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quipped for the increasingly interconnected contemporary world, compared to their counterparts who solely learn in their respective countries’ institutions. Despite the numerous opportunities, international students encounter distinctive challenges, which would potentially impede their level of fulfillment and satisfaction. This paper explores opportunities availed by international scholarship, potential challenges encountered by partisan students, and how the scholars can overcome the problems, in order to reap maximum benefits.
One of the principal opportunities for international students is the chance to broaden their cosmopolitan experience and to reinforce their cultural sensitivity. This chance stems from the fact that, within an international context, students interact with others from diverse social, national and cultural backgrounds in settings to which they are not accustomed (Ruiz, 2010, p.45). The other vital prospect of international education is that it allows students to explore a wide range of career options that apply to the global job market. International scholars often get prior consideration for exclusive job vacancies, since they are usually associated with attributes like adaptability and global experience. Language proficiency acquired in the global education context cannot be overlooked, as a unique opportunity for involved students. Such linguistic expertise is ascribable to learning globally acknowledged languages such as English and French, which enhance one’s communication ability and increases chances of a student working in equally diverse work environs. Most importantly, international students get a chance to broaden their social and professional networks while growing at a personal level (Ruiz, 2010, p. 45).
Even though international education affords students numerous growth opportunities at a personal and professional level, it is not devoid of challenges. A significant challenge faced by scholars that pursue this form of
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Educators or teachers can distinguish the learning process, content or product. This paper will, however, focus on differentiating the products of learning or educations which can be noted through assessments. Assessment is a way that educators use when noting whether their students have learnt of not (Burrus, & Messer, 2012).
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