The Factors Informing the International Education 2.0 Policymaking
The Ministry of Education released the policy set out in the White Paper 2.0 on International Education for Primary and Secondary Schools (International Education 2.0) in May of 2020, without clearly explaining the context and factors that informed the planning of the policy vision and goals behind it. The aim of this paper is to explain how the overall context of the times in which they were articulated determined the policy vision and goals of International Education 2.0, in order to give people working in the primary and secondary education sector a better understanding of this policy. This paper begins by explaining International Education 2.0 was conceived in a time of the overlapping influences of internationalization and globalization, and why International Education 2.0 focus on three dimensions: talent cultivation, environmental preparation, and external interaction mechanisms. It then gives an analysis of the connection between the international context of the times (ideological trends of international relations, rules of international exchanges, and international linkage mechanisms) and the three policy goals that were articulated (cultivating global citizens, promoting education internationalization, and expanding global exchanges). It concludes with an outline of the following three features of how the International Education 2.0 policymaking was undertaken: 1. Policymakers looked at the times from a broad perspective; 2. The policymaking was based on the overall international context of the times; and 3. The policymaking took into account both the current trends of the times – internationalization, and globalization – and the national situation.
|關鍵詞||全球化、政策制定、國際化、國際教育2.0、globalization、policymaking、internationalization、International Education 2.0|