Afleveringen
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Borhene shares the story of his first involvement in international education through a teacher training program in Tunisia and how the driving force behind his career has been the commitment to ensuring no one is left behind in education.
He explains how UNESCO is advancing the agenda of widening access to education, as outlined in SDG4 through a range of key initiatives. These include normative tools like conventions and recommendations, policy dialogues such as the High-Level Steering Committee that oversees SDG4 implementation, and the collection of data on education trends through resources like the Global Education Monitoring Report, which tracks progress toward SDG4 targets.
Borhene highlights the importance of the Global Recognition Convention as a key instrument for fostering international cooperation, stressing the need for an integrated ecosystem involving all key stakeholders in international education, including universities, quality assurance and qualification recognition bodies, and teachers’ associations. He also emphasized the role of the Convention in supporting lifelong learning by facilitating the recognition of learning achieved in diverse settings, including non-formal and informal contexts… and he shares his memorable involvement in the adoption of the 2015 Incheon Declaration, which for the first time included the lifelong learning agenda, as well as a project in Malawi aimed at providing foundational skills through community learning centers.
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Andreas Corcoran, Deputy Secretary General of the International Association of Universities (IAU), shares his global education journey, which brought him to study in various European countries and the United States and culminated with postgraduate studies at the European University Institute in Fiesole, Florence. His professional steps after graduating took him to Canterbury in the UK and Rome as Director of Higher Education in charge of the academic and organisational development of a newly established university in Tanzania
Andreas reflects on the vital role IAU plays in fostering global dialogue and collaboration among universities, addressing key challenges like those related to the SDGs, articulating the continued value and relevance of higher education in today’s fast changing world, and overcoming competition in an increasingly commodified international higher education landscape. He also emphasizes the importance of adopting fair, ethical approaches to internationalization, advocating for the equitable circulation of knowledge, students… and shares the memorable experience of an elderly man in Kenya showing him the tree under which he received his first formal education, which reminded him of education’s critical role in nurturing curiosity and passing knowledge from one generation to the next.
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Zijn er afleveringen die ontbreken?
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Professor Andrew Atherton, Vice-President International and Engagement at the University of Southampton, tells how his involvement with international education started as an undergraduate student at SOAS where he studied Chinese and economics spending his second year in Beijing. His international experience continued studying his Masters’ at Yale University where he also started his academic career, before moving back to the UK to Durham University.
Andrew tells us of the University of Southampton’s strategic goal to become a global institution embracing a multi-nodal model with campuses in diverse international locations and progressing with establishing the first foreign branch campus in India under the University Grants Commission (UGC) regulations. He reflects on the broader strategic drivers behind the University's goal of establishing three branch campuses by 2030, stressing the role that TNE can play in helping institutions take their social mission to widen access to education to the global level. He shares his concerns about recent policy developments restricting international student flows in traditionally receiving anglophone countries, as well as his confidence in the future of international education where TNE will be playing a growing role in meeting growing global demand for education and training closer to home… and he shares the memorable experiences associated with achieving something collectively that you couldn't on your own.
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Kyuseok Kim, Center Director at IES Abroad Seoul, tells us how his interest in international education began when as a teaching assistant at an international summer school program in South Korea, where he worked closely with a broad range of international faculty and students, and experience that contributed to his decision to work in the international education sector, including eventually at Suny Korea, the first and the largest US campus in South Korea, operating within Incheon Global Campus education hub.
KS shares his passion for facilitating transformative international education experiences for students, and how he has been able to put this passion into practice in his current work as the inaugural Director of IES Abroad Seoul. KS also shares his insights into the challenges and opportunities associated with the internationalisation of the South Korean higher education sector, and South Korea’s ambition to become an international hub in Asia, pointing to the South Korea’s strategic need to attract more international students to offset the decline in the domestic student population. KS reflects on the impact of technology and AI to enhance the learning experience of students, foster more inclusive and diverse learning environments, and embed sustainability in education.
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Charles Cormack, founder and managing director of Cormack Consultancy Group, tells us how his interest in international education began in 1999 when he started a company to support British companies working in Central and Eastern Europe. He soon discovered that there was a high demand for UK higher education, leading him to focus on TNE.
Charles reflects on how TNE will become increasingly important due to factors like migration pressures, the global climate crisis, and the potential of online learning. He advocates for equitable TNE partnerships, requiring universities to move away from a recruitment-focused mindset and towards genuine two-ways collaboration with partner institutions, considering the needs of host locations. Charles also shares his interest in the role of technology in making education more affordable and accessible, his work on a very successful twinning programme between UK and Ukrainian universities.., and the memorable experience of a conference in Warsaw marking the achievements of this twinning programme and being appointed to the board of Mariupol State University
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Piet Van Hove, past president of the European Association for International Education (EAIE) and current program manager of the Heroes European University Alliance at the Thomas More University of Applied Sciences, tells how he was immersed in international education from a very young age, as he was born in the US whilst his father was completing his doctoral studies and moved back to the US for a year at the age of 10 where he attended an American primary school. After graduating from law school he began immediately working in international higher education.
Piet shares his concerns about the current political climate in many countries, which often view international higher education negatively, and emphasizes the importance of demonstrating the positive impact of international higher education on society as a whole, specifically its role in strengthening the social fabric by offering international and intercultural experiences to all students. Piet shares his experience as president of the EAIE, reflecting on key developments, challenges, and opportunities for European higher education, including the role that European University Alliances play in promoting international collaboration across all levels of higher education institutions… and he shares the memorable experience of an Erasmus Mundus program with South Africa and China where he witnessed the transformative impact of international education on students from underrepresented backgrounds.
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Fanta Aw executive director and CEO of NAFSA: Association of International Educators, tells us how her first exposure to international education started at a young age when she moved from Mali to Liberia and eventually Washington where she attended international schools with students from various countries. This experience instilled in her a lifelong appreciation for diverse cultures and a sense of global citizenship.
Fanta emphasizes the need to demonstrate the value ofinternational education to society, particularly in a time of geopolitical tensions, stressing how international education fosters interconnectedness, enabling positive change through peaceful people-to-people exchanges. She highlights the need to address equity and access advocating for "internationalization at home" initiatives which can bring global perspectives to those unable to study abroad, and stresses the importance of creating spaces where diverse voices are heard, fostering respectful dialogue and addressing the root causes of fear and polarization in society… and she shares the feeling of gratitude for having been able to experience our shared humanity through the memorable human connections in international education.
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Angela Yung Chi Hou, Professor of Higher Education at National Chengchi University, former CEO of the Higher Education Evaluation & Accreditation Council of Taiwan, and former Vice-President of the Asian Pacific Quality Network, tells us of how her international education journey started as an early academic scholar interested to understand the USA higher education sector and the motives behind its international reputation. This led her to an interest in comparative education.
Angela shares how she was able to draw on her research on international education and engagement in international quality assurance, to support the internationalisation of Taiwan HE, including through the internationalisation of the national quality assurance and accreditation system. Angela also shares some of the challenges, opportunities, and developments associated with the internationalisation of Taiwan HE, her experience of developing double degrees... and the memorable experience of a mapping exercise with the Malaysia Qualifications Agency, which led to a mutual recognition agreement.
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Nadia Badrawi, President of the Arab Network for Quality Assurance in Higher Education, member of the CHEA International Quality Group Advisory Council, and founder and first CEO of the National Authority for Quality Assurance and Accreditation of Education in Egypt, tells us of how her international education journey started with a grant from US AID for a study visit to the USA to learn about curriculum development in Paediatrics. This experience led her to be involved with the World Federation of Medical Education and eventually with quality assurance.
Nadia shares with us how she sought to take these international lessons back to Egypt, and how through the support of the World Bank she led the establishment of the Egyptian quality assurance system and agency. She tells of recent growth of TNE in Egypt and the Arab region, the quality assurance challenges associated with TNE, and the importance of international cooperation in quality assurance... and recalls the long lasting professional links and friendships she made along the way
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Maria Kelo, Director of Institutional Development at the European University Association, tells us how her international education journey started as an undergraduate student at the London School of Economics, which took her to Brussels for a traineeship at the European Commission in the Higher Education Policy Unit. This latter experience set the tone for her career which led her taking the role of Director of the European Association for Quality Assurance in Higher Education (ENQA), before joining the EUA.
Maria tells of her interest and experience in international cooperation at policy level, in particular in the context of the Bologna process, and shares insights on current developments in the European Higher Education Area, such as conversations around European Degrees, the quality assurance and recognition of joint programmes, and the revision of the European Standards and Guidelines. She reflects on the needs for universities to be future oriented and prepared to adapt to change, such as advancement in AI and digital technology, and the changing political landscape in Europe less favourable than before to internationalisation … and she shares the memorable moments of the approval of the 2015 ESGs revision by the Bologna ministerial conference, and ending up reading in a private mass to the Pope when carrying out an ENQA review of the Holy See Quality Assurance Agency.
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Hayley Shields, partner at Edified and former Director of Student Experience at Education New Zealand shares how unable to take on the opportunity to study internationally herself she eventually joined the University of New South Wales in Australia to help with growing international student recruitment.
Hayley tells of the work Edified is doing to help universities improve customer services when it comes to student recruitment, based on the findings of their inquiry experience tracker, and she shares the work they did at Education New Zealand in response to raising concerns about the welfare of international students, which lead to the development of national policy around international student well-being embedded in the New Zealand International Education Strategy. She reflects on the role of technology in supporting universities with application volume and the importance of enhancing the employability of international students by supporting them in finding internships…and she shares the memorable experience of volunteering for the Harpswell Foundation to support girls’ access to education in Cambodia.
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Tamsin Thomas, Senior Strategic Engagement Manager at Duolingo, former Research Manager at the Tony Blair Institute for Global Change, and Higher Education Manager at British Council USA, tells us of her first introduction to international education as an undergraduate student in international relations, which brought her to Canada for a study abroad period, and subsequently motivated her work in international offices at different UK universities.
Tamsin shares her passion for practical solutions capable of driving social mobility and scaling up access to education opportunities, and how this passion led her to join Duolingo to support initiatives to reduce barriers to quality education unlocking the potential of digital solutions, such as the Duolingo English online test. She reflects on the challenges facing universities having to find new stability in the context of today’s disruptive dynamics, from technological innovation to geopolitical tensions… and she shares the memorable experience of having to explain the potential consequences of the Scottish independent referendum to concerned prospective students when at the British Council USA, which helped with managing similar questions in the aftermath of Brexit.
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Lotus Postrado, Country Director of British Council Philippines, tells us of her first engagement with international education when working with the Southeast Asian Ministers of Education (SEAMEO), Organization Regional Institute for Higher Education Development (RIHED), where she was involved in the multiregional AIMS (Asian Ministers of Education and Ministers of Higher Education) mobility programme. She then moved to the British Council Philippines to lead on TNE and UK-Philippines relations in higher education.
Lotus reflects on the changing policy landscape in the Philippines for TNE, and existing challenges and opportunities, including growing inbound international student mobility and growing interest in international education hubs in the country ... and she shares the memorable experience of accompanying the first high-level delegation of Philippines universities to the UK to start exploring partnership opportunities
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Nishat Riaz, Global, head of higher education systems and internationalization and TNE lead at the British Council tells us how the seeds of her passion for international education started as a young child in a small, rural, remote valley in the Punjab mountains, where she began to connect with other cultures through books of different countries. This intercultural experience became a reality when she joined the British, where she was able to appreciate the power of international education in developing the empathy and ethics required to overcome cultural divides and unhelpful polarisations, and in developing and sharing the knowledge and solutions needed to address common challenges.
Nishat shares her reflections on the potential of technological innovation to break down geographical barriers, warning about the risks of creating a digital divide, and on the importance of making international education inclusive, and the critical role that equitable TNE partnerships can play in fostering mutual learning and respect for diverse ways of thinking. She also shares her insights into developments in the Pakistan higher education landscape as the country is turning to international education to meet the education and training needs of the 5th most populous country where 60% of the population is under 30… and the memorable experience of meeting at the airport a beneficiary of the Scottish Pakistan scholarship program she managed, as she was embarking on her first international journey through a scholarship for postgraduate studies in the UK.
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Alison Barrett MBE, Country Director at British Council India, tells us how her connection with international education started as a young English teacher volunteer in Nepal, which opened up her eyes to what one can learn from international exposure. She tells us how her professional career took her in different countries in Asia, first as a language teacher, and then within the British Council covering different roles.
Alison shares her insights about the different priorities for international education across the region, ranging from TNE, English as Medium of Instruction, and regional harmonization. Focusing on India we discuss the implications of the National Education Policy 2020, which has created a favourable policy environment for international engagement, and consider India’s ambitious goals for internationalising its HE sector, such as increasing its international student population from the current 50,000 to 500,000 in 2035, including by leveraging the power of TNE…and the rewarding experiences of seeing how international education has impacted the professional journey of people she has worked with over the years.
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Leina Shi, Director of Education at British Council China, tells us how her international education journey started studying English at secondary school, which eventually motivated her to come to the UK for her undergraduate studies. Leina shares her experience of international education opening opportunities to students and her view of the importance of creating international platforms bringing together different perspectives to create collective knowledge and explore solutions to shared challenges.
She stresses the role that international education and the British Council play in providing such a platform, helping in the process to improve and deepen reciprocal understanding and changing individual mindsets and perspectives. Leina also reflects on the current state of UK-China relationships in education, looking at future developments, and stressing the need to improve the quality of UK-China conversation based on better-informed views of both countries’ needs and priorities… and recollects the memorable experience of accidentally meeting a former student who benefitted from being admitted for her UK degree without formal qualifications.
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Tayyeb Shah, Vice President of the European Association for International Education, and former Deputy Vice Chancellor Global Partnership at the University of Western Australia, tells of his initial involvement in international education as the inaugural international director at Kings’ College University of London. Tayyeb shares his reflections on how academic power is moving east and the implications of this reconfiguration for international student recruitment and TNE.
He emphasises the need to consider the environmental impact of international education and the important work of the Climate Action Network for International Education, as well as the need to promote inclusive internationalisation, such as through collaborative online international learning. He reflects on the growing strategic importance of TNE, increasingly being considered now as an internationalisation strategy also by research-intensive universities, and growing expectations for mutually beneficial TNE partnerships… and the many memorable conversations, often late at night, conducive to deeper reciprocal understanding and international partnership building.
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Bobby Mehta PVC Global Engagement, University of Portsmouth, tells us how his international education journey started on the clearing hotlines, an experience that eventually led him to support the international office in packing and sending boxes to British Council's fairs around the world.
Bobby shares his views on how the work of international offices has changed over the years with the advancement if technology, and reflects on both current challenges for in-bound and out-bound student mobility associated with today’s unstable policy environment, and the growing opportunities for TNE as a broader range of developing countries are facing capacity shortages and are looking at ways to strengthen the quality and internationalise their HE sector. Bobby also shares the memorable experience of being given the opportunity to give back to the sector as Chair of the British Universities' International Liaison Association (BUILA).
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Miguel Antonio Lim, Senior Lecturer in Education and International Development at the University of Manchester, takes us through his international education journey that started when he moved from the Philippines to France to pursue his further studies at Sciences Po. He eventually supported the university establishing academic partnerships in East and Southeast Asia attracting students to degrees offered in English, then moving to LSE in the UK one of the French university’s partners.
Miguel tells us of his interest in the social production of value which led him to undertake a PhD on university rankings, looking at their role in creating value among universities and asking questions about the value of higher education. We talk about developments and initiatives in Southeast Asia aimed at leveraging internationalisation to strengthen intra-regional cooperation and mobility, as well as a recent study undertaken for the Asia-Europe Foundation (ASEF) on universities’ engagement with SDGs, and we reflect on the role of international education in helping think about the global commons and build a sense of solidarity across nations vis-a-vis market-driven approaches to internationalisation… and the memorable and significant question of one of his students whether it was ok to refer to non-English language sources in her essay.
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Professor Mushtak Al-Atabi, Provost and CEO at Heriot-Watt University Malaysia tells us how his international education journey started when he travelled from Iraq to Malaysia in 1997, where, whilst working as a mechanical engineer, joined Taylor's College as a teacher and a PhD student. As Taylor’s College started engaging in TNE partnerships with the UK, he was directly involved in teaching TNE programmes from the start.
Mushtak shares considerations on the implications of disruptive technologies such as AI for education, how international education contributes to human flourishing, the role that international students play in enriching local communities, the importance for policy makers to see international students and international education as a source of stability and growth, and how today’s global pressing political, economic and environmental challenges require building bridges not walls. He also tells us about Heriot-Watt's approach to global campuses, where the different locations in Edinburgh, Kuala Lumpur and Dubai are connected from the ground up ensuring that the quality of the learning experience is the same regardless where a students decide to study… and the memorable experience of the joy of student '1000th' transferring from the Malaysia to the Scottish campus as she was told she would receive a scholarship to go to the UK.
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