over the world.

Nowwhat we have to do is clear:to open up universities.Let us realize more mobility of students and faculty and make every university be a platformof capacity building in global era.The author stresses that this has to be realized for the sake of the supreme cause of bringing up human capital fighting to solve global issues，not with university's economic sake as the primary cause.

Further international collaboration among those in academia and government is required.In that instance，it should be remembered that quality assurance is indispensable foundation for fruitful university exchange.The last thing we want is to make students victims of inadequate QA in university exchange.

Acknowledgement

The author appreciate all who worked for the realization of the East Asia Summit Higher Education Cooperation Forum，especially those in Chinese Ministry of Education，Yunnan Provincial Government，Yunnan Department of Education，and Yunnan University.The author thanks warmwelcome and hospitality accorded to himand other guest to the Forum.Last but not the least，the author expresses special thanks to student volunteers of Yunnan University; they were quite positive and responsible，and instrumental for the success of the Forum.

【注释】

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