The Evolution and Reconstruction of the Policy of Sino-Foreign Cooperative Education in the Sight of Internationalization of Higher Education

Globalization has been the development trend of the world economy since the 1980s. The globalization of higher education is especially affected by economic globalization, in this context, Sino-Foreign cooperative education in higher education emerging. The development, after more than 30 years of exploration and practice, of Chinese foreign cooperation in running schools is in high speed, and the scale, level and mode of running schools have tre-mendously changed, which is bound up with the incentive policies of our government. Based on the evolution and review of China’s Sino-Foreign cooperative education policy, this paper will analyze the problems and shortcomings of the policy, heading first. It is the policy suggestions that we need make out, of Sino-Foreign cooperative education suitable for China’s national conditions from the perspective of higher education nationalization, which is expected to be beneficial to the promotion of China’s higher education internationalization process and the optimization of Sino-Foreign cooperative education.


The Evolution and Achievements of Sino-Foreign Cooperative Education Policy
The policy system of Sino-Foreign cooperative education is an organic integrity composed of a series of decrees, rules, regulations and measures formulated and issued by the Chinese government and the education department in order to support and mediate the policy. In the nearly 40 years of exploration, it has experienced five stages: policy absence, policy germination, policy issuance, policy legalization and policy implementation, as follows:

Seeking-The Evolution of the Policy of Sino-Foreign Cooperative Education since the Reform and Opening Up
After the Reform and Opening up in the 1980s, Sino-Foreign cooperative education has experienced five stages: Policy absence, policy germination, policy promulgation, policy legalization and policy implementation.

Achievements-The Effect of the Policy of Sino-Foreign Cooperative Education since the Reform and Opening Up
The history of higher education in China, integrally, the strategy adopted in its internationalization process can be summarized as strategy-introversive type-to achieve internalization and absorption by means of learning foreign advanced models and experiences and introducing high-quality education resources, to make it internally drive to develop education [1]. After nearly 4 decades of ex- ploration and practice, the policy of Sino-Foreign cooperative education has changed from scratch, from theory to practice, from single policy to system formation. It has accumulated a lot of experience in Sino-Foreign cooperative education, not only that, but also steadily promoted the internationalization and high-end of China's higher education. On the one hand, the improvement of Sino-Foreign cooperative education policy has promoted the continuous development of overseas education policy, Chinese as a foreign language policy and study-abroad policy, paving a way for China's talents and culture to go out. On the other hand, the policy of Sino-Foreign cooperative education has excited various international higher education institutes, making scale of institutes and educational projects increasing with each passing day. Confucius Institutes, spreading all over the world, upsurge Chinese-learning and make cultural output be accelerated and the reshaped cultural confidence. At the same time, the evolution and development of Sino-Foreign cooperative education also provides many opportunities for the introduction of high-quality education talents and resources. While we are constantly introducing foreign education courses, teaching concepts and teaching models to activate the vitality of China's higher education development, in turn, we are promoting China's higher education to be in line with the internationalization, and realizing the dream of building more world-class universities into a powerful country in education by means of continuous introduction, absorption and learning.

Lack of Policies Timeliness on Sino-Foreign Cooperative Education
It is not difficult to find that, looking back on the evolution of Sino-Foreign cooperative education, the realization of Sino-Foreign cooperative education is largely based on the actual needs. Compared with the actual needs of the development of higher education in China and the pace of internationalization, the introduction of the policy of Sino-Foreign cooperative education is obviously lagging behind, which is mainly manifested in two aspects: firstly, the lag of the time of policy introduction. In the 1980s, there were inclining cooperatively run schools in China. However, absence of clear guiding policies brings about problems frequently, such as unclear approval authority, incomplete approval process and so on. What's worse, some overseas criminals are provided for a criminal opportunity, resulting in endless cases of educational fraud. Fortunately, the first policy of Sino-Foreign cooperative education came late in 1993. In this year, the regulations and policies differrelatively from the actual needs of Sino-Foreign cooperative education, and the policy revision takes a long time. For example, in 2008, some experts and scholars clearly pointed out that there are problems in the current Sino-Foreign cooperative education. Nevertheless, it was not until 2013 that the relevant units adopted the opinions for minor revision, and most of the problems in reality are still pendent. Therefore, the lag of Sino-Foreign cooperative education in the process of promulgation and revision has seriously hindered the internationalization of higher education in China. Secondly, the policy content lags behind. There are some problems in the policies of Sino-Foreign cooperative education, which are not in line with the reality and seriously lag behind the reality, compared with the actual needs of Sino-Foreign cooperative education. For example, Sino-Foreign cooperative education, in a comprehensive sense, there should be two modes included: overseas education and domestic education. However, around the 1990s, Chinese universities went abroad to seek opportunities for cooperation in overseas education, accordingly, overseas cooperative education was excited. In 1995, the Interim Provisions on Sino-Foreign Cooperative Education has been issued, which defined the policy as cooperative activities in the implementation of education and teaching in China [2]. This content in the Provisions clearly separates the two closely related modes of "Introduction" and "going out", and excludes "going out" from the legally agreed mode of Sino-Foreign cooperative education. This one-sided policy will inevitably lead to wrong orientation and lay unknown hidden dangers for the overall development of Sino-Foreign cooperative education.

Unreasonable Policies Statement on Sino-Foreign Cooperative Education
It is claimed accurate words and clear expressions for any policy to work better.
However, there are many ambiguous meanings, unclear definitions and unscientific expressions throughout the policy of Sino-Foreign cooperative education.
For example, the definition of "quality education resources" is vague. As mentioned above, the starting point of Sino foreign cooperative education policy is to attract more foreign high-quality talents and educational resources. However, the "quality education resources" has been given without a clear definition. It is only vaguely equivalent to such contents as "famous foreign educational institutions", "generally recognized academic level and quality of education and teaching", "introduction of domestic urgently needed courses and textbooks with advanced international standards". It is precisely because of the vagueness and unclear definition of China's policies that the quality of Sino foreign cooperative education is low and criticized. Therefore, it should be the focused problem to be solved to clarify "what is high-quality education resources". At the same time, there are some descriptive problems in the existing policy articles, such as contradiction between the beginning and the end, repeated discussion, which greatly affect the effectiveness of the policy.

Inadequate Implementation of the Policy on Sino-Foreign Cooperative Education
The

Realistic Reconstruction of the Policy of Sino-Foreign Cooperative Education in the Perspective of Internationalization of Higher Education
In February 2016, the Several Opinions on the Opening up of Education in the New Era was issued general office of the Central Committee of the Communist Party of China and the State Council, flagging a new stage that Sino-Foreign cooperative education has entered, and defining the development goal of Sino-Foreign cooperative education in this stage, "improving quality and efficiency, serving the overall situation and enhancing capacity". However, the policy system of Sino-Foreign cooperative education is an organic combination of relevant laws, regulations, policies and implementation measures. Therefore, we will also actively explore the practical reconstruction approaches and effective strategies of Sino-Foreign cooperative education in the perspective of internationalization of higher education from the four aspects of policy itself, external factors, policy value and implementation and development. It has important practical significance under the background of internationalization of higher education.

Keep Pace with the Times and Improve the Policy of Sino Foreign Cooperation in Running Schools
After nearly 4 decades of exploration and development, initially, the policy system of Sino-Foreign cooperative education has been established in China, but there are still some historic problems, such as the lack of timeliness, controversial content expression, incomplete content, etc. Some new problems have gradually emerged with the further development of Sino-Foreign cooperative education, further increasing the gap between the existing policy system and the actual situation of the country, seriously affecting the effectiveness. Based on this, we need to keep pace with the times, correct and cure the historic problems and new present problems in the policy of Sino-Foreign cooperative education, and constantly improve the policy of Sino-Foreign cooperative education. Specifically, we can start from the following aspects: firstly, actively introduce "going out" and frame a reasonable policy. According to the Opinions issued in 2016, the education goal of the new era should be based on two basic points at home and abroad, and overall situation. Domestic cooperative education and overseas cooperative education are the capable assistants of Sino-Foreign cooperative education, which should go hand in hand and develop commonly. Therefore, we should learn from foreign successful experience and advanced models by "going out". With the help of "Introduction", we will integrate the theoretical achievements we have learned into the latest policy of Sino-Foreign cooperative education. Promote the dynamic update and continuous improvement of relevant regulations, opinions and methods to meet the international development needs of China's higher education in an all-round way. Secondly, establish and improve of the policy system for Sino-Foreign cooperative education. After improving its content and framework, it is also necessary to establish laws and regulations supporting the policies one by one, to advance the legalization process of Sino-Foreign cooperative education in an orderly manner. At the same time, we will further sort out the improved policies and regulations, integrate, clarify and clean up the repeated and contradictory policies, and ensure the accuracy of the existing policy content and framework [4]. At the same time, we should make a good connection between the central government and the local government, encourage the local government to formulate supporting policies for Sino-Foreign cooperative education in accordance with the unified deployment of the central government and the actual situation of the local government, further expand and improve the policies for Sino-Foreign cooperative education, enhance the pertinence and scientificity, and jointly drive the international development of higher education in China.

Skillfully Borrow External Strength to Drive National Education Development Strategy
With the development of the times, more opportunities and challenges of the

Value Sublimation and Construction of International Education Development System
The fundamental purpose of improving the policy system of Sino-Foreign cooperative education is to drive the international development of education, to pool resources and dredge channels for the construction of world-class universities.
Therefore, we should closely link the improvement of We should deal with the problems and disputes in the process of internationalization of higher education, and promote the harmonious and steady progress of the process of internationalization of higher education.

Pay Close Attention to the Implementation and Promote the Steady Improvement of International Education
Firstly, clarify the rights and responsibilities, and build an efficient organization and operation mechanism. The key is to make clear the relationship, to carry out the policy of internationalization of higher education, among the three main bodies: the state, the districts and the universities. Focusing on the basic positioning of university running, the power responsibility relationship between the state and the local government and the supervision function of social forces, the go- About whether it is universities, society, government, teachers and students, parents, third-party institutions, they are all the interest subjects of the internationalization of higher education, and they all enjoy the right to supervise the internationalization process of higher education according to law. Therefore, we should actively open up channels, fully mobilize the supervision power and enthusiasm of all stakeholders, establish a perfect supervision and reporting system and information disclosure system, and promote the openness and transparency of the internationalization process of higher education. On the other hand, rationalize the information feedback mechanism. How to ensure the effectiveness of supervision focuses on the timely and effective feedback of supervision information results. Therefore, we should establish a smooth feedback mechanism of supervision information on the basis of strengthening supervision authority. A special supervision information collection and processing mechanism, under the leadership of the government, shall be established to ensure that the information from all supervision subjects can be collected and fed back in time, and to guarantee the supervision right and the right to know of the public. In view of the problems found in the supervision process, the responsible subject shall be ordered to rectify in time, and appropriate punishment measures shall be selected according to the severity of the problems.
Internationalization has become a general rule for the development of higher education in various countries with the continuous progress of globalization, and the steady improvement of the quality of running a school. Since the reform and opening up, China has been committed to exploring the development strategy of higher education, constantly improving the policies and regulations of Sino foreign cooperation in running schools, and promoting China's higher education to be in line with the international standards. However, a journey of a thousand miles begins with a single step, and the road to perfection of the policy of Sino foreign cooperation in running schools is tortuous and long. Only can we stand on the present, look into the future, face up to the shortcomings, seek from the top and the bottom, and adhere to the combination of "Introduction" and "going out". Only in this way can we improve and activate the policy framework and legal system of Sino-Foreign cooperative education, so as to realize the value reconstruction and the connotative development of China's higher education in the process of promoting the internationalization of China's higher education.