global

At the ambitious closing plenary of the 24th Annual Conference of the International Education Association of South Africa (IEASA), entitled ‘Around the Earth in 60 Minutes’, the leaders of the eight member associations of the Network of International Education Associations (NIEA) I considered how the current global education is being carried out. , regional and national geopolitical and economic conditions were influencing higher education and the internationalization of higher education.

During the discussions held on August 26, common challenges and opportunities emerged from around the world, with some national and regional idiosyncrasies.

Although the principle of higher education as a public good is constantly contested in many countries of the global South, the actual capacity and funding to provide accessible and sustainable higher education systems remains a significant challenge. stay. The current Argentinian case.

This is also the case with declining national budgets and unresponsive political situations in some countries. Brazil was mentioned here as an example.

In a context where access to and inclusion in higher education is a key regional issue, participation in the internationalization of higher education can be perceived as a luxury.

Meanwhile, globally, post-pandemic visa processing backlogs are preventing incoming and outgoing academics and students from advancing their international plans, impacting access and participation.

However, the COVID-19 pandemic has prompted a rethinking of the dominant model of internationalization that focuses on cross-border movement, with the introduction of curriculum internationalization, home internationalization, social internationalization, and social internationalization. given the opportunity to imagine a more inclusive model that incorporates sustainable development.

new alliance

There is also a growing awareness of the importance of cooperation and new partnerships in international higher education. Participation in the IEASA conference as an NIEA panel is one example. The Sustainable Development Goals (SDGs) provide a global framework for international partnerships and collaborative work on sustainability.

The move to online education arose out of necessity catalyzed by the pandemic, creating implementation and access issues in many countries of the global South. However, I have learned that institutional thinking and psychological barriers can prevent us from embracing our ability to innovate.

Opportunities remain for further research into what worked and what did not during the period of emergency online education.

In the future, technology can increase access to higher education and internationalization, pushing the boundaries of current ways of doing things. You need to learn how to best take advantage of digital delivery innovations.

Canadian colleagues plan to explore the intersection of artificial intelligence and many aspects of the internationalization of higher education at a conference scheduled for October.

Further challenges to the internationalization of higher education include the impact of the climate emergency.

The Climate Action Network for International Educators (CANIE) strives for a carbon-neutral and climate-smart global education sector by 2030. Students are challenging traditional educational mobility programs that increase their carbon footprint and demand change.

Colleagues in Europe explained that the European Union’s response to the pandemic outlines the main challenges and social and economic implications for Europe.

Two of the six identified pillars of the 2021 Recovery and Resilience Facility are ‘digital’ and ‘green transition’, with more than 50% of €724 billion (US$731 billion) coming from a combination of loans and grants. I will receive it. EU Member States. The challenge for universities is to access some of this funding for research and development.

existing and emerging concerns

Another major concern of international higher education is supporting the educational needs of refugees displaced by war and societal violence. There is currently a particular focus in Europe on the Ukrainian war, and many European higher education institutions are willing to partner with Ukrainian academics to help student refugees.

The rise of far-right nationalism in several parts of the world is increasing the isolation of countries, setbacks in international cooperation and increasing hostility towards foreigners. All of this stands in contrast to the global cooperation needed to solve pressing global problems.

The far-right attack on the Washington State Capitol on January 6, 2021 has sparked a heated debate in the United States about threats to constitutional democracy and social justice. Higher education actively engages in this debate about justice, equity, diversity and inclusion.

Colleagues in the United States were concerned that discrimination, racism, and disregard for black and brown lives pose risks to international students, especially African students. Media coverage of a massive increase in mass shootings in a short period of time has affected the attractiveness of the United States as a traditionally safe country for incoming freshmen.

There is also concern that Black and Brown students who already face discrimination and microaggressions at home are put in study abroad situations that may replicate this animosity.

A recent international student survey in Canada found that 65% of students feel discrimination has increased since the global pandemic.

The challenge to global racism was clearly acknowledged in the NIEA statement released in 2020, calling on governments and universities to support internationalization.

State of national policy framework

National policy frameworks are seen as important for the internationalization of higher education. For example, Brazil has her more than 2,000 higher education institutions, but few accept international students.

The lack of an internationalization policy framework in Brazil is seen as a problem. For Argentina, the focus of domestic internationalization policy is on regional integration, a concept that evokes many cultural and political sensitivities in the region.

South Africa’s implementation of the Policy Framework on the Internationalization of Higher Education announced in 2020 has been suspended due to COVID. Colleagues in the United States welcomed the focus on the Department of Education’s updated policy on internationalization.

Relationships between international students and the local community are another important aspect of internationalization. For example, while international students in the United States generally integrate well into on-campus college life, there is still work to be done to integrate students into the community.

International students need to be aware of the history of the context of the country they enter, especially given Canada’s relatively recent truth and reconciliation process and other processes.

From 2021 onwards, the number of international students coming to Canada is increasing, but there is a new housing crisis following the pandemic. In some cases, universities even require international students to postpone their studies. Because small towns do not have the capacity to accommodate international students.

COVID disrupted the staffing of our international office as many staff were laid off when international travel came to a halt. There are opportunities for international engagement and growth, but who will manage them?

In addition, the aging of international education professionals is also a concern. Where will the next generation of professionals come from? We need to expand our pipeline of leaders.

Finally, while the pandemic has developed resilience and stimulated creativity in international education professionals, the sector is now paying attention to developing professionals in a changing international education environment, as explained above. There is a need and, moreover, who is expected to do more with reduced resources.

Related to this is the importance of mental health and well-being for all staff and students, and the need to further develop and expand wellness programs in higher education.

hope for the future

In response to the question, “What holds the future for leadership in higher education internationalization?”, NIEA colleagues on the panel responded:

• Global collaboration in difficult times, because global problems require global solutions.

• Inclusive education, open scientific cooperation and democratization.

• The SDGs provide a strategic plan for the planet and an excellent basis for international cooperation.

• Technologies to increase access and diversify models of collaborative international education.

• International educators who build communities, foster friendships, build trust and find solutions to global problems.

• Growing student voices on the climate crisis and many other issues inspire hope for intergenerational cooperation to solve problems.

• Increased mental health awareness and continued support for each other and students is expected as we navigate the new normal of ongoing uncertainty.When

• The NIEA community and platform for global conversations on the internationalization of higher education are physically located around the world, but exciting.

“While the pandemic has divided and isolated us, technology has enabled us to jointly share and explore solutions and prepare policy briefings for the UNESCO World Congress on Higher Education.

The internationalization of higher education is essential for the future and our association is essential for developing it. We must continue to build communities, nurture connections, and provide mutual support.

The panelists look forward to seeing you at the European Association for International Education conference in Barcelona, ​​September 13-16.

Recordings of the sessions referred to in this commentary are available on the IEASA website.

The panel consisted of the following leaders from the following organizations:

• Mirian Carballo, President of Red de Cooperacional de las Universidades Nacionales (RedCIUN) del Consejo Interuniversitario Nacional (CIN)

• Marcio Barbosa, President of the Brazilian Association of International Education (FAUBAI)

• Jewel Wynn, President of the International Association of Education Administrators (AIEA)

• Esther Brimmer, CEO of NAFSA: International Association of Educators

• Larissa Bezo, President and CEO, Canadian Bureau of International Education (CBIE)

• Michelle Stewart, President, European Association for International Education (EAIE)

• Giorgio Marinoni, Manager of Higher Education and Internationalization, International Association of Universities (IAU)

• Orla Quinlan, University of Rhodes, is the current Executive Director and former President of the International Education Association of South Africa (IEASA).

Orla Quinlan is the current Executive Director and Past President of the International Education Association of South Africa (IEASA).