Asean Nations Put Education Front and Center by Liz Gooch

KUALA LUMPUR, MALAYSIA — Across the 10 countries that constitute the Association of Southeast Asian Nations, a diverse regional bloc encompassing 600 million people, the higher education landscape varies greatly.

From highly developed Singapore, which has two universities that often place well in international university rankings, to countries like Laos, which only established its national university in 1996, the region is home to an eclectic collection of institutions.

But with higher education recognized as a vital tool to stimulate economic growth in the region, efforts to raise standards and encourage greater collaboration among universities are gaining pace as Asean’s 2015 deadline to establish an integrated economic community draws nearer.

Universities are working on providing more opportunities for student exchanges within the region, credit transfer systems and improving quality assurance mechanisms.

Although there may be some similarities between what Asean is trying to achieve and the European Union’s Bologna Process, which seeks to harmonize the Continent’s higher education system to make European students more competitive globally, commentators say that the great diversity in education systems and economic development across Asia presents different challenges.

Raising standards at higher education institutions across Asean, which includes Brunei, Cambodia, Indonesia, Laos, Malaysia, Myanmar, the Philippines, Singapore, Thailand and Vietnam, is considered a key aspect of the effort to train the skilled work force necessary for economic development.

“I think it’s very important that we improve our higher education quality in order to ensure the quality of our graduates,” said Nantana Gajaseni, executive director of the Asean University Network, which includes 26 universities from the 10 countries.

A recent World Bank report found that while higher education participation rates in less prosperous East Asian countries have increased sharply in recent decades, the number of graduates is still too low for labor markets in countries like Cambodia and Vietnam. The report also found that those same countries are neither delivering graduates with the skills nor producing the research that is required to address labor market and innovation needs.

To raise standards, the Asean University Network, or A.U.N., began operating a regional quality-assurance system to assess undergraduate programs at its member universities in 2007. It hopes to open the process to other universities next year and extend it to postgraduate programs in 2013.

Since 2009, national quality-assurance agencies from the various countries have been meeting regularly to learn from each other. Even Myanmar, one of Asia’s poorest countries, has begun establishing its own quality assurance agency, Ms. Nantana said.

Suos Man, vice rector of the Royal University of Phnom Penh, Cambodia’s largest university, said that belonging to the regional network would help keep the institution “on its toes.”

The Royal University “will need to make constant efforts in building its academic, administrative and leadership capacity to live up to its name as a representative higher education institution of Cambodia,” she said.

Mrs. Suos Man said her institution decided to join the network because it wanted to play an active part in the development of Asean higher education and exchange educational experience with top universities in the region.

“From academic endeavors to administration and to leadership, R.U.P.P. can share and learn a great number of practical lessons from other member universities,” she said.

Encouraging students to spend time studying in other Asean countries is another key aim, a challenging task, given that many students still prefer universities in countries like the United States and Britain.

“The attitude is: Look West,” Ms. Nantana said.

http://www.nytimes.com/2011/10/31/world/asia/31iht-EDUCLEDE31.html?ref=internationaleducation

First-Time Foreign Students in U.S. Increased by 8% by Rebecca Appel

First-time enrollment of international students at graduate schools in the United States grew 8 percent from 2010 to 2011, according to a study released last week. That is an increase over the 3 percent rise last year and the largest since 2006, when the number jumped 12 percent.

The study, by the Council of Graduate Schools, a Washington-based organization that promotes graduate education and research, said that the increase in first-time enrollment, generally the best predictor of graduate enrollment trends, was due largely to an increase in the number of Chinese students — up 21 percent compared with 2010.

This marks the sixth year in a row that China, which sends the most international graduate students to the United States, has reported double-digit growth. Significant increases were also reported from the Middle East and Turkey, whose first-time enrollment levels jumped 14 percent in 2011. First-time enrollment from India was up 2 percent, the first increase since 2007.

The study, which surveyed 237 colleges and universities, also revealed differences in enrollment levels by area of study and program type. Education and the physical and earth sciences posted the largest increase in numbers of degrees sought, with enrollment levels for each up 12 percent. That continues an upward trend in the physical sciences from last year but was a marked reversal of course for education, which declined 7 percent in 2010. The overall gain in international enrollment this year owes much to doctoral programs, which typically have a higher proportion of international students than master’s programs. First-time international enrollment at doctoral programs was up 8 percent, while master’s programs reported a 5 percent drop in that category, continuing the trend from last year. — REBECCA APPEL

Drop in visiting enrollees hurt Australian economy

The money that international higher education students contribute to the Australian economy dropped significantly in the last year, officials said last week.

The country’s “total export earnings” from higher education — including tuition fees, living costs and travel — fell to 9.4 billion Australian dollars from 10.4 billion dollars, or to $9.7 billion from $10.7 billion, according to figures released by the Australian Bureau of Statistics.

Education is one of Australia’s largest exports, with many universities dependent on international students’ tuition fees. However, figures from the Australian Department ofImmigration and Citizenship have shown a steep downturn in applications for student visas since 2009, recovering slightly only this year.

A review of the student visa programs released this year noted that a combination of factors had contributed to the decline, including the global financial crisis, the strong Australian dollar and a damaged reputation following a spate of attacks against international students in 2009. There are 208,079 students enrolled in higher education in Australia, according to the government. — JONATHAN J. LI

University official to quit over nepotism allegation

The head of a coalition of Australia’s leading universities will step down from his university post following allegations that a student, whom the local news media described as a family member, “was improperly offered a place” at the university that he directs, according to a statement released last week.

Paul Greenfield, the vice chancellor of the University of Queensland, will resign next July, while his deputy, Michael Keniger, will resign at the end of this year. Mr. Greenfield is also the current chairman of the Group of Eight coalition of Australian universities.

“Professor Greenfield, as vice chancellor, and Professor Keniger, as acting vice chancellor at the time, each accepted, by virtue of their positions, that they had ultimate responsibility and accountability for the irregularity and each offered his resignation,” said a statement by the university. The student’s identity has not been revealed for privacy reasons, the university said. — JONATHAN J. LI 

http://www.nytimes.com/2011/11/14/education/first-time-foreign-students-in-us-increased-by-8.html?ref=internationaleducation

Opening Opportunities in International Higher Education by Joan Dassin

Access to higher education remains severely restricted throughout the developing world. Even though higher-education enrollments have tripled and even quadrupled in some regions, the gross enrollment ratio for the developing world population ages 20 to 24 is still half or even less than that of comparable participation rates in North America and Europe. From sub-Saharan Africa to South Asia and Latin America, poverty, gender, race, ethnicity, and rural origins all determine unequal access to education.

Those factors also limit participation and success. In Latin America, for example, the completion rate for higher education among indigenous people living in rural areas is half of 1 percent, one-tenth the rate for nonindigenous people. For disadvantaged groups in these societies, opportunities to study internationally are even more limited, since student mobility in general remains a privilege for those who can afford it or for the select few who are granted government or private scholarships.

Governments, higher-education institutions, aid agencies, and private foundations can all play a role in fixing these inequalities. Yet relatively few practical examples exist of how more equitable access and successful participation in higher education can be achieved.

The Ford Foundation International Fellowships Program, better known as IFP, is one such example. Under IFP, more than 4,330 fellows from Russia and 21 developing countries in Africa, Asia, Latin America, and the Middle East have received support for master's and doctoral studies in fields ranging from social and environmental science to the arts. The fellowships can be used worldwide so that talented candidates are not excluded because of deficiencies in English—a major impediment to international study.

After a decade of selections, the population of fellows is 50 percent female; more than two-thirds of fellowship recipients come from outside of major urban areas. Religious or ethnic minorities constitute the majority of fellows in many countries. For the first time, a major scholarship program has been open to people with disabilities, many of them passionate advocates for disability rights.

The IFP fellows achieve academic results that show they can perform as well as their more privileged counterparts. Virtually all fellows are accepted to full-time master's, doctoral, or similar postgraduate programs in competitive universities in Britain, continental Europe, the United States, and other regions. Fully 98 percent of more than 3,000 alumni have successfully completed their fellowships, and more than 93 percent have earned advanced degrees. They also remain true to their social-justice commitment. The International Fellowships Program does not contribute to "brain drain." On the contrary, the vast majority of the alumni have returned home, where they utilize their new knowledge for the betterment of the most vulnerable groups in their societies.

Based on its decade-long, global experience, the fellowships program provides some useful lessons for universities seeking to diversify their international-student bodies.

First, there is no "one size fits all" definition of underrepresented groups. Independent, credible professionals with deep knowledge of local conditions must participate in recruitment and selection; it cannot be done from afar. IFP worked with local nonprofit organizations, including research and teaching institutions, educational exchange organizations, and nongovernmental organizations active in health, education, and human rights. All selections were made in the specified countries, and selection panels were composed of independent scholars and representatives of civil-society organizations. These were key factors in recruiting women and in reaching candidates from minority ethnic groups and candidates from remote regions, and also in creating transparent and accountable selection processes.

Second, prior academic achievement is not the sole predictor of future academic success.

The usual criterion for international scholarships—selecting the "best and brightest" on the basis of a candidate's academic record—is insufficient. The program looks for indicators of intellectual and personal achievement in other realms—independent publications, whether candidates have founded organizations, or if they have shown extraordinary motivation and success in overcoming obstacles to further their education. Leadership capacity and social commitment are as important as academic performance. This holistic approach to selecting fellows is critical for identifying academic talent and potential among nontraditional international students.

That applies to university admissions, too. While the debate pitting diversity against academic standards has persisted for decades in the United States, it has focused primarily on domestic undergraduate students. IFP has shown that diversity can be achieved among international students at the graduate level, provided that the university is willing to develop flexible admissions procedures, at least in some cases. For example, standardized test scores may be added to a student's file after the individual has benefited from additional English practice, rather than be required at the outset. Alternatively, a student may be granted a conditional admission with the understanding that a regular admission will follow if he or she achieves a certain level of English proficiency.

We have seen other effective strategies as well. At the University of Texas at Austin, which has hosted more than 60 IFP fellows, the campus's international-student office plays a crucial role in presenting candidates to individual departments, supplying details about the students' backgrounds and the highly competitive fellowship-selection process. At Brandeis, where the sustainable international-development program at the Heller School for Social Policy has hosted more than 150 IFP fellows, it has learned from accommodating a large group how to select fellows who are most likely to succeed in mastering its rigorous academic curriculum.

Third, universities can successfully design specific strategies and policies to help international students from underrepresented groups develop their full intellectual potential. This is especially critical for older students who have been out of academic institutions for some time. While rich in real-world knowledge and experience, those students are unlikely to be familiar with computer-based research techniques and inadequately prepared for academic writing, even in their own languages. In all regions, students from underrepresented groups tend to lack basic quantitative skills that are critical for economics and social-science disciplines. From a practical perspective, they may lack access to updated methodologies and the bibliography they need to prepare a statement of objectives or preliminary research proposal—required for many graduate-school applications.

Taking advantage of the lag time between selection and the start of academic programs, the International Fellowships Program has supported dozens of pre-enrollment training programs in the fellows' home countries. Typically offered by local universities or training institutes, these courses can be tailored to individual needs. One innovative example is a modular course first developed by a Chilean university that offers placement assistance and training in computer skills, academic writing in Spanish, and English for reading comprehension via an online platform for recently selected fellows based in Chile and Peru. The course proved so effective that it is now used to prepare students to apply to local universities in Chile.

Even with such pre-enrollment preparation, about one-third of IFP fellows require additional English and skills training at their host universities. In several instances, universities have developed "bridging programs" for the fellows that have then served other nontraditional students. One of the most successful is based at the East-West Center at the University of Hawaii, which has accepted nearly 170 IFP fellows, mostly from Asia. In addition to courses in English, the program has provided academic counseling for the fellows. This specialized assistance allows the fellows to ease into their full-time academic programs as their skill levels improve.

Equally important, the International Fellowships Program has learned that international students benefit from multiple support systems to help them deal with logistical, cultural, and health issues. This need can be particularly acute for students from traditional societies who also have no financial cushion. The program's local partner organizations; campus-based health and student-welfare services; and the Institute of International Education, the British Council, and Nuffic (Netherlands Organisation for International Cooperation in Higher Education) have all provided monitoring and support services to fellows. The vast majority of fellows are amazingly adaptable and resilient, but it is critical to recognize that their academic success depends on their personal health and welfare.

The main lesson of the International Fellowships Program is that equitable access and successful participation in international higher education are compatible, necessary, and achievable goals.

While advocating for "open door" policies to increase flows of international students to the United States and other destinations, the higher-education community should take a much stronger role in diversifying its international-student bodies and offering more opportunities to students from disadvantaged groups. If these individuals, in turn, are deeply committed to improving conditions in their own countries, higher education will fulfill its potential to create equity, cohesion, and broader participation in all societies.

http://chronicle.com/article/Opening-Opportunities-in/129984/

Male/24/From Austria/Exchange student in Korea

1.Why study or work abroad?

-Advantages and disadvantages of being abroad

Adv.:

* Get a lot of money in this programme

* Get to know many people from all around the world

* Don't need to study as hard as usually and still get a pass and credits

* Widens your horizon, social skills, cultural understanding

* Learning languages

Disadv.:

* Can't be with your friends and family for some time

* Maybe miss some cool stuff back home (events, sports, etc.)

* Can be difficult to acclimatize

* Experience the feeling of being a stranger (Can be interesting too, but it's a basic need of humans to be socially accepted)

-homesickness

Naturally, I miss my girlfriend and my family, also my friends, my sports club, the mountains, etc.. But as I know that it's just a temporary stay, I'm not too homesick. Also, I found many friends and I like the food, the culture, and everything here.

-motivations (reason)

* I want to learn Korean

* I like Korean people

2. What do you think about its culture (food, traditions, values, people)?

As in every culture, there are some good and some not so good things. I don't want to explain what I think is good and bad, because it's pointless. Society must be accepted as it is. It's within the responsibility of individuals in this society to make the best out of it and find a way to combine one's own and the society's values.

- Have you experienced cultural differences? (language barriers, lifestyle)?

I experienced lots and lots of cultural differences in almost all aspects of society I encountered: Table manners, social rank, mutual respect, school life, university life, and so on. I could write pages about the differences.

3. For foreigners, why come and study in Korea? in SCNU?

-motivations (reason)

* I had been to Korea three times before (ex-girlfriend is Korean)

* I want to learn Korean

* I like Korean people

* I chose CBNU (not SCNU) because Seoul is too big for me and because I Chungcheonbuk-do is the only region without connection to the sea - just like Austria.

How can the experiences, knowledge and skills you acquired abrod be used in your country?

I don't know. I can't predict the future, but I believe that everything can be useful somehow.

4. What are your future plans?

I want to become a high school teacher. I also want to found a family.

5. How was your experience?

Good.

6.What can you say to motivate people to go abroad too?

* Studying abroad is a worthy experience.

* The more languages you speak, the more possibilities you have.

* The more friends you have all around the world, the more flexible you are in case you want to travel or in case you just want to get out of your country for whatever reason.

* Your friends at home will love to hear stories from somewhere else. (To be honest, this point is quite weak in our digital age... )

7.How did your experience/s change or affect how you think and your personality?

I think it didn't change me much. A third person's opinion might be useful to answer this question.

8. What is the most difficult thing for you when you have stayed in Korea?

Not to upset professors with critical thoughts. At Kyung Hee University I once experienced an Austrian student who criticized a Korean professor's teaching method directly, and I tell you, the professor went furious: "Who do you think you are? I'm a professor! I'm 51 years old! How old are you? Stand up! Come to my office with me!"

9. Why did you decide to come to Korea than other countries?

Because I knew Korean before I came here and wanted to improve it.

10. Do you think that the period you've stayed in Korea will be usefull in your future?

I don't know. I can't predict the future, but I believe that everything can be useful somehow.

11. Have you ever experienced a racial discrimination?

No.

12. What is the best necessity to be a global talent?

Being able to communicate well.

Male/21/From China/ Exchange student is South-Korea

I’m 21 years old and a Chinese student in SCNU. I love singing, reading and literature.

I can understand this country's culture abroad, and get to know friends from around the world. The main thing is to learn more advanced science and technology. But I have to adapt to the environment and culture of this country. Sometimes I feel some what lonely and dull. Of course, I will always miss my parents at home.

I think that the Korean culture and food evolve from China. So for the Chinese people to adapt to Korean culture is not a difficult thing. But the Koreans and the Chinese people's way of life is indeed a bit different. In contrast, I am more accustomed to the Chinese people's diet and lifestyle. But I like Korean culture too.  The most important thing of life is language in Korea. Although   learning Korean for Chinese people is a relatively easy thing.  Yet we do not like Korean language complexity of the structure. I have not been to other countries, but I would like to experience the European culture. English is a traditional, systematic language. I like to learn it. But my English is not very good. Europe is the place I am longing for. It has a long history, culture and beautiful natural environment. If I had a chance, I would get it .

I am an exchange student. I can come to Korea to learn through the school's recommendation. I know that Korea has more advanced communications technology .Many countries in Europe and America have it ,too .I can learn a lot of professional skills.

I have no special plans. If I have a opportunity , I would like to study further   to get a master degree in Korea or the other country.

I think I don’t know how to recommend others to go abroad. I believe that if many people have the opportunity to experience the foreign culture and life, they would choose to go abroad especially in China. That will be their life experiences.

Of course, studying courses in South Korea will certainly help my future. Learning professional knowledge will be my way of survival, and can serve human beings.

For racial discrimination, it may not exist in Korea. But people may have different views of culture, for example, many people do not understand China and Chinese. I hope more people understand the changes in China.

 I think global talents are to understand and adapt to global changes including economic, scientific, cultural, national development, etc.

Female/22/From South-Korea /Exchange student in Austria

1.Why study or work abroad?

-Advantages and disadvantages of being abroad

Advantages : I am able to experience various culture differences and

look how they study for their major. Also I can learn languages they

use as well.

Disadvantages : I have to calculate all of my credits for Korean

university system and some of them are not accepted as a course. It's

really complicated. The other thing is to get used to a different

atmosphere.

-homesickness

I don't have much of homesickness because I have been to the US as an

exchange student before, so I feel pretty comfortable. However,

sometimes the things became really hard, then I miss my family and

friends and go back to home as soon as possible.

-motivations (reason)

I've never been to europe for study. Also my major is Education so I

want to see how they teach and study. It was a good opportunity

because my school supported me for my study abroad. I think it is very

great chance to experience the different system.

2. What do you think about its culture (food, traditions, values, people)?

-have you experienced cultural differences? (language barriers, lifestyle)?

I think it is very different between Korea and Europe. The atmosphere

is different and people are also different from their looking and

personality. There are not many Asians who study here so sometimes

they look at us little bit strangely. Also I don't speak German so

it's really hard for me to get close with other people. Furthermore,

the stores are closed at 7p.m. so it's not familiar thing for me.

Sometimes it's inconvienient.

3. Why you wanted to study in Austria?

There is not specific reason for studying in Austria. I don't like

cold weather which is like in Finland and also I was planning to

travel to Italy so I chose Austria which is the center of the Europe.

But on the other side, I looked at the course book for Univ. of

Innsbruck before I came here. It said the courses that I wanted to

take. I was really satisfied with the courses which are existed here.

4. Do you think that the period you've stayed in Austria will be

usefull in your future?

(If you say yes, Why do you think that? How can be it usefull for you?)

I could see the difference school system and the procedure to be a

teacher in Austria. One day I will become a teacher in the future, I

might able to use some good method from Austian education to my class.

Also for my independence, it's really good experience because I live

here by myself. I cook for my meals and I have to be responsible

whatever I do here. I think this helps me a lot to become more mature

than before.

5. What are your future plans?

When I go back to Korea, first of all I have to look for my teacher

qualification exam. I think I will start to prepare for that exam.

Also I will search for some internship which is offered by NGO. I am

really interested in International work. Thus I will keep going with

my interest.

6. How was your experience?

At first, I sometimes regret that I came here. That's because my

major in English, so it might be better to go to English speaking

country. Also there are some courses are not fit into me. I pretty

much don't satisfied with my some courses. However, I think it is good

to learn the second foreign language which is German. Even if it is

hard to live here, I will become stronger than before after I pass all

of the difficulties here.

7.What can you say to motivate people to go abroad too?

-tips for people who plan to go abroad

I think the title of STUDENT is perfect present for our life. That's

because if you are student, you can do anything you want. There are so

many things that you can do when you are student. You can get some

discount for tickets, participating in special events, or getting

knowledge from institutions. My mom always said "Experience the world

as much as you can during your student life." I totally agree with my

mom. You can get a lot of information besides your study when you go

abroad. You will able to grow up and have a power to independence.

Just enjoy your young age and feel the way you are.

8.How did your experience/s change or affect how you think and your personality?

In my opinion, I could think about my life style. I was complaining

everyday when I had a problem or difficulty. However, after I changed

my mind to a positive way, everything worked out well! I was very

proud of myself because I overcome difficulties that I was faced to,

and it gave me an advice to think possitively. Live my life in my own

way and love what I am doing.

9. Have you ever experienced a racial discrimination?

NO.

10. What is the best necessity to be a global talent ?

As I said before, I think two things are important for global talent.

One is confidence and the other one is understanding. In globalized

society, there are many countries and many cultures are existed. There

are nothing wrong with every culture. They are just different. I think

people need to be confident of their country but understand other

culture and society. That's the global talented person I can imagine.

Female/23/From Estonia/ Exchange student in South-Korea

1.Why study or work abroad?


-Advantages and disadvantages of being abroad
I think the biggest advantage of being abroad is getting to know new culture. And the other big advantage is language practice. Living in other country gives more independence.
-homesickness
For me the homesickness started from 3-4 day. And it was maybe until the end of second week (I mean moodless and really missing home). Ofcourse I miss my family and friends but now it's more interesting to see everything and gain new experions.
-motivations (reason)
When I first thought of going abroad I knew that if I am going, then far from home. For me the biggest motivation was to experience living in totally different culture from our culture.


2. What do you think about its culture (food, traditions,values, people)?


At first it was hard to get used to the food. In Korea most of food is very spicy comparing to our food.
It was also strange that people in different age have to follow different rules how to behave.
The most frightening thing for me was the langugage barrier, because when I got here nobody was speaking English with me. And because all the signs are in Korean I couldn't go anywhere.


3. For foreigners, why come and study in Korea?


Korean people are very friendly, helpful and hospitable. The welcome was so worm and everybody wants you to feel as home.
And because the culture is so interesting.


4. What are your future plans?


At first graduate from school and then go to work. And in further future I would like to come back to Korea.


5. How was your experience?


I am very happy that I came to Korea. I have some really good friends, I have seen many interesting places. I would recommend exchange semester in Korea to everybody who are thinking of going abroad.


6.What can you say to motivate people to go abroad too?


I think that if you have the chance to go abroad you should use this. Everything what you do will give you experience what you can use in future.
-tips for people who plan to go abroad
You should talk to your family and friends, because it is quite sure that you're gonna have some rough periods when you need support. So it is very important that they will support you when you want to go abroad.


7.How did your experience/s change or affect how you think and  your personality?


I value my home more after being away from there.


8. What is the most difficult thing for you when you  have stayed in Korea?


I think it is the langugage barrier.


9. Why did you decide to come to Korea than other countries?


The main reason was the cultural difference. To see the traditions which are still alive compearing with  some other countries. To get to know another-way-thinking people.


10. Do you think that the period you've stayed in Korea will be  useful in your future?


I think that every period in life is useful somehow. This period in Korea I can use in my future work because one part of my major is teaching multucultural students.


11. Have you ever experienced a racial discrimination?


No. But it is a bit funny to be foreigner in Korea, because people are looking at you.