The Internationalisation of Education - Coursework Example

Running Title: The Internationalisation of Education Student’s Name: Instructors Name: Course Code and Name: Institution: Date Assignment is due: The Internationalisation of Education Many students are choosing to complete part of their education overseas. This is especially so with tertiary education. The era of globalization has brought with it an accelerated need for education from the world’s prestigious universities. This is especially so with the bright and rich students from the third, and second world coming to the first world for their education. Since the 1960s, the internationalisation of education has experienced acceleration. It has become the in- thing for students to do.Goverments arrange for students to be flown overseas for tertiary education. Major universities in the western worlds arrange for student exchange programs with universities in Africa, and Middle East. Even with the introduction of e-learning, most students troop to foreign countries to get their education. Completing education overseas may have both positive and negative effects on their home countries, and the countries of study (Scanlon, 1960). The internationalisation of education has some significant benefits for the home country. One such benefit is the fact that the home country gets to have skilled personnel in sensitive areas like medicine and technology. Through sending its students to international universities, and colleges, the home country is enabled to have internationally qualified doctors and engineers. This is because most countries, especially in the third world, do not have schools and facilities where they can train key professionals. The internationalisation of education makes it possible for them to train their people in sensitive professions. Some of the worlds’ most prominent doctors in Africa, and the Middle East have been trained in universities in the western world (Scanlon, 1960). On the other hand, the internalisation of education leads to the retardation of education standards in the home country. This is because the availability of international education blinds the home countries to the possibility of building their own state of the art schools, and universities. The home country remains stuck with redundant education systems that can not deliver just because they can get their sons and daughters to international schools abroad. The author strongly believes that this is reason that most African countries do not have competent education systems. Most African countries still rely on the London school of economics’ and Harvard University to train their students (Abdi & Cleghorn, 2005). Secondly, the internalisation of education improves the economy of the country of study. This is because the students who come from abroad have to pay for their tuition. This is money that flows into the country. The students also have to pay for living expenses like food, and housing. All these bring money into the country of study. Studied well, the internalisation of education is like international trade. The country of study becomes the country exporting the trade goods, in this case education. The universities these international students study at gain a lot from the tuition, and accommodation fess they charge to these students. This way they can progress in research because money is flowing to them (Abdi & Cleghorn, 2005). Then again, because the home country is importing education, it loses money. Money is flowing from the country into another country. It is imperative to understand that the home country also has schools and universities that their students can have their studies. This means that local universities suffer financial dearth because the rich who can support those institutions take their children elsewhere. The money those international students pay abroad could be used to build high-quality education networks in the home country. It should be remembered that education overseas is obscenely expensive (McMahon, 1999). Thirdly, international education builds the country of study academically. This is because the students who come to these institutions are often the best in the countries. The research these students do go to strengthen the host country. This is because all people are aware that the research of all students is held by the University of Study. The brilliant observations of these overseas students go to develop the country of study. Taken cumulatively, this is a huge step forward for most universities. One can only guess the extent to which the academic achievement in the western world is tied to the efforts of international students who come to study in the first world (McMahon, 1999). Conversely, the home country suffers a lot of harm as their students go overseas to study. They lose their best brains to the country of study. This is because, upon completion of their studies, most students do not return to their home countries. They are offered jobs in the host countries that are remarkably lucrative. Other students can not find jobs in their home countries for the professions they have mastered. This contributes to the largest brain drain ever in the home country. In fact, this has been the trend for most students especially those from Africa. Once they get their degrees, they refuse to go back. Their home country misses the skills that these young professionals could have brought back home (McMahon, 1999). Fourthly, both the host country and the home country benefit a lot from international education. This is because this education contributes to good relations between these countries. Diplomatic relations are developed because both countries are mutually benefiting from the said education. The mutual interests of both countries make them benefit in various ways in this form of education. The good relations developed because of international education make the countries help each other in other respects, as well (Vestal, 1994). Fifthly, international education helps the country of study to become appreciative of the culture of other countries. This is because the students who come to the country of study come with their different cultures. The citizens of the host country interact with the international students, and in this way imbibe their culture. The country of study gets to develop cultural tolerance that is quite important for development of international relationships. To digress from the topic, this author thinks that the thing that makes America great on top of economic achievement is the cultural tolerance portrayed by the citizens of the country. Cultural tolerance leads to good living even within the country (Vestal, 1994). On the contrary, the home country gets to experience loss of cultural identity due to international education. As their citizens go to get their degrees, they encounter strange cultures that make them drop their own cultures. They begin to deviate from the culture they have grown with towards the culture of the country of study. This is especially so if they are studying in Europe and America. They adopt mannerisms that reflect those countries of study. This cultural loss is remarkably disruptive when they go home (Vestal, 1994). Another important benefit that comes to the home country is the fact that their students get experience in the international arena. The world is undergoing rapid globalization, and international experience is good for any country. Reading in universities like Harvard and MIT gives the student international experience. This is a double blessing if the students come from countries in Africa, and Latin America. This is because they are usually given international jobs when they return home. These international jobs are like in the UN, and other institutions like the Breton woods institutions. It is useful to remember that these institutions are remarkably strict, and can deny the country the opportunity to be on their board if the country lacks internationally experienced people (Valeau et al, 2007). Lastly, one main advantage for the country of study is that the government and other private bodies work to improve the institutions of learning. The said institutions are given extensive financial backing so as to continue to be the best in their countries. This means that they get the finances to develop the best laboratories, and other academic facilities. The advantage is that the local students enjoy all this benefits. They enjoy a standard education in their home country. The money international students bring in goes to improve their facilities. Thus, the quality of education continues to increase (Valeau et al, 2007). On the other hand, the educational institutions of the home country continue to suffer. This is because as most students study abroad, key faculties are underdeveloped. These include faculties like medicine, and technology. The governments of these countries fail to invest adequately in educational institutions. This is because, at the back of their minds, they are relying on overseas institutions. The best students remain overseas, and several departments lack qualified personnel (Valeau et al, 2007). In conclusion, it is good to remember that the internationalisation of education has both negative and positive effects. The essay has outlined a sample of both the positive, and the negative. It is imperative, hovewer, that governments in Latin America and Africa take urgent steps to streamline their education systems. This is because most countries in these countries have relied on overseas institutions for the training of their manpower in sensitive areas like medicine. The number of personnel needed in the said professionals is too great to train overseas. References Abdi, A. & Cleghorn, A. (Eds.) (2005). Issues in African Education: Sociological Perspectives. New York: Palgrave Macmillan. McMahon, W. (1999). Education and Development: Measuring the Social Benefits. Oxford: New York: Oxford University Press Scanlon, D.G. (ed.) (1960). International Education: A Documentary History. New York: Bureau of Publications: Teachers College, Columbia University. Vestal, T.M. (1994). International Education: Its History and Promise for Today. London: Praeger. Valeau, E. (eds), et al (2007). International Reform Efforts and Challenges in Community Colleges. New Direction for Community Colleges, No. 138. San Francisco: Jossey-Bass. Read More