微型社会高等教育发展比较研究
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摘要
澳门是一个经济发达、社会开放、国际化程度较高的“弹丸之地”,澳门回归后,特区政府高度重视高等教育在社会发展中的作用。在澳门旅游博彩业蓬勃发展的背景下,澳门特区政府有充足的财政保障支援高等院校的经费需求。当前,澳门共有十所高等院校,其中四所公立院校,六所私立院校。然而澳门高等教育的整体水平并不高,亦无一所蜚声国际的知名院校。那么澳门缘何缺少一所世界知名的高等院校?澳门应如何规划其高等教育的未来发展路向呢?
澳门属于典型的微型地区,世界范围内有诸多类似于澳门的微型国家与地区。微型国家与地区并非仅是巨型或大型国家的“迷你版”那般简单,微型国家与地区有其自身的独特性。因此,微型国家与地区的高等教育发展亦应紧扣这种独特性,在此境况下寻求高等教育发展的别样路向。有鉴于此,探讨澳门高等教育的发展应将其放置于微型国家与地区的视域之下。任何国家或地区的高等教育制度都难以达臻完美无缺,其高等教育的发展需借鉴他国或地区的优良经验。与其他国家或地区高等教育发展的比较是对自身教育制度的“反观”与“检阅”,亦是从“类群体”中找寻可资借鉴的优良做法。因而,本研究选取香港、马耳他两个案例,从高等教育发展的内涵所涉及的系统结构优化、规模增长与质量保障、国际化水平提升、社会适应性增强四个维度与澳门进行比较研究。在比较镜鉴的基础上探寻澳门高等教育发展的路向。
澳门、香港、马耳他皆属于微型社会,微型社会有着不同于巨型/大型社会的典型性表征。首先,三者都有被殖民的历史；其次,微型社会经济规模有限,难以实现规模效益；第三,微型社会开放度高,文化多元。微型社会的这些相关特性形塑了其“微型高等教育”。
澳门高等教育的发展可追溯至欧式圣保禄学院的建立,然而,圣保禄学院关停之后澳门高等教育陷入了“长时段”的空寂期。1981年私立东亚大学的设立可谓是澳门现代高等教育的肇始。因应过渡期对人才的需求,澳葡政府收购私立东亚大学将其转制为公立大学,自此澳门才有了本土意义上的高等教育机构,其后公立东亚大学一分为三。回归后,伴随社会对高等教育需求的增长,澳门高等教育得以跨越式发展。
从高等教育系统结构来讲,澳门高等教育系统公私立高校并存,高等教育系统缺乏整体统筹规划；香港高等教育系统呈现出“差别有序”的特点,大学教育资助委员会通过“共展所长”的理念优化高等教育系统结构；马耳他属“双轨制”高等教育体系,其高等教育系统结构清晰、易于统筹管理。
高等教育规模增长与质量保障方面,澳门、香港高等教育均已实现马丁·特罗意义上的普及化,马耳他高等教育规模增长则相对较缓慢,尚处于大众化阶段。澳门高等教育虽实现了“跨越压缩式”发展,然而却是量与质的非均衡发展,其高等教育质量保障体系仍待健全；香港移植了英国高等教育传统,高等教育规模增长之初便注重质量保障,因而建有完备的内外部质量保障体系；马耳他则是在博洛尼亚进程的促动下引入了高等教育质量保障体系。
高等教育国际化拓展方面,澳门具有实现国际化的先天优势,但“后天”发展受阻,其国际化水准仍有待提升；英国高等教育模式的移植为香港高等教育达致较高国际化水准奠定了基础,加之高等教育产业化战略及构建“区域高等教育中心”的目标有力地推动了其高等教育的国际化发展；马耳他在“欧洲高等教育区”整体目标的影响下,极为注重高等教育的欧洲维度,其高等教育国际化发展策略是以区域化驱动国际化。
高等教育社会适应性方面,澳门、香港、马耳他皆表现出较高的社会适应性。这与微型国家或地区的可持续发展更加需要高等教育的支撑紧密相关。然而,三者相较而言,香港、马耳他高等教育的社会适应性更强,其社会适应机制更为完备,外部引导机制与高等院校的回应机制相得益彰。引导澳门高等教育适应社会的外部主体则相对单一,相关主体处于缺位状态。
最后,本研究归纳了澳门、香港、马耳他三个微型国家或地区高等教育发展的路径,并就微型社会高等教育发展的共性困境及“理路”进行了归结。在此基础上,从六个方面提出了澳门高等教育未来发展的策略建议。
Macau is a tiny area, with developed economy, open society and higher degree of internationalization. After Macau reverts to Chinese sovereignty, the SAR government attaches great importance to the role of higher education in social development. In the context of booming of tourism and gaming, the Macau SAR Government has adequate financial resources to support the requirements of higher institutions. Currently, there are10higher institutions in Macau, which includs four public and six private institutions. However, the overall level of higher education in Macau is not high; none of these institutions is a world-renowned one. Why Macau lack a world-renowned institution? How should Macau plan the way forward for its higher education?
Macau is a typical small territory. There are many small states and territories similar to Macau across the world. Small states and territories are not the "mini-version" of the giant or large countries, they have their own uniqueness. Small states and territories should combine with the uniqueness to seek a different kind of way to develop their higher education. For this reason, Macau should be placed under the Small states and territories sight in order to explore the development of higher education in Macau. The higher education system in any states or territories is difficult to achieve perfect; its development of higher education need to learn from other states or territories'excellent experience. Comparison the higher education system with other states or territories means review one's own higher education system, it also means looking for good practices which can be learned from the "similar groups". Thus, this study selected Hong Kong and Malta as two cases to compare with Macau in four dimensions, such as system structure, the growth of scale and quality assurance, internationalization, social adaptability. On this basis, the study explored the development strategy of Macau higher education.
Macau, Hong Kong, Malta are three miniature society, they have typical characteristics which are different from giant or large society. First of all, they all have a colonial history. Secondly, miniature society has limited economic scale; it is difficult to achieve economies of scale. Thirdly, miniature society has a highly open society, with diverse culture. These characteristics of miniature society shaped its "miniature higher Education".
The development of higher education in Macau can be traced back to the establishment of the European-style St. Paul's College. However, after the shut down of the St. Paul College, Macau Higher Education entered into a "long period" of "blank stage". The establishment of the private University of East Asia in1981can be described as the onset of modern higher education in Macau. In response to the demand for talent in the transition period, the Macanese government purchased the private University of East Asia and transformed it into a public university. Since then Macau has an indigenous higher institution; it subsequently split into three higher institutions. With the growth of social demand for higher education in Macau, Macau higher education achieved rapid development after the return of sovereignty of Macau to China.
In terms of higher education system, public and private higher institutions coexisted in Macau, but lack of overall co-ordination and planning. Hong Kong's higher education system showed the characteristics of the "orderly difference". University Grants Commission of Hong Kong optimized the structure of the higher education system under the concept of "To make a difference". Malta has a "dual track" system of higher education. Its structure is distinct; also the system is easy to co-ordinate and supervises.
In terms of scale growth of higher education and quality assurance, Macau and Hong Kong higher education have arriving at the stage of popularization, which was put forward by Martin Trow. The scale growth of Malta higher education is relatively slow; it is still in the stage of massification. Macau higher education achieved rapid growth in a few years. However, it isn't a balanced development of higher education between quantity and quality. The quality assurance system remains to be perfect. As Hong Kong transplanted British tradition of higher education, it focuses on quality assurance at the beginning of the scale growth. Thus Hong Kong has a comprehensive internal and external quality assurance system. Malta introduced the Higher Education Quality Assurance System motivated by the Bologna process.
In terms of internationalization of higher education, Macau has the inherent advantages to achieve internationalization of higher education, but blocked by postnatal elements. The standards of internationalization of higher education remain to be improved. The transplantation of the British model of higher education laid the foundation to achieve a higher level of internationalization of higher education in Hong Kong. In addition, the industrial strategy of higher education and the target of "building a regional center for higher education" strongly promote the internationalization of higher education. Under the influence of the overall goals of the "European Higher Education Area", Malta put strong focus on the European dimension of higher education. Malta's development strategy of internationalizing higher education is to motivate internationalization through regionalization.
In terms of social adaptability of higher education, Macau, Hong Kong and Malta showed a higher degree of social adaptability. This related closely to the fact that the sustainable development of small states and territories need more support from higher education. However, compared the three, Hong Kong and Malta's social adaptability mechanism of higher education is more complete, their external guide mechanism and internal response mechanisms interact effectively. The external guide body of Macau higher education to adapt to society need is relatively single, relevant body didn't play their roles.
Finally, this study summarized the three models of higher education development in Macau, Hong Kong and Malta. And then the common dilemma and solution of higher education development in miniature society were analyzed in the dissertation. Based on this basis, I proposed six strategic proposals for the future development of higher education in Macau.
澳门属于典型的微型地区,世界范围内有诸多类似于澳门的微型国家与地区。微型国家与地区并非仅是巨型或大型国家的“迷你版”那般简单,微型国家与地区有其自身的独特性。因此,微型国家与地区的高等教育发展亦应紧扣这种独特性,在此境况下寻求高等教育发展的别样路向。有鉴于此,探讨澳门高等教育的发展应将其放置于微型国家与地区的视域之下。任何国家或地区的高等教育制度都难以达臻完美无缺,其高等教育的发展需借鉴他国或地区的优良经验。与其他国家或地区高等教育发展的比较是对自身教育制度的“反观”与“检阅”,亦是从“类群体”中找寻可资借鉴的优良做法。因而,本研究选取香港、马耳他两个案例,从高等教育发展的内涵所涉及的系统结构优化、规模增长与质量保障、国际化水平提升、社会适应性增强四个维度与澳门进行比较研究。在比较镜鉴的基础上探寻澳门高等教育发展的路向。
澳门、香港、马耳他皆属于微型社会,微型社会有着不同于巨型/大型社会的典型性表征。首先,三者都有被殖民的历史；其次,微型社会经济规模有限,难以实现规模效益；第三,微型社会开放度高,文化多元。微型社会的这些相关特性形塑了其“微型高等教育”。
澳门高等教育的发展可追溯至欧式圣保禄学院的建立,然而,圣保禄学院关停之后澳门高等教育陷入了“长时段”的空寂期。1981年私立东亚大学的设立可谓是澳门现代高等教育的肇始。因应过渡期对人才的需求,澳葡政府收购私立东亚大学将其转制为公立大学,自此澳门才有了本土意义上的高等教育机构,其后公立东亚大学一分为三。回归后,伴随社会对高等教育需求的增长,澳门高等教育得以跨越式发展。
从高等教育系统结构来讲,澳门高等教育系统公私立高校并存,高等教育系统缺乏整体统筹规划；香港高等教育系统呈现出“差别有序”的特点,大学教育资助委员会通过“共展所长”的理念优化高等教育系统结构；马耳他属“双轨制”高等教育体系,其高等教育系统结构清晰、易于统筹管理。
高等教育规模增长与质量保障方面,澳门、香港高等教育均已实现马丁·特罗意义上的普及化,马耳他高等教育规模增长则相对较缓慢,尚处于大众化阶段。澳门高等教育虽实现了“跨越压缩式”发展,然而却是量与质的非均衡发展,其高等教育质量保障体系仍待健全；香港移植了英国高等教育传统,高等教育规模增长之初便注重质量保障,因而建有完备的内外部质量保障体系；马耳他则是在博洛尼亚进程的促动下引入了高等教育质量保障体系。
高等教育国际化拓展方面,澳门具有实现国际化的先天优势,但“后天”发展受阻,其国际化水准仍有待提升；英国高等教育模式的移植为香港高等教育达致较高国际化水准奠定了基础,加之高等教育产业化战略及构建“区域高等教育中心”的目标有力地推动了其高等教育的国际化发展；马耳他在“欧洲高等教育区”整体目标的影响下,极为注重高等教育的欧洲维度,其高等教育国际化发展策略是以区域化驱动国际化。
高等教育社会适应性方面,澳门、香港、马耳他皆表现出较高的社会适应性。这与微型国家或地区的可持续发展更加需要高等教育的支撑紧密相关。然而,三者相较而言,香港、马耳他高等教育的社会适应性更强,其社会适应机制更为完备,外部引导机制与高等院校的回应机制相得益彰。引导澳门高等教育适应社会的外部主体则相对单一,相关主体处于缺位状态。
最后,本研究归纳了澳门、香港、马耳他三个微型国家或地区高等教育发展的路径,并就微型社会高等教育发展的共性困境及“理路”进行了归结。在此基础上,从六个方面提出了澳门高等教育未来发展的策略建议。
Macau is a tiny area, with developed economy, open society and higher degree of internationalization. After Macau reverts to Chinese sovereignty, the SAR government attaches great importance to the role of higher education in social development. In the context of booming of tourism and gaming, the Macau SAR Government has adequate financial resources to support the requirements of higher institutions. Currently, there are10higher institutions in Macau, which includs four public and six private institutions. However, the overall level of higher education in Macau is not high; none of these institutions is a world-renowned one. Why Macau lack a world-renowned institution? How should Macau plan the way forward for its higher education?
Macau is a typical small territory. There are many small states and territories similar to Macau across the world. Small states and territories are not the "mini-version" of the giant or large countries, they have their own uniqueness. Small states and territories should combine with the uniqueness to seek a different kind of way to develop their higher education. For this reason, Macau should be placed under the Small states and territories sight in order to explore the development of higher education in Macau. The higher education system in any states or territories is difficult to achieve perfect; its development of higher education need to learn from other states or territories'excellent experience. Comparison the higher education system with other states or territories means review one's own higher education system, it also means looking for good practices which can be learned from the "similar groups". Thus, this study selected Hong Kong and Malta as two cases to compare with Macau in four dimensions, such as system structure, the growth of scale and quality assurance, internationalization, social adaptability. On this basis, the study explored the development strategy of Macau higher education.
Macau, Hong Kong, Malta are three miniature society, they have typical characteristics which are different from giant or large society. First of all, they all have a colonial history. Secondly, miniature society has limited economic scale; it is difficult to achieve economies of scale. Thirdly, miniature society has a highly open society, with diverse culture. These characteristics of miniature society shaped its "miniature higher Education".
The development of higher education in Macau can be traced back to the establishment of the European-style St. Paul's College. However, after the shut down of the St. Paul College, Macau Higher Education entered into a "long period" of "blank stage". The establishment of the private University of East Asia in1981can be described as the onset of modern higher education in Macau. In response to the demand for talent in the transition period, the Macanese government purchased the private University of East Asia and transformed it into a public university. Since then Macau has an indigenous higher institution; it subsequently split into three higher institutions. With the growth of social demand for higher education in Macau, Macau higher education achieved rapid development after the return of sovereignty of Macau to China.
In terms of higher education system, public and private higher institutions coexisted in Macau, but lack of overall co-ordination and planning. Hong Kong's higher education system showed the characteristics of the "orderly difference". University Grants Commission of Hong Kong optimized the structure of the higher education system under the concept of "To make a difference". Malta has a "dual track" system of higher education. Its structure is distinct; also the system is easy to co-ordinate and supervises.
In terms of scale growth of higher education and quality assurance, Macau and Hong Kong higher education have arriving at the stage of popularization, which was put forward by Martin Trow. The scale growth of Malta higher education is relatively slow; it is still in the stage of massification. Macau higher education achieved rapid growth in a few years. However, it isn't a balanced development of higher education between quantity and quality. The quality assurance system remains to be perfect. As Hong Kong transplanted British tradition of higher education, it focuses on quality assurance at the beginning of the scale growth. Thus Hong Kong has a comprehensive internal and external quality assurance system. Malta introduced the Higher Education Quality Assurance System motivated by the Bologna process.
In terms of internationalization of higher education, Macau has the inherent advantages to achieve internationalization of higher education, but blocked by postnatal elements. The standards of internationalization of higher education remain to be improved. The transplantation of the British model of higher education laid the foundation to achieve a higher level of internationalization of higher education in Hong Kong. In addition, the industrial strategy of higher education and the target of "building a regional center for higher education" strongly promote the internationalization of higher education. Under the influence of the overall goals of the "European Higher Education Area", Malta put strong focus on the European dimension of higher education. Malta's development strategy of internationalizing higher education is to motivate internationalization through regionalization.
In terms of social adaptability of higher education, Macau, Hong Kong and Malta showed a higher degree of social adaptability. This related closely to the fact that the sustainable development of small states and territories need more support from higher education. However, compared the three, Hong Kong and Malta's social adaptability mechanism of higher education is more complete, their external guide mechanism and internal response mechanisms interact effectively. The external guide body of Macau higher education to adapt to society need is relatively single, relevant body didn't play their roles.
Finally, this study summarized the three models of higher education development in Macau, Hong Kong and Malta. And then the common dilemma and solution of higher education development in miniature society were analyzed in the dissertation. Based on this basis, I proposed six strategic proposals for the future development of higher education in Macau.
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