教育部副部长郝平在第五届全球孔子学院大会上的总结讲话(2010年12月12日)

在第五届全球孔子学院大会上的总结讲话
郝平（2010年12月12日）尊敬的各位来宾，各位大学校长、院长、老师，
女士们、先生们：
大家上午好！
经过大家的共同努力，第五届全球孔子学院大会圆满完成各项议程，今天就要闭幕了。

这次会议得到了中国政府的高度重视，国家领导人李长春先生出席大会开幕式，为先进孔子学院、先进个人和优秀国际汉语教材颁奖，并观看了孔子学院学生演出。

国务委员，孔子学院理事会主席刘延东女士作了大会报告。

5位中外代表在大会上发言，介绍了各自的经验，举办了12个议题的校长和院长论坛，组织了国际汉语教材展，表彰了一批先进孔子学院和个人及优秀教材，29个国家34所孔子学院的学生演出了精彩节目。

可以说大会取得圆满成功。

刚才6位校长和6位院长的发言提出了许多很好的建议，听后很受启发。

我相信，国家汉办/孔子学院总部一定会认真研究大家的建议，并加以吸收和采纳。

根据大会安排，现在由我来作一个简要的总结。

两天来，与会代表紧扣会议主题，进行深入研讨，在以下几个方面达成了共识：
第一，孔子学院要主动为所在大学的学科建设和当地中小学汉语教学做
北京市西城区德胜门外大街129号
中华人民共和国教育部副部长孔子学院总部理事会常务理事
出贡献。

大家一致认为，在全球经济一体化深入发展的情况下，加速教育国际化、加强外语教学已成为各国教育发展的潮流。

美国马里兰大学前校长牟德、英国谢非尔德大学校长伯奈特、肯尼亚内罗毕大学校长乔治·马果哈等代表指出，随着中国经济持续快速发展，世界各国都越来越聚焦中国，年轻一代都愿意学习和了解中国语言文化，各学科的学生在孔子学院学习中国语言文化，孔子学院的学生选修各院系有关中国的专业课程，两者之间的合作是双赢的。

孔子学院可持续发展的后劲首先来源于为所在大学的学生培养和学科建设服务。

目前，我们已有220所孔子学院为所在大学开设了汉语专业或学分课程。

比利时列日大学孔子学院开设了本国法语区第一个中国研究硕士学位，匈牙利罗兰大学孔子学院帮助大学从中国引进藏学专家，创办了藏学本科专业，韩国顺天乡大学孔子学院为本校商学院600名师生提供商务汉语学分课程等经验，都是值得推广的。

此外，美国、英国、俄罗斯、墨西哥等很多国家的孔子学院充分利用中外合作优势，聘请中国著名专家学者和外国汉学家定期举办高端学术讲座，既为所在大学教学科研和专业发展创造了活力，又大大提高了孔子学院的办学品位。

代表们认为，孔子学院延伸汉语教学功能，帮助所在社区中小学发展孔子课堂责无旁贷。

学习外国语言要从娃娃抓起，今年有30多所孔子学院帮助当地中小学开设了100多个孔子课堂，受到了社区民众的热烈欢迎。

英国专长学校联合会、伦敦南岸大学、苏格兰学习教育组织等单位的孔子学院开设了50多个孔子课堂，使全英公立学校汉语学习人数比5年前增长40%。

美国明尼苏达大学孔子学院下设了12个课堂，有力地推动了全州中小学的汉语教学，使全州中小学汉语学习的人数达到了9300多人。

波特兰州立大学孔子学院推动俄勒冈州议会立法，在全州公立学校开设汉语课程，这些经验都值得推广。

第二，中外双方校长的支持是办好孔子学院的关键。

与会代表一致认为，各国孔子学院所在学校的校长亲自担任孔子学院理
事会主席，是对孔子学院的最大支持，英国爱丁堡大学校长奥谢、美国密歇根大学副校长芒茨、南开大学校务委员会主任薛进文、厦门大学校长朱崇实等代表指出，中外双方领导层的大力支持是孔子学院可持续发展的关键。

目前已开始运行的303所孔子学院都已成为所在大学的有机组成部分，其中有175所是由大学正校长亲自担任理事会主席，为开办和发展孔子学院解决了人员、场地、经费等很多难题。

喀麦隆雅温得二大校长亲自决定为孔子学院拨出两栋教学用房，巴西圣保罗州立大学校长投入100万美元，为孔子学院修建专用的教学和文化展示场馆，英国兰彼得威尔士大学校长为孔子学院扩展专用教室400多平米。

像这样的感人事例举不胜举。

大批孔子学院和课堂办在各国的校园里，由中外双方共建、共有、共管、共享，我认为这是世界教育史上的一个重大创举，是国际教育交流与合作的一个成功范例。

在这里，我希望中方合作院校的校长们也要高度重视与外方精诚合作，把孔子学院看作是本校未来发展的强大活力和动力，真正把它当作自己学校一个不可分割的组成部分，给予精心呵护和全力支持。

第三，加强师资和教材建设，不断提高孔子学院办学质量和水平。

代表们认为，目前师资、教材仍然是制约孔子学院发展的两大瓶颈。

今年以来，总部和各国孔子学院一道，为解决这两个问题做出了很大努力。

师资方面，总部组织的院长和教师全员培训，连年设立本土师资培养奖学金，有力地促进了各国孔子学院师资队伍整体素质的提高。

此外，各国孔子学院还自主培训本土汉语教师1万多人。

美国匹兹堡大学培训了125名中小学教师，韩国忠南大学通过远程教育培训中小学教师240多人，等等。

这些举措有力地提升了本土汉语教师的教学技能，受到了所在社区的热烈欢迎。

教材方面，总部今年继续加大了骨干教材的开发和推广力度，完成了9套优秀教材和工具书45个语种的编译和出版。

大力开展教材应用培训，为90多个国家培训了1万1千多人。

各国孔子学院积极开发本土汉语教材，已有77种正式出版。

英国专长学校联合会孔子学院开发的《GCSE中文》，成为其所辖1000多所中小学的指定汉语教材。

法国开发的《汉语语言文字启蒙》，意
大利罗马大学孔子学院的《意大利人学汉语》，哥伦比亚安第斯大学孔子学院的《循序渐进学汉语》等本土教材都很好，都为缓解本国汉语教材短缺问题发挥了很大作用。

总部还组织中外专家和各国广大教师投票推荐，从30多个国家2500多种汉语教材当中评出20套优秀教材。

可以说大家做了大量的工作，取得了显著成绩。

但是我们也要看到，教材和师资建设是一项长期而复杂的任务，需要中外双方付出坚持不懈的努力，希望各国孔子学院继续立足本土，大胆尝试，大力开发本土教材，广泛深入地开展教材巡展活动，努力做到汉语学习者人人有教材。

只有不断扩大教材供给范围，让更多的人使用并提出意见，才能更好的加以改进。

代表们提出，孔子学院已经走过了5年历程，现在是考虑制定办学标准和建立质量评估体系的时候了。

俄罗斯远东国立大学校长古里洛夫、泰国朱拉隆功大学校长披隆、意大利罗马大学副校长马西尼等代表认为，建立孔子学院办学标准和质量评估办法要注意到整体性和多样性两个方面，既要突出孔子学院的品牌，又要兼顾各国国情，不能拿一把尺子衡量。

很多代表提出，看一所孔子学院办得好不好，主要看其是否很好的履行了使命，在当地的影响力如何。

大家建议，应该制定不同国别，不同区域的评估标准和评估办法，建立量化而有一定弹性的指标体系。

这些意见和建议都很好，总部要认真加以研究吸收。

总部去年在广泛征求各国意见的基础上，组织中外专家修订了《国际汉语教师标准》，这次会议发给大家讨论了，希望得到各国孔子学院的建议和认可。

第四，继续保证双方投入，努力拓宽筹资渠道。

今年，各国孔子学院教学和培训服务的收入比去年有较大增长，达到了1600万美元，令人欣喜。

这显示出孔子学院具有强大的市场前景和自我发展潜力。

但是，目前的收入仅占到投入总额的10％，实现自负盈亏的路还很长。

与会代表一致认为，今后相当一个时期，中外双方需继续保证孔子学
院的投入，不断充实必要的办学条件。

同时，双方举办机构都应采取得力措施，努力拓展资金来源渠道，使其茁壮成长，早日丰满羽翼。

这次大会设立了“孔子学院与企业合作”论坛，得到了中外企业的积极响应和大力支持。

中国银行、进出口银行、中兴公司、同仁堂集团，德国西门子公司、大众汽车公司、法国空客公司等20家中外知名企业代表参加会议，就如何加强与孔子学院合作，更好地支持孔子学院提出了很好的意见和建议。

加强与企业合作是拓宽资金来源渠道的重要途径。

各国孔子学院在办学过程中积极为当地企业提供服务，培训汉语人才，开展信息咨询，举办商务论坛，积累了很好的经验，受到企业界的欢迎。

今后在这方面要更加努力，争取企业的更大支持。

一些代表还建议，各国孔子学院都要加强资金和使用效益的管理，建立健全绩效评估和财务审计制度。

可以尝试在当地聘请第三方专业机构，对孔子学院的资金使用情况进行定期审计。

第五，群策群力，谋划未来，促进孔子学院可持续发展。

明年是孔子学院发展的第六个年头，中国有个习惯，每过5年都要做一个新的发展规划。

孔子学院发展规划的制定工作已启动两年，总部组织中外专家和各国孔子学院做了大量的调查研究工作，总部理事会10位外国理事也都提出很好的意见和建议。

但是，由于各国情况千差万别，大家都缺乏经验，至今尚未完成制定。

其中，关键的问题是如何确定今后十年的发展目标。

请大家对制定规划的宏观指标和具体措施等积极献计献策。

总部要认真吸收大家的意见。

同时，希望各国孔子学院也要从实际出发，谋划和制定可持续发展的规划和方案。

不同国家谋划未来的方式各有不同，但目的都是一样的，那就是要中外精诚团结，促进孔子学院更好地为各国人民服务。

关于明年总部的工作，由于时间关系，我在这里先点点题，具体将由总部向大家说明：一是完成今后几年的发展规划。

二是加强师资队伍建设，建立专兼结合的院长和教师队伍。

三是启动国际汉语教材工程，大力支持各国
孔子学院和教育机构编写本土教材，力争用3至5年时间，基本实现凡是开设汉语课的国家都有适用汉语教材。

四是继续办好网络孔子学院，为各国汉语学习者提供丰富的多媒体教学课件。

五是制定孔子学院办学标准和质量评估办法，开展办学效果评估，加强中方承办院校工作等。

各位代表，女士们，先生们，
今年中国政府颁布了《国家中长期教育改革和发展规划纲要(2010-2020年)》，提出要从教育大国向教育强国迈进，到2020年基本实现教育现代化。

《规划》对办好孔子学院提出了具体要求，体现了中国政府对孔子学院和国际汉语教育的大力支持。

总部将据此更加努力工作，提供更好的服务。

请大家多提宝贵意见。

最后，衷心祝愿大家在新的一年里工作顺利，身体健康，家庭幸福，万事如意！
谢谢大家！
Closing Remarks at the 5th Confucius Institute Conference
Hao Ping
Vice Minister, Ministry of Education, People’s Republic of China
Executive Council Member, Council of the Confucius Institute Headquarters
( December 12, 2010 )
Distinguished Guests, Presidents, Directors and Teachers,
Ladies and Gentlemen,
Good Morning!
Thanks to your tremendous efforts and good work, we have completed all the items on the agenda and the 5th Confucius Institute Conference is coming to a close today. The Chinese Government has taken this conference very seriously, as evidenced by the presence at the Opening Ceremony of Mr. Li Changchun, one of the state leaders, who presented the awards of “Confucius Institutes of the Year”, “Confucius Institute Individual Performance Excellence” and “Outstanding International Chinese Language Teaching Materials” and watched the performance by the students of Confucius Institutes. Madam Liu Yandong, State Councilor and Chair of the Council of the Confucius Institute Headquarters, made a keynote speech. Five Chinese and international representatives spoke and shared their respective experience at the conference. Twelve Presidents’ and Directors’ Forums were held to discuss different topics. An Exhibition on International Chinese Teaching Materials was organized. Awards were granted to outstanding Confucius Institutes, individuals and teaching materials. Students from 34 Confucius Institutes in 29 countries staged a wonderful performance. To sum up, this conference has been a complete success. Just now, 6 Presidents and 6 Directors made a lot of good comments and recommendations, which were very inspiring. I am convinced that Hanban and the Headquarters will take your suggestions seriously and absorb them accordingly. Now I would like to make a brief summary at the request of the conference.
Over the past two days, all delegates have had in-depth discussions related to the theme of the conference and reached common ground on the following aspects:
Firstly, the Confucius Institute should play an active role in the disciplinary development within the university and in teaching Chinese at local primary and secondary schools.
All delegates agree that against the backdrop of economic globalization, there is an increasingly stronger momentum of strengthening foreign language teaching and educational internationalization
across the world. Delegates such as Dr. C. Daniel Mote, former President of the University of Maryland, USA, Mr. Keith Burnett, Vice Chancellor of the University of Sheffield, UK and Mr. George A.O. Magoha, Vice-Chancellor of the University of Nairobi, Kenya point out that more and more attention has been focused on China as its economy grows rapidly; younger generations are willing to learn the language and culture of China. Students in different disciplines go to Confucius Institutes to learn Chinese language and culture while students of Confucius Institutes are able to take China-related degree courses at other faculties. The cooperation is mutually beneficial. The potential for Confucius Institutes to realize sustainable development lies primarily in their ability to serve the need of student and discipline development within the university settings. Up to present, about 220 Confucius Institutes have offered Chinese major or courses with credit in their respective universities. The Confucius Institute in Liege, Belgium, for instance, has offered the first master degree program on China Studies in the French-speaking part of the country. The Confucius Institute at Eötvös Loránd University, Hungary helped to introduce tibetologists from China to inaugurate the undergraduate program on tibetology in the University. The Confucius Institute at Soon Chun Hyang University, ROK provides credit courses of business Chinese to 600 business school students and faculty members in the University. All these practices and efforts are commendable and worthy of promotion. In addition, Confucius Institutes in countries such as US, UK, Russia and Mexico have leveraged their strong cooperation with China and invited famous scholars and experts as well as international sinologists to hold advanced academic workshops and seminars on a regular basis, which not only injected vitality into the research and discipline development of the university, but also enriched the programs of Confucius Institutes.
Delegates also hold that, Confucius Institutes should extend its function of Chinese teaching to help develop Confucius Classrooms in the local primary and secondary schools. Language learning should be emphasized and encouraged at young age. This year, over 100 Confucius Classrooms were set up in the local primary and secondary schools by more than 30 Confucius Institutes, which was warmly welcomed by community members. Confucius Institutes at institutions such as the Specialist Schools and Academies Trust, London South Bank University, Learning and Teaching Scotland have established over 50 Confucius Classrooms, making the population of Chinese learners in state schools of UK up by 40% as compared to 5 years ago. The Confucius Institute at the University of Minnesota established 12 Confucius Classrooms, which gave a strong boost to the Chinese teaching across the state, increasing the population of Chinese learners in the local schools to over 9,300. The Confucius Institute at Portland State University pushed for the passage of legislation by the Oregon Congress to set up Chinese courses in all public schools. All these practices and experience are worthy of recommendation.
Secondly, support from the senior leadership of both Chinese and host institutions is the key to the success of Confucius Institutes.
Delegates agree that it would be the biggest support for the head of the host institution to take the role of Chair of the board of the Confucius Institute. Representatives such as Vice-Chancellor O’Shea of the University of Edinburgh, UK, Dr. Lester Monts, Senior Vice Provost of the University of Michigan,
USA, Mr. Xue Jinwen, Chairperson of the University Council, Nankai University, and President Zhu Chongshi of Xiamen University note that joint support from the management of both Chinese and host institutions is the key to the sustainable development of Confucius Institutes. For 303 Confucius Institutes that are up and running at present, they have already become integral part of their respective universities. In 175 Confucius Institutes, the heads of the host Universities serve as the chairpersons of the board themselves and have helped solve many issues related to personnel, facilities and funding. The Rector of the University of Yaounde II personally decided to vacate 2 buildings for the Confucius Institute to use as teaching facilities. The Rector of São Paulo State University (UNESP), Brazil has made the decision to invest 1 million USD to build venues dedicated to the teaching and cultural exhibitions of the Confucius Institute. The Vice Chancellor of University of Wales Lampeter has expanded the teaching floor area by over 400 square metres for the Confucius Institute. The list goes on and on.
Most of Confucius Institutes and Confucius Classrooms are set up on the campuses of the host institutions. They are jointly established, owned, managed and shared by the Chinese and international partners. I personally believe partnership of this kind is an important innovation in the history of world education and a successful role model in the international educational exchange and cooperation. I expect the same level of commitment and support from the leadership of the Chinese partner universities to this joint venture. The Confucius Institute should be taken as an engine as well as integral part for the future development of their universities.
Thirdly, the development of quality teachers and teaching materials should be emphasized and continuous efforts should be made to improve the performance of Confucius Institutes.
It was agreed that teachers and teaching materials are two bottlenecks for the development of the Confucius Institute. The Headquarters and Confucius Institutes around the world have made painstaking efforts to solve this problem this year. In terms of teachers, the Headquarters organized training workshops for directors and teachers and offered scholarships for home-grown teachers to study in China, which contributed to the improvement of the overall quality of the teachers in Confucius Institutes. In addition, Confucius Institutes in different countries offered training to over 10,000 local teachers on their own. The University of Pittsburg in the US trained 125 primary and secondary school teachers. The Chungnam National University of ROK trained 240 teachers via long distance learning system. Those measures have improved the teaching skills of local teachers in the host countries and been well received by the local communities.
On the front of teaching materials, the Headquarters have put more efforts and resources in the development and promotion of core teaching materials. It completed the publication of 9 textbooks and reference books in 45 languages. Trainings on the use of teaching materials have also been offered to over 11,000 teachers from more than 90 countries. The Confucius Institutes have also played an active role in developing local Chinese textbooks and now 77 such books have been published. The Mandarin Chinese GCSE Textbook developed by the Confucius Institute at Specialist Schools and Academies Trust has become the designated Chinese textbook for over 1000 primary and secondary schools under
its jurisdiction. Local textbooks such as A Key to Chinese Speech and Writing by France, Cinese per Gli Italiani (Italian Learning Chinese) by the Confucius Institute at University of Rome La Sapienza, Step-by-Step Chinese by the Confucius Institute at the University of Los Andes, Colombia were all very well written, which helped greatly mitigate the short supply of local Chinese textbooks. The Headquarters organized a voting amongst Chinese and international experts as well as teachers to select 20 outstanding teaching materials from a pool of over 2,500 of more than 30 countries. It is very clear that all players have made great efforts and remarkable achievements in this area. However, we must also note that the development of quality teaching materials and teaching force is a long-term goal and a complicated mission, which demands relentless efforts and commitment from both Chinese and international colleagues. I hope Confucius Institutes could continue with experiment and develop textbooks based on local needs and engage in the exhibition of textbooks, helping each and every Chinese learner to get access to suitable teaching materials. Only by expanding the supply of textbooks and increasing the number of users, could we invite more comments and make improvements accordingly.
Delegates point out that after 5 years of development, it is time to consider and formulate operation standards and a quality evaluation mechanism. Delegates such as President Kurilov of the Far Eastern National University of Russia, President Pirom Kamolratanakul of Chulalongkorn University of Thailand and Vice President Masini of the University of Rome hold that attention shall be given to the integrity and diversity of such standards and evaluation mechanism, which shall emphasize the brand name of Confucius Institutes and take conditions of various countries into full consideration. There shall not be a one-size-fits-all approach. Many delegates also state that the benchmark for sound performance of a Confucius Institute is that whether it fulfills the mission and whether it has proper local influence. It is suggested that, country-specific and region-specific standards and evaluation methodology shall be adopted, which shall be quantified but implemented with certain level of flexibility. All these comments are good, which are worthy of study and adoption by the Headquarter.
Based on solicitation of opinions from all countries involved, the Headquarters organized Chinese and international experts to amend the Standards for Teachers of Chinese to Speakers of Other Languages (TCESOL). The newly-revised Standards have been circulated at this conference for discussion and your comments and recognition are mostly welcome.
Fourthly, we need to ensure bilateral investment and further diversify financing channels.
This year, revenue from the teaching and training programs offered by Confucius Institutes grew substantially to 16 million USD, which was quite heartening. This demonstrated the strong market prospect and self-development capacity of Confucius Institutes. However, the current revenue accounts for only 10% of total investment and it is a long way to go to break even. Delegates agree that for a long period of time to come, Chinese and international partners shall continue with the investment and further improve the teaching conditions. In the meantime, Chinese and international partners shall take effective measures to diversify financing channels to ensure the sustainability of Confucius Institutes. There is a forum on partnership between Confucius Institutes and the business sector at this conference, which has
been warmly responded and supported by both Chinese and international enterprises. Representatives from over 20 famous companies such as Bank of China, Import and Export Bank of China, Tongrentang Group, ZTE, Siemens, Volkswagen, HSBC and Airbus attended the forum. They have made good comments and suggestions on how to intensify the collaboration with Confucius Institutes and how to better support the development of Confucius Institutes. To strengthen collaboration with the business sector is an important avenue to diversifying financing channels. Confucius Institutes have accumulated useful experience in serving local enterprises by training Chinese-speaking talents, offering information consultation and holding business forums. All those practices have been welcomed by the business community. Going forward, more efforts should be made in such direction in order to garner more support from the business sector.
Some delegates also suggested that Confucius Institutes strengthen the management of funds to ensure efficient deployment by way of setting up a sound performance evaluation and a financial auditing mechanism. Consideration could be given to hire third-party professional agency to conduct regular auditing for the fund deployment by Confucius Institutes.
Fifthly, joint efforts should be made to formulate the development plan and promote the sustainable development of Confucius Institutes.
Next year is the 6th year in the development history of Confucius Institutes. In China, we have the habit of making new development plans every five years. The process of formulating the development plan of Confucius Institutes just got started two years ago. Tremendous amount of survey and research work have been done by experts commissioned by the Headquarters and Confucius Institutes around the world. Ten international Members sitting on the Council of the Headquarters also made great comments and suggestions. However, due to the variety of conditions in different countries and lack of experience, the plan has yet to be completed. The key is to determine the objectives for development for the following 10 years. Your comments and suggestions on the macro index and specific measures are highly valued. The Headquarters will carefully study and absorb sound advice. In the mean time, we hope Confucius Institutes could also proceed to formulate their own plans for sustainable development based on their respective realities. Different countries may have different ways to plan the future, but our goal remains the same, which is to make the Confucius Institute better serve local needs via joint efforts by Chinese and international partners.
Due to time constraint, I will just point out a few key issues on the work of the Headquarters in the next year, which will be explained in detail by the Headquarters. One, formulate the development plan for the next few years. Two, strengthen the development of teachers and build a force of directors and teachers with both part-time and full-time personnel. Three, launch the project of international Chinese language teaching materials and support the efforts of Confucius Institutes to develop local teaching materials, with an aim to make suitable Chinese textbooks available to places where Chinese is taught in the next 3 to 5 years. Four, continue to enhance the Confucius Institute Online and provide Chinese learners around the world with a variety of multi-media teaching courseware. Five, develop operation
standards and performance evaluation methodology for Confucius Institutes and strengthen the work by Chinese partner universities.
Delegates, ladies and gentlemen,
The Chinese Government released this year the“National Outline for Medium and Long Term Educational Reform and Development (2010-2020)”,which set forth the goal of shifting China from being a nation of big education to a nation of strong education and realizing the goal of educational modernization by 2020. The Outline has also made specific requirements for the development of Confucius Institutes, which demonstrates robust support by the Chinese Government for the Confucius Institute and international Chinese language teaching. The Headquarters will work even harder to provide better services to all of you. We would like to invite all of you to give valuable suggestions and comments accordingly.
Lastly, I wish everyone success in your work, good health, a happy family and the best of luck in the coming New Year.
Thank you!。