【Abstract】With the advance of economic globalization and internationalization， the internationalization of education has become the inevitable trend of development for each country. By comparing higher education internationalization policies， the relationship between the education internationalization and localization， higher education internationalized school-running models and other issues in Korea and China （Hainan）。

【Key words】South Korea； higher education； Hainan of China； internationalization

I. Policies of higher education internationalization between South Korea and China （Hainan）

South Korea built the basic state policy of “founding state with education” in 1960s. In 1980s， South Korea persisted in education reform and set it as “one of the four major political goals” when developing education1 South Korea made “BK21 Project （Brain Korea， the 21st century Project）” in 1999， which was one of the important parts of university policies. In February 2007， South Korean education department issued “University Education Internationalization Development Strategy”2. South Korean government implemented “Global Korea Scholarship. GKS” since 2010 and promoted foreign oversea students scholarship project with brand strategy.

Many South Korean universities always make corresponding internationalization development strategies according to its own features to bring internalization into school running. For example， Seoul National University sets the goal of internationalization in its long-term plan“In order to promote globalization， university focuses on cooperation and study with international organizations and increases academic exchange with world first-class universities. Our goal is not only meeting the latest international academic trend but also making contributions to development of human resource history”. Korea University launches “Global Korea University Plan”， who wishes to cultivate the 21st century leader talents. According to the plan， Korea University pursues global perspective， global educational system， and global standards. Yonsei University also makes “the 21st Century Plan” and tries to build a global university with internationalization， digitalization， and professionalization strategies 3.

In 2007， Ministry of Education issued Several Suggestions on Strengthening to Lead in Outstanding Foreign Talents with Oversea Study Background to attract senior oversea talents. In December 2009， the State Council issued Several Suggestions on Promoting Construction and Development of Hainan as An International Tour Island （Guofa [2009] 44）， which clearly proposed to construct Hainan as an international tour island. Construction of Hainan， international tour island， became the national strategy officially， which symbolized that construction of open economy in Hainan entered into a new stage. Since then， Hainan welcomed the historical development opportunity of internationalized talent cultivation. Hainan government puts forward the proper local higher education internationalization development planning according to practical local economic and educational level. The government provides institution support to solve the system barrier in international exchange and cooperation of higher education， and strengthens fund， policy， and quality supervision. In addition， Hainan government also issues corresponding “Chinese Government Scholarship”， “Confucius Institute Scholarship”， and “Hainan Government International Student Scholarship” and so on.

Article 21 of Several Suggestions on Promoting Construction and Development of Hainan as An International Tour Island—“strengthening human resource construction” puts forward that developing higher education and vocational education with Hainan features that serves construction of international tour island； strengthening opening of education； supporting Hainan and world famous institutions to establish tourism vocational colleges. Education should provide service for local economic development， A growing number of talents need to be collected in construction of international tour island， who should not only have rich professional knowledge but should also have international perspective and concept. Therefore， education internalization is an indispensable goal in construction of universities4. Hainan Institute of Science and Technology always implements the education principles of “strengthening skills， highlighting features， and cultivating qualified talents who comply with international conventions and domestic regulations and constantly meet needs of shipping industry and other industries”. The institute explored and practiced cultivation of international talents effectively for a long time （8 outstanding teachers were selected to receive doctoral degree in South Korea， and multiple students were selected to attend exchange）， achieving good effects and forming cultivation features of marine science. In particular， navigation majors are the intensified training base that cultivates specialized international talents. In order to meet need of international features of navigation majors， the institute plans to designate some teachers to do exchange and learning in navigation universities in UK， Denmark， Singapore， and Philippine and World Maritime University5.

II. Relationship between higher education internationalization and localization in South Korea and China （Hainan）

Globalization brings integration of diversified cultures， Culture becomes national and complementary in the process of cultural diversity. These two features are reflected as higher education internationalization and higher education localization in the field of higher education. Historically， South Korean higher education was influenced by USA and Japan passively， but it begins internationalization now. When internationalization development becomes hot， it is hard to avoid about how to face foreign culture. A large number of South Korean students go abroad for study， and the majority of oversea students head for English countries. Their values are easily to be changed under influence of Western culture. Especially in South Korea， cultures and values swarm into the country under the situation that higher education market is being opened now， which collides with local culture. When South Korea actively implements internationalization， it is necessary to keep and develop the essence of traditional culture. However， balancing the relationship between internationalization and localization is still a large challenge under the situation that South Korean higher education internationalization is developing deeply. Only with combination of internationalization and localization， can South Korean higher education have a unique position in the world higher education system6.

Similarly， Hainan is an ethnic minority region. It is certain that it always keeps its national culture education. However， education develops along with the age. Backward content that does not comply with age spirit will be eliminated and outstanding and advanced content will be absorbed in the process of education development. When Hainan was nominated as the “international tour island”， it meant the beginning of integration of localization and internationalization. Many opportunities and challenges will appear during the period. In order to realize the harmonious development of higher education location and internationalization， Hainan should eliminate the opposition between location and internationalization as much as possible； begin with location and integrate both of them to realize new integration in the premise of affirming internationalization awareness. Hainans higher education must adapt to the trend of the world development and be in line with the world education. It is obvious that the absorption does not mean full acceptance by giving up its own tradition but absorbs the essence on the basis of keeping tradition.

The conflict of higher education internationalization and localization between South Korea and China （Hainan） is the necessary outcome， because internationalization and localization is a united contradictory object. Only when national culture is always being opened and being influenced by internationalization， can it be full of vigor and energy； only when internationalization combines with national culture， can it survive and promote education development. Localization and nationalization of higher education cannot replace internationalization and cannot become the backward system； internationalization cannot eliminate national characteristics and repel localization. Therefore， internationalization and localization should complement each other and be a unity of opposites.

III. School-running model of higher education internationalization in South Korea and China （Hainan）

In South Korea， the government and universities cooperate to run schools. South Korean government and universities cooperate in the process of higher education internationalization and play their own roles， forming the ‘government-university cooperation implementation model where the government dominated and universities are subjects. In addition， universities actively set international courses. For example， Seoul National University built “International Engineering Education Institute” to provide English immersion courses for engineering students in all universities in South Korea. Kyung Hee University renamed Suibara school district as “International School District” and led to implement “GCC （Global， Competent， Creative） Education” to lead students to learn foreign advanced culture， sports， and art by learning English and to cultivate international outstanding talents. Gwangju Institute of Science and Technology invested 100000 dollars in Vietnam to export excellent South Korean education courses. Management Graduate School of Sungkyunkwan University led in MBA courses from MIT， which became the sample of absorbing foreign advanced educational resources7.

Hainan universities actively cooperate with the world universities to set courses. For example， Professional Development Programmed （PDP） is implemented in Hainan Normal University. The course is the cooperation course project among some domestic universities and some institutes in UK for students majoring English， hotel， tourism， and business. Students in domestic universities who attend the project could study and practice in UK for one year to feel language learning environment of UK， to learn local English teaching methods and attend relevant practice， and to prepare for studying abroad and winning higher degree in the future. Students not only can earn credits in UK for domestic universities， but also can obtain precious learning and practice experience in UK for one year8. Hainan， as the youngest province in China， is still backward in international school-running model， relevant infrastructure， teaching level， and management measure， and lacks experience in cultivation of international talents， which brings challenges to the development of international education career. The most important goal in internationalization education needs to be realized by setting relevant courses， which could guarantee that teaching content be in line with international education. From the perspective of curriculum setting in Hainan universities， internationalization courses are not diversified and professional. Optional course system stipulates the proportion of credit of limited optional courses and free optional courses respectively. As a result， students attend optional courses only for the purpose of earning credits. Besides， there is few opportunity for students to work as interns in foreign countries， for teachers to do advanced study in foreign countries， to cooperate with foreign universities and transnational corporations， and to hold international meeting； the quality is hard to be guaranteed. Only a small number of universities sign cooperative school-running projects with foreign universities without clear goal， deep communication and cooperation. Many cooperation school-running projects only focus on form， so they could not be implemented in practice or bring little effect.

IV. Comparison

（1） Similarity and difference of higher education internationalization between South Korea and China （Hainan）

From the perspective of realistic foundation of higher education internationalization， higher education internationalization in South Korea has good material foundation and educational background. From the perspective of educational concept， South Korea focuses on raising students international awareness cultivating their international perspective. In addition， South Korea pays more attention to elite education. Both government and individuals hope that intelligent students could receive the best education， so the government supports talents to study in the first-class universities in the world and it is the governments basic responsibility.

（2） Inspirations of university education internationalization in South Korea to Hainan

Hainan must learn from South Korea to build complete regulations and policies to speed up international education internationalization. Hainan should pursue innovation to develop the proper university education and to cultivate specialized talents for economic development and cultural development in Hainan to realize harmonious development of university education internationalization and localization and to improve the level of university education internationalization in Hainan. In order to deepen university education internationalization， Hainan must build international cooperation， exchange， and study as much as possible.

References：

[1]Xu Xiaozhou.Page 102 from A Study on Modern Higher Education in South Korea.Zhejiang University Press.May 2007.

[2]Ai Hongge.Page 125 form Modern Educational Policies and Reform Orientation in South Korea.Social Sciences Academic Press.October 2011.

[3]Xu Xiaozhou.Page 89，90 from A Study on Modern Higher Education in South Korea.Zhejiang University Press.May 2007.

[4]Wang Nv.Initial Exploration of Higher Vocational Education Internationalization under Situation of International Tour Island in Hainan.Academy.Scientific Research.2014（3）.

[5]Official Website of Hainan Institute of Science and Technology http：//www.hnkjedu.cn.

[6]Xu Xiaozhou.Page 109 from A Study on Modern Higher Education in South Korea.Zhejiang University Press.May 2007.

[7]Ai Hongge.Page 134 form Modern Educational Policies and Reform Orientation in South Korea.Social Sciences Academic Press.October 2011.

[8]http：//www.hnkjedu.cn/.

作者简介：吴贺男（1987-），女，黑龙江哈尔滨人，海南科技职业学院质管办，讲师，韩国大真大学校在读博士，教育学科，教育行政专业。