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Internationalisation of Higher Education in Latin America and the Caribbean:
Abstract
This article assesses the current process of internationalisation of highereducation in Latin America and the Caribbean. Based on data and findingsfrom different national, regional, and international studies, it showsthat, while the region’s primary form of internationalisation is studentmobility, the numbers are relatively small compared to other regionsand that other strategies such as internationalisation at home are largelyunderdeveloped. The article concludes that, while some progress has beenmade in past decades, the internationalisation process needs to be consolidatedand strengthened, particularly in terms of public policy at nationaland the regional level.
... While Caribbean HEIs serve the needs of a relatively independent and autonomous region, they are tied to the wider western project of development and are interwoven into a broader network of international organisations and bodies of accreditation that influence the governance, functionality, and productivity of the institution. Despite the ongoing scholarship on Caribbean Universities as HEIs that speak to the need for internationalisation (Rampersad, 2017;Gacel-Avila, 2020), adjustments to meet the neoliberal standards of HE (Beckles, et al., 2002), and globalising effects on the role and structure of universities (Segrera, 2010), there is also a deeper, more important conversation to be continued around the historical origins and purposes that undergird the institution. Through a coloniality/decoloniality lens, there is a recognition of the Caribbean as a subaltern space, with HEIs operating as sites of research, training, and most importantly, knowledge production. ...
... Political will is lacking among member states, as is evident in the insufficiency of funding and the organisational and programmatic structures (Gacel-Ávila, 2020). It is in this context that Gacel-Ávila, (2020Gacel-Ávila, ( , 2021 argues that no significant progress has been made and the future of academic integration remains uncertain. Existing intra-regional programmes have expanded, with the greatest impact being felt in terms of student mobility and intra-regional mobility, but their results are uneven and tend to fall short of expectations. ...
Regional cooperation in higher education has grown in recent decades due to political drivers and the increasingly salient role of knowledge in economies and societies. The term ‘regional cooperation’ in this chapter signifies the multi-directional and multi-level coordination of higher education collaborations that are mediated through the regional space. Set against this backdrop, this chapter offers an overview of how regional cooperation has emerged and evolved in the higher education sector. It first details the motivating factors that drive key policy and institutional stakeholders to take up regional higher education agendas. In particular, this chapter specifies five sets of rationales: human resource development; political development; social-cultural development; commercial trade; and academic development. The second part reviews the various regionally-based collaborations that have been organised in regions across the world, including Europe, Asia-Pacific, Africa, and Latin America. It showcases the different forms of regional developments that have taken place, including those that have been instigated and promoted by global actors such as UNESCO. The next part maps out the outcomes, impacts, and effects of these regional collaborations and includes both constructive and critical reviews. A cautious assessment is offered, taking into account the difficulty of measurements, moving targets, the complexity of higher education policies, attribution problems, and lack of comprehensive studies. The last part reflects on the chapter’s findings, discussing the possible futures of regional cooperation in higher education amidst a growing complexity of policy challenges. In summary, this chapter shows how the regions have become an accepted governance level for higher education cooperation between states, higher education institutions, stakeholder groups, and supranational agencies.
This paper provides a comparative analysis of national rationales to higher education internationalization in the global north and south countries using content analysis. The results reveal that the socio-economic rationales are dominant across most of the 27 sampled countries. However, they manifest differently across the global north and global south as countries interpret the benefits and effects of internationalization in line with their national priorities. These variations are being shaped by an increasingly complex, competitive, and multipolar higher education internationalization landscape with new global south actors acquiring agency despite the deepening global inequalities. As a result, political rationales are becoming an important driver to internationalization. The current geopolitical environment associated with global conflicts, health pandemics, and increased nationalistic, anti-immigrant, and anti-globalization sentiments is also adding more uncertainty and complexity. Due to increased concerns about this multipolar and self-centred internationalization, a few countries are starting to promote inclusive approaches to internationalization.
This open access book is a collection of short essays, accessible through open access, takes the interested reader on a tour across the global higher education landscape and addresses pertinent themes and challenges in higher education. To mark the 70th anniversary of the International Association of Universities (IAU) and its role in higher education since 1950, experts from around the world share their insights into higher education’s recent past, present and future. The book is divided into six parts:
Part I – “70 years of Higher Education Cooperation and Advocacy” looks back at key events in IAU’s history, its mission and significant activities over time, and remarks on the current global context informing its quest to promote academic partnerships and solidarity on a global scale.
Part II – “Facilitating International Cooperation” provides for different perspectives on the transformation of the internationalisation of higher education and the contribution of higher education to international cooperation.
Part III – “Coding the Values” debates the values upon which higher education was, is and will have to be built to provide for a democratic and inclusive society.
Part IV – “The Changing Landscape” analyses various aspects of the transformation of higher education in an evolving context across the globe.
Part V – “The Promise of Education” reflects on the role of higher education, its ideals and shortfalls and what it must do to stay true to its promise to help shape our societies.
Part VI – “Opening up – The Future of Higher Education” focuses on future scenarios of higher education and call on the reader to envision a different kind of higher education and reimagine the contribution of higher education to society, as well as future roles for the IAU.
The book will be of interest to higher education policy makers and academics. It is also of interest to the general public, as it provides a comprehensive overview of the challenges higher education institutions currently face and suggests scenarios for the future of education.
For half a century now, lifelong learning has provided—with more or less intensity - the philosophical and conceptual background in which education policies have been framed (Kejawa, 2017). When Paul Lengrand defined l’éducation permanente (1970), learning was conceived as part of a humanistic vision of the world, intrinsically characterized by fundamental values like human dignity, equal rights and social justice and respect for cultural diversity, as well as a sense of shared responsibility and a commitment to international solidarity. Today, these principles remain fundamental aspects of our common humanity and the enduring ideals of what learning can achieve.
Universities play an important role as leaders in teaching and learning, in education, research and technology. Through their teaching activities, universities provide professional training for high-level jobs, as well as the education necessary for the development of the individual.
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