Picc internationalization

Internationalization of Higher Education in the Philippines Challenges and Prospects Maria Cynthia Rose B. Bautista Philippine Chamber of Commerce and Industry 1 September 2016

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What is Internationalization in Higher Education (HE)?

The expansion of higher learning within and beyond national borders and centers of scholarly studies.

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Internationalization Involves  the integration of international/intercultural dimensions to higher education institutions’ purpose, functions, and/or delivery;

a process of interchange of higher education between nations, between national systems of higher education, and between institutions of higher education.

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Two Pillars of Internationalization ď ąHome-based or campus based internationalization ď ąCross-border Education

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Home based Internationalization • Inculcation of an international perspective; • Collaborative activities and events, networking, partnerships and other forms of linkages with foreign higher education institutions (FHEIs), often enabled by information technology, without the learner or the education service provider moving out of their respective national territories.

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Home-based Internationalization • Curriculum and programs: Provision of international content and dimensions in the curriculum, learning/teaching programs, as well as in the learning materials; • Teaching/learning process: Returned studyabroad students involved, use of international scholars and teachers, integration of international and intercultural materials, and virtual student mobility (distance learning); 6

Home-based Internationalization • Extra-curricular activities: student clubs and organizations linked with those in other countries, holding of intercultural campus events, as well as establishing connections with cultural and ethnic groups; • Research and scholarly activity: joint research projects with international content, holding of international conferences, seminars and workshops, and establishment of linkages with international research partners.

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Cross Border Education

“the movement of people, programs, providers, knowledge, ideas, projects and services across national boundaries.�

(Knight, 2004)

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Cross-border Education Student/faculty/researcher mobility: movement of students to study in a foreign country; Number of foreign students: Philippines (5706); Singapore (70,000); Malaysia (103,000) Harvard (9352) faculty exchanges between institutions located in different countries; research fellowships/collaboration involving visits of scholars to country(ies) of collaborating institutions;  foreign language study; building international perspectives through conferences and networks involving travel of learners, faculty, or 9 researchers.

Cross-border Education Program mobility: twinning programs; academic franchising; program articulation programs; joint /double awards;

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Cross-border Education Institutional mobility: Commercial presence of foreign universities in another country in the form  branch campuses;

 offshore institutions;  international institutions.

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Is Internationalization of HE New? Yes and No •Why “No”?: International Education practiced traditionally involving cooperation among universities to advance knowledge frontiers and promote social and cultural diversity •International Education: a series of “fragmented” and rather “unrelated” international activities in higher education: study abroad, foreign student advising, student and staff exchange, development education, and area studies.

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Is Internationalization of HE New? Yes and No Why “Yes“: Current day internationalization is distinguished from International Education by the comprehensiveness of the framework; and the inclusion of different forms, providers and products of cross-border education 13

Conceptual Clarification: Transnational Education "all types of higher education study programmes, or sets of courses of study, or educational services (including those of distance education) in which the learners are located in a country different from the one where the awarding institution is based". Such programs may belong to the education system of a State different from the State in which it operates, or may operate independently of any national education.

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UNESCO/Council of Europe Code of Good Practice in the Provision of Transnational Education (Riga, 6 June 2001)

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Context of Internationalization of HE Globalization: the paradigm shift From development (economic nationalism) to globalization (world market participation) From “catching up with the West” to “finding one’s niche in the market”;

Globalization: the breakdown of national borders and emergence of regional economies (e.g. EU, ASEAN EC) Mobility, the demand for comparability, National Qualifications Frameworks and Regional Referencing Frameworks

Why Internationalization? ď ąenriches and diversifies students’ learning experience so that they can be more adaptable to fast-paced changes in a global environment; ď ąpromotes and deepens awareness of social and cultural similarities, and inculcates respect for social and cultural differences;

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Why Internationalization? ď ągenerates highly-qualified graduates that can compete in the national, regional and international labor markets; ď ąserves as a platform for the government and HEIs to participate in the setting of international standards that can help in developing program and curriculum design with an international orientation; 17

Why Internationalization? ď ąprovides an opportunity for developing and strengthening academic linkages for collaborative work and exchanges; ď ąpromotes academic and knowledge transfers that can enhance the quality of Philippine HEIs over the long-term;

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Why Internationalization? ď ąprovides an opportunity for strengthening diplomatic and international economic relations that could deepen awareness of the interdependence of nations; and ď ąprovides an opportunity for knowledge and technology transfer, sharing and broadening of perspectives and experiences of faculty, academic staff, and students through 19

Internationalization Strategies • Enhanced implementation of the quality assurance framework and the quality, effectiveness and efficiency of Philippine higher education institutions (PHEIs); • Systematic facilitation of country-wide and regional mobility and market-access of students, faculty and staff; and • Strengthening of appropriate international linkages of HEIs for a sustainable Philippine international higher education sector.

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Facilitators of Internationalization Perceptions of quality of HE: e.g. university rankings, membership in Accords National Qualifications Frameworks Referenced National Qualifications Frameworks 21

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The PHL Qualifications Framework LEVEL

BASIC EDUCATION

TECHNICAL EDUCATION AND SKILLS DEVELOPMENT

HIGHER EDUCATION

DOCTORAL AND POST DOCTORAL POST BACCALAUREATE

L8 L7

L6

BACCALAUREATE

L5

DIPLOMA

L4

NC IV NC IV

L3

NC III

L2

NC II

L1

NC I GRADE 12

THE PHILIPPINE QUALIFICATIONS FRAMEWORK PATHWAYS/EQUIVALENCIES ACCESS RAMP PCTS Schematic Diagram

INFORMAL/ NON-FORMAL

T E C H V O C H

ETEEAP

FORMAL CHED EQUIVALENCY CERTIFICATION Credit UMAP Transfer AIMS AUN CERTIFICATION BY ACCREDITATION

RPL

NC I-V Portfolio Assessment

A&E

PEPT/ALS CERTIFICATION BY ACCREDITATION

BASIC EDUCATION

Ph. D

MS

BS

H I G H E R

E D U C A T I O N

P O S T D E G R E E S

ASEAN QUALIFICATIONS REFERENCE FRAMEWORK (AQRF) Country (A)

AQRF

1

1

2

2

3

3

3

4

4

4 Qualifications (A)

5 5 6 6

Country (B)

1

2

5 Qualifications (B)

6

7

7

8

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Challenges Articulation of national education policy on internationalization Issues in home-based internationalization Issues in Cross border Education and Transnational Education Perceptions of quality of Philippine HE

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COMPARATIVE HIGHER EDUCATION IN ASIA (AS OF 2012 *2010; **2011) Country

Spending for Higher Education

Per Capita Spending (in USD)

Participation (% of College Age Population in Higher Education) 24.3

Brunei

3.3

15,714.8

Cambodia

2.6*

593.1

15.8**

Indonesia

3.6

1,181.4

31.5

Lao PDR

2.8

Malaysia

5.9

Myanmar

.8

nd

Philippines

2.7

548.25

Singapore

3.2

16,246.9

Thailand

7.6

1,882.7

51.4

Vietnam

6.3*

1,326.8*

24.6

nd 9.752.9

16.7 36.0 13.8**

28.0 nd

Educational Attainment of Higher Education Faculty HIGHEST EDUCATIONAL ATTAINMENT

PHILIPPINES

MALAYSIA

VIETNAM

INDONESIA

Bachelors

50%

31%

40%

53%

Masters

39%

49%

46%

40%

PhD

11%

20%

14%

7%

Research Output: Comparison of ASEAN countries PH, ID, VN, MY, TH

Source: Thomson Reuters, Academic Research in the Philippines UP 2015 Budget

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Research Landscape Growth ASEAN, 2005-2014 Research Landscape Growth between 2005-2014 700% 594%

600% 500% 400%

327%

305%

300%

100%

303%

197%

168%

200%

303%

189% 126%

92%

83%

0% Singapore

Thailand

Malaysia

Vietnam

Indonesia

Philippines

Cambodia

Laos

Brunei

Myanmar

ASEAN

INNOVATION AND KNOWLEDGE INDICES (Norman LaRoque, PBED Summit on Higher Education, 24-25 January 2014)

INDEX

PHILIPPINES MALAYSIA RANKING RANKING

THAILAND RANKING

INDONESIA RANKING

GLOBAL INNOVATION INDEX (2013)

90

32

57

85

KNOWLEDGE ECONOMY INDEX (2012)

92

48

66

108

KNOWLEDGE INDEX (2012)

97

52

66

110

GLOBAL COMPETITIVEN ESS INDEX

59

24

37

38

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Internationalization of HE: A Challenge of Acceptance

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MARAMING SALAMAT

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