CIMEA-NARIC Italia’s Post

𝙀𝙣𝙝𝙖𝙣𝙘𝙞𝙣𝙜 𝙇𝙤𝙘𝙖𝙡 𝙀𝙙𝙪𝙘𝙖𝙩𝙞𝙤𝙣 𝙬𝙞𝙩𝙝 𝙁𝙤𝙧𝙚𝙞𝙜𝙣 𝙐𝙣𝙞𝙫𝙚𝙧𝙨𝙞𝙩𝙞𝙚𝙨: 𝙈𝙖𝙡𝙖𝙮𝙨𝙞𝙖'𝙨 𝙈𝙤𝙙𝙚𝙡 Inviting foreign universities to set up campuses can transform local higher education systems, as seen in Malaysia's successful integration of global academic institutions. Openness to foreign higher education institutions can provide significant benefits to local education systems. By allowing reputable foreign universities to establish campuses, countries can elevate their educational standards through exposure to diverse teaching methodologies, advanced research capabilities, and global best practices. This not only enhances the quality of education but also makes the country more attractive to international students, fostering a multicultural academic environment. Malaysia has successfully adopted this approach, attracting top-tier foreign universities that contribute to its educational landscape. For instance: 𝗨𝗻𝗶𝘃𝗲𝗿𝘀𝗶𝘁𝘆 𝗼𝗳 𝗡𝗼𝘁𝘁𝗶𝗻𝗴𝗵𝗮𝗺 𝗠𝗮𝗹𝗮𝘆𝘀𝗶𝗮: This is the first British university to establish a full-fledged branch campus in Malaysia. It offers programs identical to those at its UK campuses, ensuring high-quality education and research opportunities. The presence of such a prestigious institution helps raise the overall standards of Malaysian higher education. 𝗠𝗼𝗻𝗮𝘀𝗵 𝗨𝗻𝗶𝘃𝗲𝗿𝘀𝗶𝘁𝘆 𝗠𝗮𝗹𝗮𝘆𝘀𝗶𝗮: As a branch of Monash University in Australia, this campus offers a wide range of undergraduate and postgraduate programs. Monash University Malaysia brings world-class education and research capabilities to the region, enhancing the local academic environment and providing opportunities for local students to receive an internationally recognized degree without leaving the country. By following Malaysia's example, Indonesia can similarly benefit from inviting foreign universities to establish campuses. This could lead to improvements in educational quality, increased research collaboration, and greater international recognition for local institutions. _________________________________________________ 𝐄𝐱𝐩𝐥𝐨𝐫𝐞 𝐡𝐨𝐰 𝐰𝐞𝐥𝐜𝐨𝐦𝐢𝐧𝐠 𝐟𝐨𝐫𝐞𝐢𝐠𝐧 𝐮𝐧𝐢𝐯𝐞𝐫𝐬𝐢𝐭𝐢𝐞𝐬 𝐜𝐚𝐧 𝐞𝐥𝐞𝐯𝐚𝐭𝐞 𝐥𝐨𝐜𝐚𝐥 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧 𝐚𝐧𝐝 𝐝𝐫𝐢𝐯𝐞 𝐚𝐜𝐚𝐝𝐞𝐦𝐢𝐜 𝐞𝐱𝐜𝐞𝐥𝐥𝐞𝐧𝐜𝐞. _________________________________________________ 📝 𝗬𝗼𝗲𝗹𝗶𝗮𝗻𝗮 𝗔𝗶, Education Enthusiast #HigherEducation #GlobalCampus #EducationExcellence #AcademicGrowth #InternationalEducation #EducationInnovation

A very insightful and timely report on intra-regional mobility. A deeper understanding of this subject will enhance international partnership conversations, inspire new concepts of transnational initiatives and further collaborations to tackle mobility challenges of today. A great contribution to the sector Jazreel 🎉 #intled #mobility #studentmobility #internationalisation

The most recent developments in the globalization of Higher Education Institutions (HEIs) involve a transition towards worldwide networking, international movement, global evaluation, comparison, and ranking. HEIs are placing a growing emphasis on internationalization, cross-border partnerships, and competitiveness. Research-focused universities and vocational schools operating as global entities are actively participating in globalization, while institutions primarily focused on teaching and community colleges are less engaged. The process of globalization in higher education is multifaceted, influenced by location, academic traditions, and institutional type, resulting in different capabilities and priorities among countries and establishments. The global landscape of higher education is progressing with the emergence of global research networks, heightened recruitment of international students, and the integration of international higher education into national development plans, as demonstrated by China's national development strategy. Moreover, developments such as digital educational platforms, collaborative online global learning, and inventive teaching methods are shaping the future of HEIs' globalization.

Intra- Regional Mobility in East Asia This report looks into mobility trends of East Asian students and ambitions within the region to boost higher education capacity, with implications for future mobility to the UK. Using student mobility data from UNESCO’s Institute of Statistics (UIS), the report highlights increased intra-regional mobility of tertiary students within East Asia since 2015/16, which has likely contributed to the slowdown in outbound mobility from most parts of East Asia to the UK. With countries in the region seeking to become regional and international education hubs, internationalisation of higher education ranking high on the agenda, and generous offers of scholarship to attract international students to meet ambitious student targets, intra- regional student mobility within East Asia is expected to grow further.  To read full report - https://lnkd.in/gpcHEz_w

No Philippine university made it to the top 100 of the Times Higher Education's 2024 Asia University Rankings. While this responsibility concerns both the public and private sectors, the quality of education at all levels—from primary to university—is crucial for the development of a country. The Philippines is abundant in talent and young people with the drive and desire to progress. In the coming years, it will be essential for different organizations to collaborate in building excellence in universities and developing future talent. Whether these young professionals choose to develop their careers abroad and return later with added value that benefits the local community or stay and become integral parts of the domestic professional network, fostering this talent is key. https://lnkd.in/dQhC9YFQ

Top in the list is research and development. But I wonder can we achieve research and development excellence without first fostering strong foundation in knowledge? Among the lofty goals, none has explicitly addressed teaching excellence and knowledge gap.

Eager to explore the future of higher education in the Euro-Mediterranean region? 🌍📚 Don’t miss the UfM Report on the Public Consultation for the 1st Ministerial Conference on Higher Education! You can read this comprehensive report reflecting on 15 years of achievements and challenges, offering concrete proposals for the future. Key highlights include: ➡️ Insights from major Higher Education institutions and networks across the region. ➡️ Contributions from stakeholders, including results from the regional dialogue meeting in Alicante. ➡️ Emphasis on regional cooperation to foster sustainable development, employability, and intercultural dialogue. ➡️ The call for a stronger internationalisation of higher education systems, inspired by successful programs like Erasmus+. 🔗 Read the report: https://lnkd.in/en257J_y

🇪🇺 What is the Erasmus+ Programme? What are Key Actions? How can I get grants? Erasmus+ is the European programme to support education, training, youth and sport in Europe by providing funded opportunities to take part in courses, exchanges, and cross-country projects. In particular, Erasmus+ KA1 (Key Action 1) supports higher education teaching and administrative staff to take part in professional development activities abroad as well as staff from the world of work to teach and train students or staff at higher education institutions. 🔵 Check your eligibility for grants and find out more about the Erasmus+ Programme and Key Actions 1 and 2 on https://lnkd.in/eah_hf2u

Roohi Ghosh: "Amidst the discussions at the Times Higher Education Asia Summit 2024 (April 29-May 1, Malaysia), the resounding buzz around transnational education (TNE) could not be ignored. Educators, policymakers, and representatives from the education ministry of various Asian countries, appeared united in their efforts to expand educational accessibility and foster global collaboration. During the opening ceremony at the summit, Zambry Abdul Kadir, Malaysia’s Minister of Higher Education, emphasized the importance of avoiding 'isomorphic mimicry.' He highlighted that while aspiring to achieve an Ivy League status is common, it is crucial to prioritize meeting the specific needs of students in the region. TNE was much discussed during the course of the 3-day event. It presents a paradigm shift in how universities engage with students, faculty, and educational institutions worldwide. It refers to 'Education provided by institutions in one country to students in another.' There are currently more international students pursuing UK credentials abroad than within the UK. This has significantly expanded opportunities for students ensuring their preparedness on a global scale. Some institutions have already taken steps in this direction and others are keen to follow suit, but are uncertain about the next steps. However, realizing its full potential necessitates a deliberate examination of various aspects, from the regulatory frameworks that have been established to navigating cultural inclusivity, and gaining deeper insights into the distinction between TNE and online learning."

🤔Currently, students with fewer opportunities need to actively disclose their situation to receive additional support in the form of top ups to their Erasmus grants. But isn’t it time to rethink the entire system to better serve this group? 🙌Instead of a reactive approach, we need a proactive and inclusive system that automatically meets the needs of all students. Discover how the Erasmus+ grant system could be redesigned for greater accessibility and equitable support for every student. 📖 Learn more: https://lnkd.in/dW8GdanG