亞洲六國國際學校理念類型與開放規範之探討   免費試閱

The Ideological Types and Opening Regulations of International Schools of Six Asian Countries

1990年以來，國際學校在各國開放本國籍學生就讀的鬆綁政策下快速大量成長，國際學校市場的開放更成為近年來FTA談判的議題。當地國如何開放國際學校設立及開放本國籍學生就讀而不傷及本國教育體制，已是各國政府必須迫切解決的問題。本研究透過對六個亞洲國家的比較研究，找出其開放規範的趨勢及特點，提供我國政府思考及解決國際學校開放問題之參考。為此，本研究透過文獻探討先建立「境內國際學校開放規範分析模型」，再用以比較亞洲六國的國際學校法規。研究發現歸結為兩點：一、亞洲六國過去十餘年來有開放國際學校的共同趨勢，且六國對於境內國際學校的類型分類與開放規範有模式可循。二、亞洲六國開放境內國際學校的同時亦皆有其配套措施，呈現民族主義因應全球化的調節抗衡作法。本研究基於對亞洲六國理念類型與開放規範的分析發現，建議我國對境內國際學校的開放可朝五個方向思考：一、我國境內國際學校不宜限縮在外僑學校一類，宜重新界定為包括外僑學校、國際學校及體制內國際學校三部分。二、依國際法對現行外僑學校法規進行檢視修正。三、依世界貿易組織的服務業規範另行制定國際學校管理法規。四、開放我國中小學辦理國際課程或附設國際課程部。五、採行配套規範來降低開放國際學校對我國教育體制造成的衝擊。

The number of international schools has been dramatically increasing since the 1990s because many local governments have lifted their bans on local students’ enrollment in international schools. The market of international schools has also become one of the Free Trade Agreement negotiation issues in recent years. How local government can regulate the establishment of international schools and the recruitment of local students without detriment to national education system is clearly an urgent task to host countries. The purpose of this study was to explore the trends and attributes of six Asian countries in this respect in order to give a self-reflection for Taiwan’s status. For this purpose, the researcher constructed a regulation analytical frame, and applied it to analyze the ideological types and opening regulation models of six Asian countries. The analysis had two main findings: First, open the international school market is the trend of the six Asian countries, and the way they classify and regulate their in-shore international schools could be induced into several models. Second, the supporting measures that the six counties took to protect their school education system show how they adjusted themselves and contended against globalization. Based on the findings, five suggestions had been provided for the government of Taiwan: First, redefine the “inshore international schools” to include expatriate schools, international schools (narrow definition), and international schools in local school system. Second, regulate the expatriate schools in light of the international law. Third, make a new regulation for international schools (narrow definition) in light of the GATS education service regulations. Fourth, allow the local schools to provide international programs in their schools. Fifth, protect local education system through supporting measures.