1) South Korea is working to develop itself as a regional educational hub by passing policies to attract foreign students such as the Brain Korea 21 Project, World-Class University Project, and Study Korea 2020 Project.
2) The document analyzes South Korea's efforts from both a world culturalist perspective and a culturalist perspective. From a world culturalist view, policies aim to adopt Western models of education, increase the use of English, and improve global university rankings.
3) However, from a culturalist view, policies also emphasize the Korean government and culture through localized support for international students and strengthened Korean language education to attract students and develop South Korea's position in Asia.
The Trump Foundation Strategic Direction - November 2012Eli Hurvitz
Working Paper which discusses the Trump Foundation's Strategy. The Document has been prepared towards the meeting of the Foundation's Advisory Council in Jerusalem
In spite of the huge impact that internationalization as a concept has on the education sector, teacher education and training inclusive, very few academics and policy makers embark on interrogating its nuances, evolution and implications. Research demonstrates that if faculty members have few international connections, they are unlikely to convey to their students that these are necessary and expected, a situation that makes the next generation to develop even fewer ties to international peers. Similarly, although it is generally assumed that internationalization is a positive thing, there is little research conducted on the attendant challenges and drawbacks. In this paper therefore, the meaning and aspects of internationalization, with respect to teacher education and training are explored and so are the relevant strategies both at home and abroad. Furthermore, the paper focuses on the benefits and challenges associated with internationalization of teacher education and training. Some possible intervention measures to improve on the effectiveness of internationalization of teacher education and training are presented as well.
Fostering Positive Cross-Cultural Student Experiences in Transnational Educat...Hannah Wilkinson
This document discusses a project at the University of Western Australia Business School to foster positive cross-cultural experiences between domestic and Chinese international students. As part of the project, a small group of domestic students and staff will visit a partner university in China to experience the culture and education system first-hand. The goals are to help ease the transition of future Chinese students to UWA, promote understanding of how to support them, develop cross-cultural competencies, and create international business networks. The project aims to measure its impact on the student experience and inform broader internationalization strategies, but faces risks such as limited financial resources and time constraints.
The University of Wyoming has invested significant resources to support international study and research for students and faculty. A $32 million endowment established 4 funding opportunities for study abroad grants and fellowships. The university has also established formal initiatives with countries around the world to facilitate student and faculty exchanges. The goal is for 20% of students to have an international experience by the next 5-year period. Resources include international scholarships, a centralized International Programs Office, and support from colleges and departments for developing international course offerings.
Corio and Huang - Diversifying U.S. Study Abroad to ChinaLarry Corio
This document summarizes a study exploring trends, circumstances, and supports for historically underrepresented American students studying in China. It finds that while study abroad has grown, certain student groups like community college, racial minority, disabled, and STEM students remain underrepresented. The 100,000 Strong Initiative aims to increase total American students in China to 100,000 by 2014 while diversifying their backgrounds. The study recommends that programs invest more in supporting underrepresented students, improve outreach and recruitment, and that data on these students' mobility be better collected and shared.
Redefining Education '˜'The Need through Innovative in Africa, for Sustainabl...ijtsrd
Redefining education in Africa is a process that has existed over the years with the hope of addressing African realities through reviewing western orientations that dominate educational systems and practices in Africa. The past two decades have seen the emergence of a global movement that calls for a new model of learning for the twenty-first century. There is now a significant body of literature focusing mainly on three topics motivations for a new model of learning, the specific competencies and skills needed for learners to function effectively in the twenty-first century, and the pedagogy required to stimulate those capabilities. Most African countries are still grappling and yet to understand and promote learning that can foster sustainable development. This policy driven conceptual paper identifies multiple drivers working to transform the content that African learners need to be taught and the methods for teaching and learning. Conceptualizations from Experts offered diverse reasons for the need to transform learning content and pedagogy of most African countries. Persistent disengagement among youth and high early dropout rates in African have increased calls for schools to become more relevant. Changing views on the merit of formal education and emerging student characteristics are also challenging the value of the curriculum in most African states. Shifts in labour market trends and skills shortages in most African workforce have highlighted widening inadequacies in students preparedness to tackle twenty-first century challenges. Growing concern about potential economic and global crises ahead have also led many to question whether todays African learners possess the combination of critical thinking, creativity, collaborative, and communication skills necessary to tackle future shifts in the marketplace. This paper explores these factors in depth and offers a sound rationale for redefining twenty-first century learning content and pedagogy in most African countries. Recommendations for educational planning and policy, curriculum development and teacher training dynamics were proposed for consideration. Tani Emmanuel Lukong | Sr. Therese Nyia Njamfa | Micah Ezekiel Elton Micheal"Redefining Education ˜The Need through Innovative in Africa, for Sustainable Development hrough and Creative Learning" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-1 | Issue-6 , October 2017, URL: http://www.ijtsrd.com/papers/ijtsrd2476.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/2476/redefining-education-˜the-need-through-innovative-in-africa-for-sustainable-development-hrough-and-creative-learning/tani-emmanuel-lukong
Globalization is increasing the integration of economies worldwide through greater trade, investment, and technology sharing, which is impacting education through greater internationalization, privatization, and an increased focus on workforce skills. Education systems will need reforms like updated curricula focused on productivity, as globalization constrains national policies while spreading cultural influences and creating economic inequalities across borders. The impacts of globalization on youth experiences through technology, social changes, and economic realities will shape needed roles for education to best prepare students for an interconnected world.
This literature review examines pathways to improve education for African Nova Scotians by drawing on Africentricity and critical race theory. It provides context on the history of marginalization of African Nova Scotians in education dating back over 200 years. This included segregated schools with underqualified teachers and poor conditions that discouraged attendance and limited the curriculum for Black students. While improvements have been made, the review argues a broader systems change is still needed that addresses social issues influencing education like poverty, to effectively serve the needs of Black students and contribute to social mobility in their communities.
The Trump Foundation Strategic Direction - November 2012Eli Hurvitz
Working Paper which discusses the Trump Foundation's Strategy. The Document has been prepared towards the meeting of the Foundation's Advisory Council in Jerusalem
In spite of the huge impact that internationalization as a concept has on the education sector, teacher education and training inclusive, very few academics and policy makers embark on interrogating its nuances, evolution and implications. Research demonstrates that if faculty members have few international connections, they are unlikely to convey to their students that these are necessary and expected, a situation that makes the next generation to develop even fewer ties to international peers. Similarly, although it is generally assumed that internationalization is a positive thing, there is little research conducted on the attendant challenges and drawbacks. In this paper therefore, the meaning and aspects of internationalization, with respect to teacher education and training are explored and so are the relevant strategies both at home and abroad. Furthermore, the paper focuses on the benefits and challenges associated with internationalization of teacher education and training. Some possible intervention measures to improve on the effectiveness of internationalization of teacher education and training are presented as well.
Fostering Positive Cross-Cultural Student Experiences in Transnational Educat...Hannah Wilkinson
This document discusses a project at the University of Western Australia Business School to foster positive cross-cultural experiences between domestic and Chinese international students. As part of the project, a small group of domestic students and staff will visit a partner university in China to experience the culture and education system first-hand. The goals are to help ease the transition of future Chinese students to UWA, promote understanding of how to support them, develop cross-cultural competencies, and create international business networks. The project aims to measure its impact on the student experience and inform broader internationalization strategies, but faces risks such as limited financial resources and time constraints.
The University of Wyoming has invested significant resources to support international study and research for students and faculty. A $32 million endowment established 4 funding opportunities for study abroad grants and fellowships. The university has also established formal initiatives with countries around the world to facilitate student and faculty exchanges. The goal is for 20% of students to have an international experience by the next 5-year period. Resources include international scholarships, a centralized International Programs Office, and support from colleges and departments for developing international course offerings.
Corio and Huang - Diversifying U.S. Study Abroad to ChinaLarry Corio
This document summarizes a study exploring trends, circumstances, and supports for historically underrepresented American students studying in China. It finds that while study abroad has grown, certain student groups like community college, racial minority, disabled, and STEM students remain underrepresented. The 100,000 Strong Initiative aims to increase total American students in China to 100,000 by 2014 while diversifying their backgrounds. The study recommends that programs invest more in supporting underrepresented students, improve outreach and recruitment, and that data on these students' mobility be better collected and shared.
Redefining Education '˜'The Need through Innovative in Africa, for Sustainabl...ijtsrd
Redefining education in Africa is a process that has existed over the years with the hope of addressing African realities through reviewing western orientations that dominate educational systems and practices in Africa. The past two decades have seen the emergence of a global movement that calls for a new model of learning for the twenty-first century. There is now a significant body of literature focusing mainly on three topics motivations for a new model of learning, the specific competencies and skills needed for learners to function effectively in the twenty-first century, and the pedagogy required to stimulate those capabilities. Most African countries are still grappling and yet to understand and promote learning that can foster sustainable development. This policy driven conceptual paper identifies multiple drivers working to transform the content that African learners need to be taught and the methods for teaching and learning. Conceptualizations from Experts offered diverse reasons for the need to transform learning content and pedagogy of most African countries. Persistent disengagement among youth and high early dropout rates in African have increased calls for schools to become more relevant. Changing views on the merit of formal education and emerging student characteristics are also challenging the value of the curriculum in most African states. Shifts in labour market trends and skills shortages in most African workforce have highlighted widening inadequacies in students preparedness to tackle twenty-first century challenges. Growing concern about potential economic and global crises ahead have also led many to question whether todays African learners possess the combination of critical thinking, creativity, collaborative, and communication skills necessary to tackle future shifts in the marketplace. This paper explores these factors in depth and offers a sound rationale for redefining twenty-first century learning content and pedagogy in most African countries. Recommendations for educational planning and policy, curriculum development and teacher training dynamics were proposed for consideration. Tani Emmanuel Lukong | Sr. Therese Nyia Njamfa | Micah Ezekiel Elton Micheal"Redefining Education ˜The Need through Innovative in Africa, for Sustainable Development hrough and Creative Learning" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-1 | Issue-6 , October 2017, URL: http://www.ijtsrd.com/papers/ijtsrd2476.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/2476/redefining-education-˜the-need-through-innovative-in-africa-for-sustainable-development-hrough-and-creative-learning/tani-emmanuel-lukong
Globalization is increasing the integration of economies worldwide through greater trade, investment, and technology sharing, which is impacting education through greater internationalization, privatization, and an increased focus on workforce skills. Education systems will need reforms like updated curricula focused on productivity, as globalization constrains national policies while spreading cultural influences and creating economic inequalities across borders. The impacts of globalization on youth experiences through technology, social changes, and economic realities will shape needed roles for education to best prepare students for an interconnected world.
This literature review examines pathways to improve education for African Nova Scotians by drawing on Africentricity and critical race theory. It provides context on the history of marginalization of African Nova Scotians in education dating back over 200 years. This included segregated schools with underqualified teachers and poor conditions that discouraged attendance and limited the curriculum for Black students. While improvements have been made, the review argues a broader systems change is still needed that addresses social issues influencing education like poverty, to effectively serve the needs of Black students and contribute to social mobility in their communities.
This document summarizes a presentation on global citizenship and best practices. It includes an agenda that covers background information, 6 models of global citizenship education plus an additional model, distilling key ideas, and 10 key websites. It also includes 3 closing thoughts from Jacques Delors, Ian Hill, and Howard Gardner. The background section discusses trends in global citizenship education and confusion around related terms. It also distinguishes between national, international, and internationally-minded schools. The models section outlines approaches from organizations like the IB, Oxfam, and Asia Society. Key ideas focus on teaching for versus about global citizenship, understanding one's own culture, and personalizing definitions.
This document summarizes a journal article about analyzing the content of higher education internationalization policy from the perspective of internal stakeholders at Sebelas Maret University in Indonesia. The policy content areas analyzed include affected interests, types of benefits, extent of desired change, decision-making processes, program implementers, and involved resources. Through interviews with various stakeholders, the study found there were some conflicts of interest between stakeholders, especially between program implementers and some lecturers. Both short-term and long-term benefits of internationalization were recognized. The university had clear internationalization targets and policies. Decision-making power was hierarchical, with rectors having the most influence. Program implementers faced challenges with limited resources and understanding of internationalization.
This document discusses the internationalization of higher education at the University of Raparin in the Kurdistan Region of Iraq. It notes that the main challenges to internationalization at the university are budget constraints, language barriers, and issues with curriculum. The document also identifies developing partnerships with international institutions of higher education and increasing awareness of internationalization as important priorities. Finally, it states that demand for education is increasing rapidly in the Kurdistan Region due to demographic changes and economic growth.
This document discusses migration, globalization, and contemporary education. It provides definitions and concepts related to migration, including that migration can be permanent, temporary, or seasonal, and may be due to economic, social, political, or environmental factors. Migrants often leave their home country to improve their productive skills. Migration can indirectly impact education through remittances funding education or success stories creating incentives for further education. Globalization is defined as the increasing interaction and integration between people, companies, and governments globally. Global education aims to help students see themselves as global citizens and participants in a single global system. It emphasizes understanding other cultures, history, geography, and global issues. Comparative examples discuss international education policies and initiatives in countries like the
Indian higher education under globalizationRajesh Kochhar
Higher education is now classified as an internationally tradable service. However for historical, cultural and ideological reasons it is quite unlike others. Permitting foreign education providers to operate in India is not like permitting an insurance company or a department store. Similarly collaboration in education is not as simple as in telecom.
In India, all the social divides, disconnects, tensions and feelings of discomfort and mistrust that globalization has created or accentuated have become visible factors in discussions, debates, executive decisions as well as attempted or aborted legislative initiatives on education.
To sum up in advance, India’s own education is largely decoupled from quality and employability.
Government has abdicated its responsibility while privatization has brought about crass commercialization. Clamour for education from foreign providers has grown, but since this will help only a tiny fraction of population, the requisite political support is not forthcoming.
Developing Human Capital in National Education Blueprint 2006-2010crane
The document discusses Malaysia's National Education Blueprint 2006-2010 which aimed to develop quality human capital. It outlines 6 strategic thrusts: 1) Nation Building 2) Developing Human Capital 3) Strengthening National Schools 4) Bridging Education Gaps 5) Improving the Teaching Profession 6) Accelerating Excellence in Educational Institutions. The document provides details on the approaches, objectives, and implementation strategies for developing human capital with knowledge, skills, and moral values to meet national development needs.
The document discusses the role of student affairs in a newly established university located in a conflict zone in northern Iraq. It finds that the traditional role of student affairs, which focuses on facilitating extracurricular activities and community building, has been altered due to the difficult socio-economic conditions in the region as a result of war and terrorism. Students at the university expect the student affairs department to help arrange funding like scholarships and jobs rather than advise on non-academic activities, viewing it more as a source of financial aid. The article aims to understand how the traditional role of student affairs is affected in this setting and what roles it should play based on the geo-political and economic conditions of operating in an active conflict zone.
Curriculum harmonization in ethiopian public universities is it a stepBayissaBekele
This document discusses curriculum harmonization in Ethiopian public universities and whether it is a step towards harmonizing the higher education system. It provides context on the concept of harmonization, including that it is a systematic effort by stakeholders to establish common frameworks without creating uniform systems. The document examines experiences with harmonization in other regions like the Bologna Process in Europe. It also analyzes Ethiopia's harmonization efforts and identifies challenges like overcoming language barriers and promoting student mobility. Overall, the document evaluates progress on harmonizing higher education systems and curriculum in Ethiopia.
The document discusses the key principles of economics of education. It explains that economics of education applies economic principles to the field of education. It examines how educational managers make choices to utilize scarce resources and aims to achieve the best educational outcomes. Education and the economy are mutually dependent, as increased investment in education promotes economic growth and national development by enhancing skills. Education is viewed as both an investment in developing human capital and as an industry that employs people and provides services.
The impact of globalization on education policy of developing countries oman ...Ali Yah
This document discusses how globalization has impacted education policy in developing countries. It argues that education policy is no longer determined solely within nation states, but is shaped by global processes and actors like international organizations. Globalization has led to increased competition between countries to improve their labor forces and economic competitiveness through reforms to education curriculum, pedagogy and evaluation. While all countries are affected, developing countries experience less mediated impacts from globalization on their education policies than developed countries. The paper uses Oman as a case study to illustrate how globalization has driven changes to education policy in developing nations.
This document discusses the implications of immigration on educational management in Libya. Libya has a small population of around 6 million people, but this number includes non-citizens who migrated to the country for work opportunities following the discovery of oil. Factors like seeking better opportunities and lifestyles can force people to migrate. The education system in Libya follows a 6-3-3 pattern from primary to university level. Universities have increased to accommodate growing student enrollment in higher education. Libya encouraged skilled migration to its education institutions. The research aims to better understand the implications of "learners of immigration" - immigrants who study in Libya - on educational management, and to clarify the advantages and disadvantages.
This document discusses the implications of immigration on educational management in Libya. Libya has a small population of around 6 million people, but this number includes non-citizens who migrated to the country for work opportunities following the discovery of oil. Factors like seeking better opportunities and lifestyles can force people to migrate. The education system in Libya follows a 6-3-3 pattern from primary to university level. Universities have increased to accommodate growing student enrollment in higher education. Libya encouraged skilled migration to its education institutions. The research aims to better understand the implications of "learners of immigration" - immigrants who study in Libya - on educational management, and to clarify the advantages and disadvantages.
Education is the key that unlocks opportunities in every human being’s life as it creates a non-imitable resource. It is universally believed that the only inheritance one can leave for their off springs is education. This throws to the limelight, the main driver behind this
crucial resource: the teacher. The background of the study highlights the declining trend in teacher retention and consequently a shrinking teacher workforce particularly in
secondary schools. The objectives of the study were: to explain the background of teacher turnover, establish teacher turnover rate in a period of 1-10 years in Nyeri County,
identify major push and pull factors in the teaching profession in Nyeri County and recommend strategies that can be used to retain teachers in Nyeri County. Literature
reviewed brought to fore certain characteristics associated with recruitment. The study is based on Hertzberg’s two factor theory which distinguishes the hygiene factors as the most crucial in teacher motivation as opposed to motivational factors. The study findings highlight a myriad of pull and push factors impacting teacher turnover chief among them as teachers’ teachers’ pay, with other underlying factors like job dissatisfaction, work environment, reward system, work overloads, resource provision, professional training
and development and promotions. The study recommends that teacher motivational sessions be organized, teacher facilitation be effected and rewarding, recognition of teacher effort and formulation of attractive teacher retention policies by the government.
Dissertation defense.
The model was really nifty with the original animations. A Flash is available for the TNE Model slide here http://tne.nixhome.com/TNE_Model/TNE_Model.htm
The document discusses several challenges and issues regarding developing global competency in education. It argues that the most important priority is to clearly define what global competency means. Secondly, it stresses the importance of providing teachers training in how to teach from a global perspective in order to best prepare students. Using curriculum that incorporates a global perspective and real-world examples is also highlighted as a key factor. The document notes trends showing U.S. students lagging behind international peers in math and science and argues this puts Americans at a disadvantage in the global economy. It maintains that teaching students multiple languages would enhance their ability to engage in a global society.
This document summarizes a paper about what makes a good university. It discusses the challenges facing university faculty in Pakistan, including political interference, a lack of research, and inadequate quality assurance. It also examines expectations for faculty work, such as a focus on graduate education, assessing faculty performance, and justifying academic programs based on their economic contributions. The cumulative effect of these changes is a substantial reconceptualization of faculty work that sees faculty more as employees than colleagues.
The document outlines various industries and careers that are involved in global engagement, including transportation, public services, marketing and sales, manufacturing, information technology, and others. It then provides information about virtual internship opportunities for students to work on real projects with Chinese companies through online collaboration and communication. The virtual internships would focus on four core tracks of global business management, marketing, supply chain management, and trade finance.
The document provides a detailed narrative analysis of the pilot episode of "The Flash". It summarizes the three-act structure and discusses how the episode establishes an initial equilibrium of Barry Allen's life, introduces disequilibrium in the form of a freak accident giving Barry superpowers, and brings things to a new equilibrium as Barry embraces his powers to become a superhero. Key narrative devices like binary oppositions, enigma codes, and action codes that advance the plot are also analyzed in the context of this episode.
Lauren D. Head has over 10 years of experience in nutrition, education, and community outreach. She has a Master's in Nutrition and Bachelor's in Life Sciences with a double major in Spanish. Her experience includes providing nutrition counseling and education, managing after school programs, teaching yoga classes, volunteering in pediatric hospitals, and working as a Peace Corps volunteer in Nicaragua implementing food security programs. She is bilingual in English and Spanish and has extensive experience facilitating classes and managing staff.
This document summarizes a presentation on global citizenship and best practices. It includes an agenda that covers background information, 6 models of global citizenship education plus an additional model, distilling key ideas, and 10 key websites. It also includes 3 closing thoughts from Jacques Delors, Ian Hill, and Howard Gardner. The background section discusses trends in global citizenship education and confusion around related terms. It also distinguishes between national, international, and internationally-minded schools. The models section outlines approaches from organizations like the IB, Oxfam, and Asia Society. Key ideas focus on teaching for versus about global citizenship, understanding one's own culture, and personalizing definitions.
This document summarizes a journal article about analyzing the content of higher education internationalization policy from the perspective of internal stakeholders at Sebelas Maret University in Indonesia. The policy content areas analyzed include affected interests, types of benefits, extent of desired change, decision-making processes, program implementers, and involved resources. Through interviews with various stakeholders, the study found there were some conflicts of interest between stakeholders, especially between program implementers and some lecturers. Both short-term and long-term benefits of internationalization were recognized. The university had clear internationalization targets and policies. Decision-making power was hierarchical, with rectors having the most influence. Program implementers faced challenges with limited resources and understanding of internationalization.
This document discusses the internationalization of higher education at the University of Raparin in the Kurdistan Region of Iraq. It notes that the main challenges to internationalization at the university are budget constraints, language barriers, and issues with curriculum. The document also identifies developing partnerships with international institutions of higher education and increasing awareness of internationalization as important priorities. Finally, it states that demand for education is increasing rapidly in the Kurdistan Region due to demographic changes and economic growth.
This document discusses migration, globalization, and contemporary education. It provides definitions and concepts related to migration, including that migration can be permanent, temporary, or seasonal, and may be due to economic, social, political, or environmental factors. Migrants often leave their home country to improve their productive skills. Migration can indirectly impact education through remittances funding education or success stories creating incentives for further education. Globalization is defined as the increasing interaction and integration between people, companies, and governments globally. Global education aims to help students see themselves as global citizens and participants in a single global system. It emphasizes understanding other cultures, history, geography, and global issues. Comparative examples discuss international education policies and initiatives in countries like the
Indian higher education under globalizationRajesh Kochhar
Higher education is now classified as an internationally tradable service. However for historical, cultural and ideological reasons it is quite unlike others. Permitting foreign education providers to operate in India is not like permitting an insurance company or a department store. Similarly collaboration in education is not as simple as in telecom.
In India, all the social divides, disconnects, tensions and feelings of discomfort and mistrust that globalization has created or accentuated have become visible factors in discussions, debates, executive decisions as well as attempted or aborted legislative initiatives on education.
To sum up in advance, India’s own education is largely decoupled from quality and employability.
Government has abdicated its responsibility while privatization has brought about crass commercialization. Clamour for education from foreign providers has grown, but since this will help only a tiny fraction of population, the requisite political support is not forthcoming.
Developing Human Capital in National Education Blueprint 2006-2010crane
The document discusses Malaysia's National Education Blueprint 2006-2010 which aimed to develop quality human capital. It outlines 6 strategic thrusts: 1) Nation Building 2) Developing Human Capital 3) Strengthening National Schools 4) Bridging Education Gaps 5) Improving the Teaching Profession 6) Accelerating Excellence in Educational Institutions. The document provides details on the approaches, objectives, and implementation strategies for developing human capital with knowledge, skills, and moral values to meet national development needs.
The document discusses the role of student affairs in a newly established university located in a conflict zone in northern Iraq. It finds that the traditional role of student affairs, which focuses on facilitating extracurricular activities and community building, has been altered due to the difficult socio-economic conditions in the region as a result of war and terrorism. Students at the university expect the student affairs department to help arrange funding like scholarships and jobs rather than advise on non-academic activities, viewing it more as a source of financial aid. The article aims to understand how the traditional role of student affairs is affected in this setting and what roles it should play based on the geo-political and economic conditions of operating in an active conflict zone.
Curriculum harmonization in ethiopian public universities is it a stepBayissaBekele
This document discusses curriculum harmonization in Ethiopian public universities and whether it is a step towards harmonizing the higher education system. It provides context on the concept of harmonization, including that it is a systematic effort by stakeholders to establish common frameworks without creating uniform systems. The document examines experiences with harmonization in other regions like the Bologna Process in Europe. It also analyzes Ethiopia's harmonization efforts and identifies challenges like overcoming language barriers and promoting student mobility. Overall, the document evaluates progress on harmonizing higher education systems and curriculum in Ethiopia.
The document discusses the key principles of economics of education. It explains that economics of education applies economic principles to the field of education. It examines how educational managers make choices to utilize scarce resources and aims to achieve the best educational outcomes. Education and the economy are mutually dependent, as increased investment in education promotes economic growth and national development by enhancing skills. Education is viewed as both an investment in developing human capital and as an industry that employs people and provides services.
The impact of globalization on education policy of developing countries oman ...Ali Yah
This document discusses how globalization has impacted education policy in developing countries. It argues that education policy is no longer determined solely within nation states, but is shaped by global processes and actors like international organizations. Globalization has led to increased competition between countries to improve their labor forces and economic competitiveness through reforms to education curriculum, pedagogy and evaluation. While all countries are affected, developing countries experience less mediated impacts from globalization on their education policies than developed countries. The paper uses Oman as a case study to illustrate how globalization has driven changes to education policy in developing nations.
This document discusses the implications of immigration on educational management in Libya. Libya has a small population of around 6 million people, but this number includes non-citizens who migrated to the country for work opportunities following the discovery of oil. Factors like seeking better opportunities and lifestyles can force people to migrate. The education system in Libya follows a 6-3-3 pattern from primary to university level. Universities have increased to accommodate growing student enrollment in higher education. Libya encouraged skilled migration to its education institutions. The research aims to better understand the implications of "learners of immigration" - immigrants who study in Libya - on educational management, and to clarify the advantages and disadvantages.
This document discusses the implications of immigration on educational management in Libya. Libya has a small population of around 6 million people, but this number includes non-citizens who migrated to the country for work opportunities following the discovery of oil. Factors like seeking better opportunities and lifestyles can force people to migrate. The education system in Libya follows a 6-3-3 pattern from primary to university level. Universities have increased to accommodate growing student enrollment in higher education. Libya encouraged skilled migration to its education institutions. The research aims to better understand the implications of "learners of immigration" - immigrants who study in Libya - on educational management, and to clarify the advantages and disadvantages.
Education is the key that unlocks opportunities in every human being’s life as it creates a non-imitable resource. It is universally believed that the only inheritance one can leave for their off springs is education. This throws to the limelight, the main driver behind this
crucial resource: the teacher. The background of the study highlights the declining trend in teacher retention and consequently a shrinking teacher workforce particularly in
secondary schools. The objectives of the study were: to explain the background of teacher turnover, establish teacher turnover rate in a period of 1-10 years in Nyeri County,
identify major push and pull factors in the teaching profession in Nyeri County and recommend strategies that can be used to retain teachers in Nyeri County. Literature
reviewed brought to fore certain characteristics associated with recruitment. The study is based on Hertzberg’s two factor theory which distinguishes the hygiene factors as the most crucial in teacher motivation as opposed to motivational factors. The study findings highlight a myriad of pull and push factors impacting teacher turnover chief among them as teachers’ teachers’ pay, with other underlying factors like job dissatisfaction, work environment, reward system, work overloads, resource provision, professional training
and development and promotions. The study recommends that teacher motivational sessions be organized, teacher facilitation be effected and rewarding, recognition of teacher effort and formulation of attractive teacher retention policies by the government.
Dissertation defense.
The model was really nifty with the original animations. A Flash is available for the TNE Model slide here http://tne.nixhome.com/TNE_Model/TNE_Model.htm
The document discusses several challenges and issues regarding developing global competency in education. It argues that the most important priority is to clearly define what global competency means. Secondly, it stresses the importance of providing teachers training in how to teach from a global perspective in order to best prepare students. Using curriculum that incorporates a global perspective and real-world examples is also highlighted as a key factor. The document notes trends showing U.S. students lagging behind international peers in math and science and argues this puts Americans at a disadvantage in the global economy. It maintains that teaching students multiple languages would enhance their ability to engage in a global society.
This document summarizes a paper about what makes a good university. It discusses the challenges facing university faculty in Pakistan, including political interference, a lack of research, and inadequate quality assurance. It also examines expectations for faculty work, such as a focus on graduate education, assessing faculty performance, and justifying academic programs based on their economic contributions. The cumulative effect of these changes is a substantial reconceptualization of faculty work that sees faculty more as employees than colleagues.
The document outlines various industries and careers that are involved in global engagement, including transportation, public services, marketing and sales, manufacturing, information technology, and others. It then provides information about virtual internship opportunities for students to work on real projects with Chinese companies through online collaboration and communication. The virtual internships would focus on four core tracks of global business management, marketing, supply chain management, and trade finance.
The document provides a detailed narrative analysis of the pilot episode of "The Flash". It summarizes the three-act structure and discusses how the episode establishes an initial equilibrium of Barry Allen's life, introduces disequilibrium in the form of a freak accident giving Barry superpowers, and brings things to a new equilibrium as Barry embraces his powers to become a superhero. Key narrative devices like binary oppositions, enigma codes, and action codes that advance the plot are also analyzed in the context of this episode.
Lauren D. Head has over 10 years of experience in nutrition, education, and community outreach. She has a Master's in Nutrition and Bachelor's in Life Sciences with a double major in Spanish. Her experience includes providing nutrition counseling and education, managing after school programs, teaching yoga classes, volunteering in pediatric hospitals, and working as a Peace Corps volunteer in Nicaragua implementing food security programs. She is bilingual in English and Spanish and has extensive experience facilitating classes and managing staff.
This document provides information about an assignment for a project quality management course. It lists 6 questions to answer about topics like total quality management, project management standards and frameworks, quality metrics, barriers to quality improvement, SIPOC, and statistical process control. Students are instructed to answer each question in 300-400 words and submit the assignment by email or phone for Rs. 125 per solved assignment. The questions cover defining key quality management terms and concepts, explaining different categories and benefits of quality metrics, discussing major barriers to improving project quality, focusing on important factors for developing a SIPOC, and explaining statistical process control theory and tools.
"Executive Coaching Revealed: What You Need To Know" provides information for those who are considering engaging in an executive coaching process. The whitepaper provides definitions, coaching models, and a roadmap for selecting the right coach.
Este documento presenta un cuestionario sobre enología que incluye preguntas sobre el Instituto Nacional de Denominaciones de Origen francés (INAO), su equivalente mexicano, las denominaciones de origen en México, y las ventajas y desventajas de que un producto tenga una denominación de origen.
Introducing Pay4. The flexible and cost-effective way to finance payments to your suppliers. For growing UK businesses to make unsecured financed payments to suppliers in the UK and globally. Up to 120 days credit on every transaction and a credit facility between £50k and £1milion. Pay4 (UK) Limited
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This document provides information about getting solved assignments for the MBA Semester 2 Operations Research subject. It includes 6 questions related to operations research concepts like linear programming, transportation problems, assignment problems, and simulation. Students can get assignments solved at Rs. 125 each by emailing or calling the provided contact information. The questions cover topics like the framework of operations research, graphical and algebraic methods for linear programming problems, important terms in transportation problems, the Hungarian method for assignment problems, Monte Carlo simulation, assumptions of game theory, characteristics of Markov chains, and job prioritization rules.
The document discusses various aspects of curriculum development including research on local and international curriculum development, contextualization, indigenization, and localization of curriculum. It provides definitions and examples for each topic. Research on local curriculum development includes studies on the Basic Education Curriculum 2002 in the Philippines and factors affecting the quality of education. Research on international curriculum examines programs between countries/schools and frameworks for internationalizing curriculum. Contextualization involves linking teaching to students' interests and environment. Indigenization develops curriculum internally using indigenous knowledge as the primary source. Localization relates curriculum content and teaching to the local community context.
Global connections - Bordlerless HE and Continuing EducationDon Olcott
This document provides an overview of the changing landscape of international higher education and considerations for universities pursuing global opportunities. It discusses the driving forces behind globalization in higher education such as reduced government funding and increased demand. It also examines trends in cross-border programs and the internal and external dimensions of internationalism for universities. The document outlines challenges such as resistance to distance education globally and factors influencing international student choices. It emphasizes that universities must provide responsive student services and support for socialization, support, and services to effectively engage in the international arena.
ArticleConceptualizing internationaleducation From inte.docxdavezstarr61655
Article
Conceptualizing international
education: From international
student to international study
Clare Madge
University of Leicester, UK
Parvati Raghuram
The Open University, UK
Pat Noxolo
The University of Sheffield, UK
Abstract
In a rapidly changing transnational eduscape, it is timely to consider how best to conceptualize international
education. Here we argue for a conceptual relocation from international student to international study as a
means to bridge the diverse literatures on international education. International study also enables recog-
nition of the multiple contributions (and resistances) of international students as agents of knowledge for-
mation; it facilitates consideration of the mobility of students in terms of circulations of knowledge; and it is a
means to acknowledge the complex spatialities of international education, in which students and educators
are emotionally and politically networked together through knowledge contributions.
Keywords
International study, mobile agents, circulations of knowledge, geographies of international education,
emotions
I Introduction: thinking beyond
‘international student’
as a category
Recent decades have seen a considerable
increase in the volume of ‘international’ stu-
dents worldwide;
1
the number of students
enrolled outside their country of citizenship
has seen a five-fold increase from 0.8 million
in 1975 to 4.1 million in 2010 (OECD, 2012).
This is a global phenomenon – UNESCO sta-
tistics suggest that virtually every country in
the world has experienced an expansion in the
number of international students in the first
decade of the 21st century (http://stats.uis.unes-
co.org/unesco). For instance, from 2003 to
2010 the number of international students in
Egypt grew from 27,158 to 49,011; in the
Czech Republic from 10,338 to 34,992; and in
the Republic of Korea from 7,843 to 59,194
Corresponding author:
Clare Madge, Department of Geography, University of
Leicester, University Road, Leicester LE1 7RH, UK.
Email: [email protected]
Progress in Human Geography
2015, Vol. 39(6) 681–701
ª The Author(s) 2014
Reprints and permission:
sagepub.co.uk/journalsPermissions.nav
DOI: 10.1177/0309132514526442
phg.sagepub.com
http://stats.uis.unesco.org/unesco
http://stats.uis.unesco.org/unesco
http://www.sagepub.co.uk/journalsPermissions.nav
http://phg.sagepub.com
(http://stats.uis.unesco.org/unesco, latest statis-
tics). However, it is the growth of international
students in the so-called major receiving coun-
tries (US, UK, Australia, New Zealand and
some European countries) that so far has
spurred most interest from the research commu-
nity – from scholars (Findlay et al., 2012; Waters
and Brooks, 2011), educational institutions (King
et al., 2010), think-tanks (Mulley and Sachrajda,
2011) and educational providers and policy-
makers (British Council, 2012; UKCISA, 2008).
This increase in international student num-
bers is part of a wider ‘transn.
The document discusses global citizenship education in higher education institutions in Africa. It summarizes that there is no consensus on defining global citizenship in the African context. Strategies used to promote global citizenship education included international travel, language proficiency, service learning, curriculum content focusing on social justice and human rights, and use of social networks. The conclusion calls for reconceptualizing global citizenship with aspects of diversity, belonging and community in the African context. It also notes that further study is needed on internalizing global citizenship at the institutional level in African universities with local relevance.
An Analysis Of Chinese Students Use Of Chinese Essay ReferencesMonica Franklin
This document summarizes a study that analyzed the academic references used by Chinese students in their essays for an education program at a UK university. The study found that Chinese students chose to use a significant proportion of Chinese knowledge resources in their English essays, especially when their instructors accepted non-English sources. This suggests international students can contribute to internationalizing university curriculums through the sources they select. The implications are that instructors should be responsive to students' knowledge sources and shape reading lists to include relevant non-English materials.
A Critique Of Knowledge-Based Economies A Case Study Of SingaporeJim Webb
This document summarizes and critiques an article that examines how key stakeholders in Singapore's education system - including the dominant city-state government, teachers, and students - have interpreted and responded to policies aimed at achieving a knowledge-based economy amid globalization. The article explores how these stakeholders make sense of their roles through their own perspectives and interpretations. It focuses on how stakeholders have reinterpreted Singapore's landmark 1997 Thinking Schools Learning Nation education policy using a micropolitical lens. The document provides background on Singapore's economic and education policies and success, as well as new challenges from increasing globalization that threaten Singapore's previous economic model.
Durban wg the requirements of internationalization of higher educationIAU_Past_Conferences
The document discusses internationalization in higher education at a conference of the International Association of Universities. It addresses key issues around distinguishing internationalization from homogenizing globalization. Recommendations include universities taking initiative in internationalization rather than reacting to market forces, developing clear internationalization policies, ensuring quality of internationalization processes, and promoting partnership and intercultural competence among global citizens. There was debate around whether internationalization curriculum should prepare experts in fields or not prescribe details, and whether having the same curriculum abroad is internationalization or globalization.
International Inter-institutional Partnerships in Higher Tourism Education: ...World-Academic Journal
Though internationalization of higher education is now well documented in the developed nations, there is a dearth of literature in this area in Africa. In Kenya, the few studies available focus on inter-institutional partnerships between higher institutions of learning offering tourism education and so little is known about these partnerships. And yet Kenya being a leading tourist destination in Africa, it has increased engagements with other parts of the world including academic partnerships motivated by its position in tourism. Consequently, Kenyan universities have introduced academic programs in tourism and hospitality which are now attracting more inter-institutional partnerships. Using the case of Moi University, this study seeks to establish the extent to which staff and student exchanges resulting from these partnerships serve the interest of the collaborating departments in Kenyan universities.
This document summarizes a study that explores how "organized hypocrisy" has undermined donor-funded English teacher training programs in Bangladesh. The study reviewed literature on these programs, mobile learning theories, and teacher development theories. It found that donor agencies like DfID violated their own policies by halting funding for programs with similar objectives. This led to inconsistencies in teacher training. The goals and approaches of successive programs like ELTIP and EIA were largely the same regarding introducing teachers to communicative language teaching. However, a lack of expertise and abrupt changes in funding failed to achieve expected outcomes. The study concludes outright violations of donor mandates and policies, as well as gaps in implementation, have resulted in failures to properly
Curriculum implementation in religious education in nigeriaAlexander Decker
This document discusses curriculum implementation in religious education in Nigeria. It begins by defining curriculum as a guiding program for teaching and learning that outlines what is taught, how it is taught, and to whom. While curriculum construction is important, effective implementation is key. The paper examines factors that enhance and hinder curriculum implementation in religious education, which requires special attention compared to other subjects. It also discusses the important role of teachers in the implementation process. Recommendations are made to improve curriculum implementation in religious education.
Curriculum implementation in religious education in nigeriaAlexander Decker
This document discusses curriculum implementation in religious education in Nigeria. It begins by defining curriculum as the planned learning experiences offered to students under school guidance. Curriculum implementation refers to engaging students with planned learning opportunities through appropriate teaching methods. The key implementers of any curriculum are teachers, who must translate curriculum plans into real classroom activities. Specifically for religious education, teachers must focus on syllabi to determine the recommended topics and learning experiences to provide students from year to year. Factors that can enhance or inhibit effective implementation of religious education curriculum are also examined.
This document discusses facilitation of transformative learning in international service-learning (ISL). It makes 3 key points:
1) ISL aims to provide transformative, experiential learning opportunities through community engagement abroad. Effective facilitation requires guiding student reflection to develop intercultural understanding and perspective transformation.
2) Building strong, equitable partnerships between institutions, students, and community partners is essential for ISL. Relationships should progress from exploitative to transactional to transformational.
3) Reflection is the primary mechanism for generating meaningful learning in ISL. It allows students to integrate experiences, critically examine power dynamics, and develop their "moral imagination" through understanding different lived realities. Facilit
Educational Challenges Of Native AmericansMonique Jones
The document discusses the lack of Native American representation in healthcare fields in the US and some of the challenges they face in education. It notes that only 0.3% of medical students are Native American despite making up 2% of the US population, and in 2004 only 98 Native American students were enrolled in medical schools. The challenges discussed include lack of access to educational opportunities and issues with curricula that do not adequately prepare Native Americans for healthcare careers.
The document discusses curriculum review as key to functional basic education in Nigeria. It provides historical context on changes to Nigeria's education system and curriculum over time. Some key points:
- Nigeria has undergone various reforms to its education system including changing from a 7-5-4 to 6-3-3-4 system and implementing Universal Basic Education.
- Curriculum review is important to ensure the curriculum meets the needs of society and remains relevant. However, changes must be properly planned.
- The current justification for reviewing the basic education curriculum included addressing issues like curriculum overload and promoting critical thinking.
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Alex. bd higher education across borders a select bibliography french-wIAU_Past_Conferences
This document is a bibliography on cross-border higher education with four sections. It includes publications from 2000-2005 focusing on issues like the expansion of higher education across borders, quality assurance, and the relationship between cross-border education and globalization/trade agreements. The bibliography provides references to works from organizations like UNESCO and the Observatory on Borderless Higher Education on topics such as capacity building, student mobility trends, and future scenarios for cross-border education.
The document discusses the importance of integrating global education into school curriculums to prepare students for an increasingly interconnected world. It outlines various strategies for infusing global perspectives, such as incorporating international topics and cultural comparisons across subject areas. The goal is to educate students to think critically about global issues and develop an understanding of different cultures and shared humanity.
This document summarizes a workshop on internationalization of Thai higher education. It includes definitions of key terms like internationalization and globalization. There are descriptions of how globalization is affecting higher education and driving needs for internationalization. Rationales for internationalization discussed include developing skilled graduates, knowledge production and generating revenue. Common myths about internationalization are debunked. Dimensions and indicators for evaluating internationalization are presented. The development of internationalization in Thai higher education over time and its current status focusing on partnership, quality, regionalization and establishing Thailand as an education hub are outlined.
Al Qaed A Radical Islamic Militant Groups Of Islam And The...Jennifer Baker
The document discusses the holistic approach of an Indigenous education. It emphasizes connecting individual learning to community, family, land and spiritual entities. An Indigenous education sees students as having existing knowledge and focuses on developing understanding through relationships between teacher, student and knowledge. It encourages finding equilibrium with non-human aspects of the natural world. Overall, the document presents Indigenous education as developing the whole person through interconnected relationships within the community and environment.
Similar to Development+of+South+Korea+-+Final+Paper-+Wynn (2) (20)
1. 1
Intertwining World Culturalist and Culturalist Perspectives:
Developing a Regional Educational Hub in South Korea
Name: Zhe Wang (Wynn)
Student Number: 250872858
Instructor: Marianne Larsen
Education 9203 – Globalization and Education
Due: April 1, 2016
2. 2
Student mobility has become a significant part of a global migration phenomenon
that corresponds to the influence of globalization. Spring (2015) argues that the largest
international migration patterns are associated with people moving from poorer to
wealthier nations. Traditionally, the predominant destinations for international migrants
have been English-speaking and western European countries, such as the U.S., the U.K., and
Australia (Lee & Sehoole, 2015). However, the number of international students has
decreased in these destinations, which indicates that international students are more
interested in seeking out less-developed countries (Organization for Economic Cooperation
and Development, 2014). This is because countries that were formerly primarily source
countries have begun to reform their internalization policies to attract foreign students and
prevent further brain drain. For instance, as one of the top student sending countries, South
Korea is now working towards its ambition to become a regional education hub. In order to
achieve this, the government is passing many pro-education policies to attract foreign
students, such as the Brain Korea 21 Project, the World-Class University Project, and the
Study Korea 2020 Project, which aims to double the number of foreign students studying in
Korea by 2020. Statistics from OECD (2013) illustrate that 71% of international students
who study in Korea are from neighbouring countries. This implies that international
mobility is no longer following a linear pattern in which people move from the developing
countries to the developed countries. Instead, migration is becoming more and more
complex because of the emergence of new regional hubs.
How is South Korea developing itself as a regional educational hub? How is
globalization contributing to the development of South Korea as a regional educational hub?
I would argue that the development of South Korea as a regional education hub is a new
3. 3
hybrid product of globalization that intertwines the world culturalist and culturalist
perspective to bring positive changes to South Korean education, and to give South Korea a
better position in the competitive global education market by developing a Student Hub in
the Asian-Pacific region.
To begin to address these questions, this paper will present a brief overview of
different perspectives on globalization, which provides an analytical framework to help
track the formation of South Korea as a regional educational hub. Next, to conceptualize
and categorize educational hubs, the paper outlines the three models of educational hubs,
which are Student, Talent, and Knowledge-Innovation hubs. The body of the paper focuses
on analyzing several important educational reform policies and outcomes in South Korea
from the world culturalist perspective, including the development of English as a medium
of instruction, and to attract more international students by becoming more competitive in
global rankings. The paper also discusses educational policy in terms of the culturalist
perspective. From this view, Korean educational policies involve recontextualization, which
locally modifies and creates new characteristics that benefit developing South Korea as a
regional educational hub. Furthermore, the paper addresses South Korean educational
policies and briefly examines which of the three types of educational hubs are developing
in Korea.
Different Perspectives on Globalization
Globalization is a complex process that inspires intense debate. For example, world
culturalist theorists and culturalist theorists hold opposing views when interpreting
globalization. World cultural theorists focus on the development of a uniform global
education culture that shares similar goals, education practices, and organizations (Spring,
4. 4
2015). According to these theorists, the homogenization and standardization of educational
policies and practices in the world is a result of adopting the western model of education.
This view of globalization refers to a ‘neo-liberal’ kind of globalization that prefers to
deregulate and privatize state functions and to promote the value of competition (Rizvi &
Lingard, 2010). In contrast, culturalist theorists reject the growing uniformity of global
policies and goals, although they acknowledge that local agencies have the ability to
culturally translate ideas borrowed from the global flow of educational ideas and practices
(Spring, 2015). From the culturalist perspective, culture is a fluid and continually
transforming process that is shaped by the integration of economic, political, and social
changes (Baker & LeTendre, 2005). Therefore, globalization is never a convergence process,
and national states have strong positions in shaping policies.
What Are Educational Hubs?
The increasing flow of ideas, technology, capital, and people brings countries closer
to each other. This has led to the emergence of educational hubs as a new international
landscape of higher education that corresponds to the complexity of international student
mobility. An educational hub is “a planned effort to build a critical mass of local and
international actors strategically engaged in education, training, knowledge production and
innovation initiatives” (Knight, 2011, p. 227). In order to understand the concept of the
educational hub, it is necessary to deconstruct and analyze some key components within
this definition. “Planned effort” implies that the establishment of a hub requires an
intensive amount of time to organize, and that it is actively strategically designed. For
instance, some policy frameworks are a product of the “planned efforts” that reflect the
rationality and intentionality of building educational hubs. In addition, “critical mass”
5. 5
recognizes the variety of actors that work together to contribute to the establishment of an
educational hub. In particular, a single-branch campus does not form an educational hub.
Next, “local and international actors” clarifies that both domestic and foreign players must
participate in an educational hub. Lastly, “strategically engaged” emphasizes that the
interactions among different actors involved in building educational hubs is complex, and
new values are added when different actors collaborate together (Knight, 2014).
There is no “one size fits all” model of educational hub, but educational hubs do
share some common characteristics and can be identified in three major types: The Student
Hub, The Talent Hub, and The Knowledge Hub. The Student Hub focuses on educating and
training local and international students, and the recruitment and attracting of foreign
higher education institutions has significant meaning for increasing access to all types of
students (Knight, 2011). The Talent Hub is similar to the Student Hub in that it emphasizes
students’ education and training. However, Talent Hubs train students to be skilled
laborers, and encourage foreign students to remain in host countries for employment,
which benefits the developing nation’s economy (Knight, 2011). Lastly, Knowledge Hubs
focus on production and distribution of knowledge and innovation. For example,
universities and research institutes may collaborate with some local agencies to establish a
base to create applied research and knowledge (Knight, 2014).
Development of South Korea as a Regional Educational Hub:
Policy Analysis from the World Culturalist Perspective
From the world culturalist perspective, ‘neo-liberal’ globalization promotes
competition, and standardization becomes a significant characteristic that influences
students’ choice of destinations. “Brain chain” can be a useful term in explaining the
6. 6
pressure from which South Korea’s education system suffers. Countries that are at the
bottom of the chain are always net losers (Knight, 2014). South Korea needs to reform its
educational system to be more competitive in the standardized global ranking system.
Teaching, research, citations, industry income, and international outlook are five areas of
indicators for The World University Ranking. All of the top ten universities are in English-
speaking countries, which reinforces the global role of using English (Spring, 2015). One of
the reasons is because the ranking system counts only international journal publications as
part of the citation category, and most of these journals require articles to be written in
English (Shin, 2013). In addition, American-dominated hegemony has made English
become a global communication language. Now the use of English for teaching can be an
important indicator for measuring university competitiveness, and also acts as a means to
attract international students (Shin & Kehm, 2013).
The Korean government now has the ambitious goal to establish the country as a
regional educational hub. As a result, the government is making an effort to adopt the
westernized model of education, to put emphasis on using English as the language of
instruction, and to become a region with world-class universities. Strengthening South
Korean higher education is an important requirement for developing an educational hub.
The Brain Korea 21 Project, Study Korea Project, and The World-Class Universities (WCUs)
in Korea are three important policies that are influenced by the westernized model of
education, and which will help strengthen certain aspects of South Korean higher education.
One of the areas needed for establishing a regional hub is increased productivity
and quality of research. The Brain Korea 21 Project was established in 1999, with a
primary focus to enhance the quality of research and strengthen graduate programs to
7. 7
make Korea University globally competitive (Seong, Popper, Goldman, Evans & Grammich,
2008). Specifically, one objective was to establish 10 research-oriented universities by the
year 2012, and leap into the world’s top 10 nations in the Science Citation Index (SCI) after
2012 (Byun, Jon & Kim, 2013). The citation index is an important performance indicator
that counts for 30% of the World University Ranking (Spring, 2015). Korea’s government
believes that professors must gain international recognition of their research in order for
Korean universities to compete on an international level (Cho & Palmer, 2012). Given its
ambitious goals, South Korea is clearly in favour of the World University Ranking system
and recognizes the value of the westernized university ranking system. As a result, the
Brain Korea 21 Project has had tremendous direct influence on increasing publications in
international journals. For instance, articles published by Koreans in the Science Citation
Index increased from 9854 in 1999 to 25,494 in 2007(Kim, 2008).
The rationality for increasing Korean universities’ reputations and paying attention
to the global ranking is another important strength for developing South Korea as a
regional educational hub. As a global ranking system emerged, the establishment of World
Class Universities (WCU) became a hot issue that has had a huge impact on many nations’
educational policies as they try to reform universities to align with the WCU standard. In
South Korea, the World Class University Project was launched in 2008; it aims to import
foreign scholars to improve Korean universities’ teaching and research quality, and to
provide Korean students with the latest information to help them leap to an advantaged
position in the uniform international knowledge network (Byun & Kim, 2011). The process
of building a world-class research university reflects Korea’s ambition to establish a hub of
knowledge production in this competitive sector. The second step to building a World Class
8. 8
University involves attracting talented Korean PHD students and training them as
competitive scholars in the world market (Shin & Jang, 2013). Similar to the Brain Korea 21
Project, the World Class University Project further promotes and attracts well-known
western scholars to increase research productivity and uses the westernized model of
education to train local Korea students. Again, this aim implies that the western model of
education has a higher position in the global education hierarchy, and that the Korean
education system has less power and needs to adopt the western model to survive.
Expanding the use of English as the language of instruction is an important part of
developing South Korea as a regional education hub. The Study Korea Project encourages
the use of English, which has reformed the structure of Korean higher education and
increased the enrolment of international students to study in South Korea. In addition to
boosting English course offerings, the Study Korea Project established English tracks in
strategic departments (Study Korea 2020 Project, 2013). Korean undergraduate students
are now also required to take five courses in English to fulfill graduation requirements, and
the government increased the ratio of classes taught in English up to 50% by 2010 (Jon &
Kim, 2011). In addition, several of Korea’s top private universities, such as Yonsei
University and Ewha Woman’s University, have established all English four-year liberal
institutions to attract international students (Byun & Kim, 2011). Moreover, the increasing
importance of English as the language of instruction has brought about many changes in
evaluating Korea University professors’ performance. For instance, a professor’s ability to
conduct classes entirely in English and to publish English-language articles in international
journals has become important criteria for reemployment and tenure (Byun & Kim, 2011).
Furthermore, the majority of universities in Korea have set rules that newly hired
9. 9
professors must teach at least some courses in English (Byun & Kim, 2011). Lastly, using
English as the language of instruction brings curriculum materials at a “world-class” level
(Jon & Kim, 2011). As a result, students feel satisfied because the international dimension is
introduced into classrooms and they can learn the most advanced materials. Overall, using
English as the language of instruction in Korea is a core strategy that is closely related to
the World Class University project and the Brain Korea 21 project, and shares the same
philosophy of adopting westernized model of education. “Englishization,” or recognizing
English as a global language, has made Korea University become a standardized world
university.
Development of South Korea as a Regional Educational Hub:
Policy Analysis from the Culturalist Perspective
It is clear that the westernized model of education has become an important
component in developing South Korea as a regional educational hub. However, from a
culturalist point of view, the country’s educational policies have also integrated some
unique Korean characteristics through recontextualization to develop South Korea as a
regional educational hub.
The Korean government’s involvement acts as a central agency in implementing
supporting policies to push the development of a regional educational hub in South Korea.
The Korean national state has a strong position and has provided enormous amounts of
funding for the Brain Korea 21 Project, World Class University Project, and the Study Korea
Project. The government gave US $3.5 billion to the Brain Korea 21 Project’s Phase 1 and
Phase 2 from 1999 to 2012, and plans to invest a total of US $750 million in the WCU
project in the first six years (Kang, 2015). According to the Study Korea 2020 Project
(2013), Korea’s government also supports expanding the Global Korea Scholarship
10. 10
program by providing up to US $100 million annually by 2015. Korea’s educational policies
are government-sponsored projects, which highlights that governmental regulations
provide strong support for developing South Korea as a regional educational hub.
South Korea has also recontextualized and created localized supporting policies for
attracting international students. The Study Korea 2020 Project set a target of attracting
200,000 foreign students by 2020 (Green, 2015). In order to attract them, Study Korea
2020 highlights the implementation of customized international student recruitment
(Study Korea 2020 Project, 2013). Firstly, the Korean government has set up affordable
low-cost, better services for students who want to study in Korea. In South Korea, domestic
students and international students pay the same tuition fees (OECD, 2015). Incoming
international students live in new dormitories that serve only international students (Jon &
Kim, 2011). In addition, the Korean government tries to recruit international students from
“strategic countries,” such as India, Vietnam, and Mongolia, to encourage these students to
stay and complete engineering graduate school (Study Korea 2020 Project, 2013). These
countries have a strong passion for studying engineering and are geographically located
close to South Korea. For some colleges that specialize in engineering, university policies
are trying to ease Korean language requirements for engineering programs, and to support
job placement to overseas companies after graduation (Study Korea 2020 Project, 2013).
The Korean government also accurately analyzes its own marketing trends, and advertises
and promotes specialized engineering programs to attract international students from
these strategic countries. Moreover, according to the Study Korea 2020 Project 2020
(2013), one of the program’s main strategies is expanding its internalization base through
reinforcing Korean language education in and outside of Korea. In 2001, 83% of
11. 11
international students enrolled in undergraduate programs in Korea were from China
(Study Korea 2020 Project, 2013). The majority of Chinese students do not favour English
as a medium of instruction (Green, 2015). However, many Chinese students are instead
infatuated with Korean culture, and are eager to learn the Korean language (SBS, 2001).
Korean culture and the Korean language might be an important reason for Chinese
international students to choose to study in Korea. As a result, Korean universities have
strengthened and expanded the Test of Proficiency in Korean (TOPIK) and have made some
strategic expansions of bilingual classes (Study Korea Project 2020, 2013). Through
emphasizing Korean culture and language, Korean universities have branded themselves to
be part of a standout regional educational hub.
After analyzing Korea’s higher-education policies from the world culturalist
perspective and the culturalist perspective, it is clear that both approaches are working
together to make South Korea into a regional educational hub that is a new hybrid product
of globalization. On the one hand, world culturalist theory puts emphasis on the
homogenizing nature of globalizing forces that compel Korea to compete in the global
ranking systems and to expand the use of English as a global language to construct South
Korea’s education as highly internationalized. On the other hand, culturalist theorists draw
people’s attention to the heterogeneity of westernized education, and discuss South
Korea’s recontextualized policies for attracting foreign students through reforming
engineer programs and branding Korean culture and language. In the case of South Korea,
world culturalist theory and culturalist theory are bound together to develop South Korea
as a regional educational hub, and both approaches have undeniable power in shaping
South Korea’s higher educational policy.
12. 12
Typology of the Education Hub in South Korea
Following the discussion above, it is clear that the Korean government is
subjectively making an effort to develop a regional educational hub. However, the
educational demands in the Asia-Pacific region are also a necessary consideration for
developing Korea as a regional educational hub. In 2011, close to half of the world’s
students studying abroad around the world came from Asia, with China, India, and South
Korea being the top three sending countries (Banks & Bhandari, 2012). This implies that
Asian students have a strong desire to pursue higher education outside of their own
countries, and that there is a huge market for education in the Asian region. In addition, the
massive growth of middle class families in Asia will drive the demand for tertiary education
in the future (Kharas, 2010). The development of personal wealth in Asia allows more
students to afford to study abroad, which ensures the stability of the educational market in
the Asia-Pacific region. South Korea is located in East Asia and is geographically close to
many countries, including China, Japan, Vietnam, and Mongolia, meaning Korea has the
potential to serve many Asian students who wish to study abroad.
As mentioned earlier, there is no “one size fits all” model of educational hub, and
there may be different rationales for developing a regional educational hub. Some countries
want to build a hub in order to distribute knowledge and innovation through foreign
investment, and to develop collaboration among key players to increase their international
economic or cultural influence. Other countries perceive a hub as a means to build a critical
mass of foreign students to enhance profit, to brand the country’s higher education, and to
benefit local students’ access to international education (Knight, 2013). Therefore, what is
13. 13
the rationale behind South Korea developing its hub, and what are the hub’s unique
characteristics?
Given Korea’s three main wide-ranging educational policies, the Study Korea Project,
Brain Korea 21 Project, and World Class University Project, it seems that Korea’s
government aims to develop South Korea simultaneously as a regional Student Hub, Talent
Hub, and Knowledge and Innovation Hub in the long run. However, I would argue that
Korea’s main rationale for developing a hub is to create a Student Hub, because these
policies are too wide-ranging and evaluate whether or not it seems possible to develop all 3
over time. All of the country’s policies prioritize objectives for recruitment and education
for students. Knight (2013) argues that some objectives for developing student hubs
include providing wider access to higher education for local students, gaining profit from
international student fees, building capacity for local higher education, and
internationalizing domestic higher education to enhance ranking and branding among the
world’s universities.
In the case of South Korea, the Study Korea Project 2020 aims to establish a number
of international education environments in free economic and international education
zones, including the development of Incheon Global Campus (IGC) AND Jeju Global
Education City (JGEC). IGC is located in the Incheon Free Economic Zone one hour west of
Seoul. George Mason University, Ghent University, the State University of New York and the
University of Utah are currently members of the IGC. Six more international universities
are expected to join in the future (IGC Foundation, 2015). IGC serves as an umbrella
organization that contains all of these branch campuses, and helps facilitate collaboration
among all participating universities (Jin, 2015). As a result, students have more flexibility in
14. 14
course selection because of some shared courses among participating universities.
Moreover, JGEC is located in the southwest region of Jeju, which aims to be the excellent
destination for both domestic and international students who wish to experience English
learning through K-12 and postsecondary education (Dou & Knight, 2014). The JGEC’s
ambitious plan clarifies that the university zone was modeled after the Dubai Knowledge
Village. JGEC plans to allow foreign education providers to rent lecture spaces, while
students will share residences, libraries, community halls, and other facilities (Dou &
Knight, 2014).
Both IGC and JGEC are unique ways of gathering international branch
campuses in one specific location. They also possess a brand focused on collaboration,
which aims to attract both domestic and international students. The development of these
international education zones indicates Korea’s strong will to position itself as a Student
Hub in Northeast Asia. However, based on its education policies, the Korean government
seems to be less concerned with developing a Talent Hub or a Knowledge Hub. In addition,
the country still has a long way to go because of the lack of a national plan to support the
sustainability of developing South Korea as a regional hub. The education sector may not
be the most significant sector in the development of a Talent Hub, and the immigration
sectors have more important influences on the development of a Talent Hub (Knight & Lee,
2014). In terms of the Knowledge Hub, “independent institutes, research and development
firms, and science and technology companies” are all important players in collaboratively
creating knowledge (Knight & Lee, 2014, p. 34).
The development of South Korea as a regional educational hub is a complex process
in practice that involves strong collaborations among different local and international
15. 15
agencies. South Korea is at the beginning of the process of developing a regional hub in
Northeast Asian.
Conclusion
Through examining Korean higher educational policies, this paper provides a
comprehensive analysis of the complex process of developing South Korea as a regional
educational hub in Northeast Asia. I argue that both the world culturalist perspective and
the culturalist perspective are evident in how South Korea is shaping its higher educational
policy to support the country to be successful in developing and maintaining a regional
educational hub. On the one hand, the world culturalist perspective highlights the
importance of standardization and homogenization to the Korean model of education,
which intends to follow the latest trends of the western educational model. On the other
hand, the culturalist perspective puts emphasizes on recontextualization to further brand
some unique characteristics of Korean higher education, to create possibilities in
developing a regional educational hub. In addition, the theoretical framework of the three
types of educational hubs provides another lens to understanding the development of
South Korea as a regional educational hub. Although all three Korea education policies
want to expand in all 3 directions (Talent Hub, Student Hub, Knowledge Hub), but that
currently it’s actually focusing all of it’s funding on developing a student hub. This implies
that the government needs to clean up its policies and focus on 1 thing at a time in order to
succeed , or acknowledge that it has a very long way to go to make all 3 types of hubs
happen.
16. 16
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