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experience are becoming attractive to future employers. This possibly
may be related to the qualitative growth of the Chinese employer
institutions themselves as well.
The latter may be regarded as a significant achievement. To a
large extent, the programs have moved away from their primary aim
of increasing cultural awareness towards filling in gaps identified by
the market under increased and matching demands. The importance
of language has not decreased, but the importance of skills exhibits
significant increase. Some educators believe this is the sign that the
programs are on the right track. It is certainly possible to assume
that, in addition to this, they also achieved much in their mission of
pioneering in breaking the ice on the cultural border.
Acknowledgements
This research, especially with regard to travelling to the site and
accessing the institutions, their administrators, teachers and students,
has been made possible through the support of the Sik Sik Yuen
Research Fund.
References
Cummings, W. K. (1999). “The Institutions of Education: Compare, Compare, Compare!”.
Comparative Education Review 43(4), pp.413-437.
Fujikane, H. (2003). “Approaches to Global Education in the United States, the
United Kingdom and Japan”. In M. Bray (Ed.), Comparative Education:
Continuing Traditions, New Challenges, and New Paradigms. Dordrecht, Boston,
London: Kluwer Academic Publishers, pp.133-152.
Kubow, P. K. and Fossum P. R. (2007). Comparative Education. Exploring Issues in
International Context (2nd Ed.). Columbus, OH: Pearson Prentice Hall.
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