International Cooperation In Education Research Articles

Educational Programs and Strategic Directions in the Context of Globalization

Globalization has become one of the key research topics in the field of global education. Educational curricula and strategies are gradually developing towards globalization and digitalization. This paper will study the current educational curriculum and the direction of future educational strategies under the background of globalization. Specifically, the core concepts, practical methods, and impacts of three distinctive educational models, namely, the Reggio education concept, the STEAM education system, and the IB international curriculum system, on contemporary education are studied. Through the study of these educational models, it is predicted that future educational strategies will develop in four aspects: emphasizing soft skills, increasing international education cooperation projects, promoting vocational skills training, and digital transformation. This paper adopts the literature research method, theoretical analysis method, case analysis method, and inductive summary method to conduct research. The research found that: the Reggio education concept, STEAM education system, and IB curriculum system promote the all-round development of children's independent learning and innovation ability, critical thinking, and global vision; future educational strategies will also tend to break the boundaries of disciplines and cultivate talents who dare to innovate and master multiple skills. This paper expands the conjecture about future educational strategies and is committed to helping international students improve their global adaptability.

Interventions to Mitigate Attrition Rates in a Developing Country, South Africa

Education is regarded as a tool that is used to change the world. Institutions such as the United Nations Education Science Culture Organisation (UNESCO) were established on the premise of how important education is for individuals, organisations, societies, and the world. UNESCO is a specialised agency of the United Nations (UN) for promoting world peace and security through international cooperation in education, arts, sciences, and culture. The high attrition rate from higher education institutions is still a challenge and concern, especially in South Africa as one of the developing countries. Various factors for high attrition rates were identified, namely lack of motivation or desire to complete the qualification or a course, lack of time, insufficient prior knowledge, lack of support, and feelings of isolation among others. Despite the challenges, education is a huge investment, and the initial investment in education represents above a quarter (25%) of the eventual total educational cost. The high attrition rates suggest that the initial investment made in education is not fully realised as should be. Some of the consequences of high attrition rates are poor achievements of world peace and security aspirations. Various interventions for mitigating attrition rates do not necessarily achieve the desired results. Governments and other agencies committed a lot of resources to mitigate some of the challenges associated with attrition rates. Despite the commitments, attrition is high in many countries, especially in developing countries such as South Africa. The number of people not in education, employment, or training (NEET) is at a constant increase. Students who complete tertiary education are concerningly below targets and do not commensurate with the investment made in education. The aim and objectives of the study were to reignite the discussion about attrition rates in education given its huge investment. The study analysed the available literature, current reports, and some of the policy interventions that were developed and implemented to mitigate attrition rates. The study concluded that all parties to education must be committed to the available interventions, especially students.

Navigating Shifts in Europe-China Higher Education Cooperation: An Institutional Logics Perspective

Understanding the changing dynamics of Europe-China cooperation is essential, particularly against the backdrop of recent geopolitical shifts that have added layers of complexity to this relationship. This shifts underscore the need for a nuanced analysis of the drivers of such international collaboration, which represents a gap in both theoretical and empirical research. Our study explores the complex nature of this cooperation from the perspective of institutional logics, focusing on how societal changes have influenced the interaction of scientific, economic, and political logics underlying the cooperation from 1975 to the present. Through analysing relevant literature and policy documents, our findings uncover how varying logics' compatibilities between and within the two regions have influenced the course of Europe-China higher education collaboration. In doing so, this paper not only addresses a gap in the literature on the intricate factors shaping Europe-China academic relations but also establishes a theoretical foundation for future research on international higher education cooperation in a rapidly evolving global context.

An Insight into Southern Africa Development Community Protocol on Education and Training’s Article 8: A Systematic Review

Though the Southern African member states’ higher education shares communal historical circumstances, they have profound discrepancies in their structures and operations. This has brought many questions to the Southern Africa Development Community’s (SADC) pursuit to address these variations. It is in this context that this discussion centres on gaining insights into the SADC protocol on education and training’s policies with specific reference to Article 8. The scoping of the literature was grounded in a systematic policy analysis approach. Purposive and snowballing sampling procedures were used to select the sources (57) from different bibliographic databases: Scopus, Web of Science, DHTE, DOAJ, Google Scholar, Science Direct, and JSTOR. This, approach was to interrogate the rationale of the SADC protocol on education and training, and cooperation in policy and procedures for education and training within the SADC bloc. From the discussion, it was acknowledged that the member states’ higher education systems had different structures and operations. It is in this context that the protocol on education and training through its article 8 has come up with instruments, and mechanisms to facilitate the harmonisation of the bloc’s diverse higher education system. This has the potential to enhance the cooperation between higher education institutions within the bloc and even beyond. The researchers recommend the adoption of good practices from the different models to foster international cooperation in higher education.

Strategic Evaluation of China’s Foreign Assistance in Vocational and Technical Education: A Case Study of the China-Pakistan Economic Corridor

This study examines China’s foreign assistance and cooperation strategies in vocational and technical education (TVET) with a focus on the China-Pakistan Economic Corridor (CPEC) and associated projects. It highlights key initiatives such as the Punjab Tianjin University of Technology and the "Luban Workshop," which reflect China's commitment to advancing vocational education in Pakistan. Through a detailed analysis, the study identifies the effectiveness of these projects in meeting educational needs, the challenges faced, and the strategic alignment with broader initiatives like the Belt and Road Initiative (BRI) and Pakistan’s Vision 2025. Findings reveal that while significant progress has been made in improving educational quality and infrastructure, challenges remain in sustainability, market alignment, and support mechanisms. The study concludes with recommendations for enhancing future TVET projects, emphasizing the need for robust collaboration, sustainability, and flexibility to address emerging challenges. This research contributes valuable insights into international cooperation in vocational education and offers guidance for policymakers and practitioners involved in similar initiatives.

The Third Plenum of the CCP Central Committee: Factors of Instability and Development Prospects

The Third Plenary Session of the 20th CPC Central Committee (June 15–18) was one of the central events in China's political life in 2024. The delay for more than six months in holding the plenum increased the sense of growing instability in China's development, caused by the slow economic recovery after the pandemic, as well as the high-profile resignations of Foreign Minister Qin Gang and Defense Minister Liu Shangfu. The technical postponement of the plenum disrupted the procedure for making the most important state decisions typical for the Soviet-type republics. The timing and agenda of the plenum reaffirmed the seriousness of the challenges faced by the Communist Party leadership in the economy and on the international arena. The Communist Party's search for a new model and a new theoretical concept of development is complicated by the need to take into account not only the constantly worsening international situation, the economic difficulties and socio-economic problems, but also the emergence of new productive forces and changes in the mode of production caused by the use of artificial intelligence, digital technologies, etc. The process of searching for new theoretical foundations continued at the plenum, the Decision of which formulated the main provisions for the development of China until 2029. Special attention was paid to the development of innovations, fundamental research, and the development of international cooperation in science and education in order to maintain high economic growth rates. Noticeably less attention was paid to solving social problems and social justice. An important direction of intra-party life was the continuing weakening of the role of the military in the leadership of the party and the political system of the PRC.

Human, social & economic capital development in Africa

Basically, we're trying to promote the interest of social work education in the African region. And really, this should be a decolonized African-centred education, as well as to provide, of course, opportunities for consultation, exchange of ideas, resources, and faculty and student exchanges. But we often don't have the funding for this because we also don't have enough membership. We'd also like to be a body for channelling resources to social work education institutions in the region. And a lot of this gets done through our alliance with IASSW, which I'll talk to about just now, because we're also concerned not just with inter-regional and regional, but also international cooperation in social work education. ASSWA is linked to the International Association of Schools of Social Work. And I'm talking about IASSW because our role as Africans in IASSW becomes very important. If we don't have membership and we don't have enough representation and action from African educators, our role gets minimised in IASSW. But IASSW offers a lot of opportunities and resources for Africa to do more inter-regional cooperation and work. So, just quickly, the vision of IA is to promote excellence in social work education, research and scholarship across the globe in pursuit of a more just and equitable world. Now, I sit on this board and my question is often, justice for who? An equitable world for who? Human rights for who? Because they were very quick to act on the Ukrainian situation, but maybe not as quick to react to other issues in the world, for example, Palestine and other issues in Africa. I'm not going to go through their mission. You can find this on their website. And so, you know, I guess what I'm trying to talk about is why do we need to be active in these organisations? You know, both ASWNET, ASSWA, IFSW, why is it important for us? And as I said earlier, since the time of ASWEA in the 1960s and even the conference held by the esteemed Nkrumah, scholars have been talking about decolonisation and Africanisation. HOW TO REFERENCE USING ASWDNET STYLE Rasool S. (2024). Human, social & economic capital development in Africa. Presentation made during Africa Day Indaba 2022. African Journal of Social Work, 14(3), 155-157. https://dx.doi.org/10.4314/ajsw.v14i3.7 Visit journal website: https://ajsw.africasocialwork.net

Global governance and a new social contract for education: Addressing power asymmetries

UNESCO’s 2021 Report Reimagining our futures together: A new social contract for education calls for principled dialogue and laudable commitment to education as a common good. At its heart is the call for a new social contract for education. This article interrogates the governance implications of such a principled social contract in the contemporary global education policy context, marked by power asymmetries between various actors, including state actors, non-state actors, and international agencies. It identifies several governance challenges in realizing this new social contract in the current dominant global discourse and in the international educational cooperation architecture. In light of these analyses, this article argues for an alternative framing of the governance of such a social contract, based on the principles of recognition, redistribution, and representation. The elements of such an approach, while reflected in the report, are not consolidated. This framing is one way through which the called-for new social contact can gain significant policy traction for social justice and the right to quality education for all.

Towards complete development finance data: Quantifying China's international education co‐operation and presence in the Global South

AbstractMotivationChina does not participate in the development co‐operation reporting mechanism of the Organisation for Economic Co‐operation and Development's (OECD) development co‐operation reporting mechanism, nor does it voluntarily publish overseas development finance data. Despite recent quantitative research on China's foreign aid to other sectors, such as health, no precedent exists for quantifying China's international education co‐operation (IEC).PurposeThis article will use AidData's Chinese Official Finance Dataset (AidData 2.0) to estimate the IEC using the OECD's internationally standardized definitions of development finance and frameworks for classifying IEC projects.Approach and methodsWe thoroughly examined all types of IEC projects, including official finance projects other than those that meet the definition of official development assistance (ODA). In our comparative analysis of educational aid between China and traditional donors, we focused on ODA‐like projects and examined the number of projects and funding amounts to determine China's IEC priorities.FindingsThe result shows that, between 2000 and 2017, China's IEC commitments totalled 1,524 education‐related international projects, representing 12% of the total international finance project portfolio, most of which are in Africa. Compared to the OECD framework, China prioritized higher education (n = 784, 51%) and education facilities and training (n = 244, 16%). An estimate of cumulative funding between 2000 to 2017 showed that China was the 10th largest donor of education aid to African countries, behind France, the World Bank, Germany, the United States, the EU, the United Kingdom, Canada, Japan, and the Netherlands.Policy implicationsThe findings of this study help our understanding of China's IEC finance. With China's involvement in education development aid growing in recent years and donors looking for solutions to developing countries' debt crises, this will allow for more effective collaboration, co‐ordination, and resource mobilization for both donor and recipient countries.

HIGHER EDUCATION AND MOBILITY

The purpose of the article is to determine the impact of technology and innovation on the opportunities for international learning and cooperation in higher education and mobility based on a survey and questionnaire. Methods: the experiment was carried out in stages, using a combined approach with the use of various methods of data collection and analysis. The participants of the study are 120 students of higher education institutions represented by different specialities and levels of education (bachelor, master, postgraduate). The scientific novelty of the work is determined by a comprehensive analysis of the impact of technology and innovation on the opportunities for international learning and cooperation in higher education and mobility of modern students. The study for the first time uses a combined approach, combining different methods of data collection and analysis, and covers a variety of mobility programmes and their popularity among students. The findings indicate that digital technologies have become an integral part of academic mobility, and their use helps students to maximise their time and conveniently interact with international partners. The study also revealed differences in the popularity of different mobility programmes and pointed to factors that may influence their attractiveness for students. The findings of the study indicate that technology greatly facilitates the process of academic mobility of students. They include virtual classes, distance learning, virtual exchanges, and other innovative approaches. These technologies help students to effectively find and choose international study opportunities, interact with partners, and receive information about study opportunities.

International exchanges and cooperation in art education in Ukraine: challenges and opportunities

The purpose of the article is to study international exchanges and cooperation in art education in Ukraine, to identify challenges and opportunities in the development of these areas in the future. to achieve this goal, the article uses general scientific methods of analysis and synthesis. The methods of abstraction, comparison, content analysis, and the prognostic method were also used, which made it possible to formulate some comments for the future development of international cooperation in art education in Ukraine. The results of the study highlight the importance of international cooperation, which is becoming an increasingly important aspect of modern art education. The analysis of the legislative framework has shown that Ukraine has created favourable conditions for academic exchange, and joining the Bologna system contributes to the internationalisation of higher education in the arts. These trends are also reflected in the development strategies of art universities in different regions of Ukraine, such as Kharkiv, Lviv and Kyiv, where establishing international exchanges is considered an important priority for educational institutions. In addition, the Kyiv National University of Culture and Arts actively uses digital channels to transmit information, especially in remote locations. Although distance learning has its limitations in art education, the conditions of modern reality, such as Russian aggression, create an opportunity to organise international cooperation with foreign partners without physical risk. It is important to note that there are common challenges to the successful implementation of international exchanges and cooperation in art education, such as cultural and language barriers, financial support, visa and administrative restrictions, as well as academic requirements and potential global threats. However, a possible way to overcome these difficulties is to use the international experience of involving NGOs or special state structures that would coordinate the provision of grants for academic mobility of arts students. The conclusions emphasise that it is also worth considering the possibility of special digital platforms that provide opportunities for internships and distance learning, which can be an effective solution for organising international cooperation in the current situation.

Advancing South-South cooperation in education: Indonesian experience with South Africa

Education collaboration is important to increase the quality of human capital. South-South cooperation is conducted to exchange resources, technology, skills, and knowledge between southern countries. The purpose of this research is to investigate the collaboration between Indonesia and South Africa toward advancing South-South Cooperation in education. The data collection used in this qualitative research is an interview and literature study with 9 purposive informants from the Indonesian Ministry of Foreign Affairs, the Indonesia Ministry of Education and Culture, and the Embassy of South Africa. The data were obtained within six months. The interview was primarily used to explore the roles and practices of government institutions and universities in fostering education collaboration and human resources development. In this study, the South-South Cooperation helps Indonesia address its educational needs. The result showed that most international education cooperation between both countries is agreed upon at the University-to-University level through a Memorandum of Understanding (MoU), facing less sustainable challenges and low impact. Therefore, an investment-led model, multi-stakeholder collaboration, and a tool to monitor and evaluate this process are needed to improve South-South Cooperation to achieve its goals.

Inclusive education in Japan and its role in international cooperation: analysis of a project for children with disabilities in Mongolia

This study explores the influence of educational ideologies and practices of donor countries on the educational systems in recipient countries in the context of international cooperation. Previous research on international education cooperation has focused on international cooperation policies, ignoring the educational systems of both donor and recipient countries. This study seeks to fill this gap by examining how Japan’s dualistic model of inclusive education is reflected in the Strengthening Teachers’ Ability and Reasonable Treatments for Children with Disabilities (START) project in Mongolia. This study reviews the literature on inclusive education in Japan and Mongolia, and analyzes documents produced through the project. It finds that despite some instances of inclusive practices in Japanese schools, special needs education in Japan is still predicated on individualized and medicalized approaches to disabilities. Conversely, Mongolia has struggled to provide children with disabilities with accessible and quality schooling since its transition from a socialist to a capitalist regime in the early 1990s. The START project aims to identify children’s disabilities as early as possible, provide individualized support and guidance, and develop educational settings that allow the inclusion of children with disabilities in their peer groups. In implementing the project, Japanese-style inclusive education is negotiated between Mongolian teachers and officials rather than imposed by Japanese experts. By embracing the dualistic nature of Japanese inclusive education, Mongolia can better promote the ideal of inclusion for all children.

Comparative Analysis of Domestic and International Educational Models: A Case Study of China and the Czech Republic

Education is an important driver of national development and social progress, attracting global attention and driving reforms to adapt to the changing socio-economic landscape. This study compares and analyses education models in China and the Czech Republic, highlighting the significant impact of cultural, historical, social, political, and economic factors on education. Additionally, it delves into the pivotal role of political and economic factors. This paper argues that the country's political environment, history, and culture will have an impact on the formation of the educational environment, the establishment of educational models, and the development of education. By comparing the two countries, this paper puts forward relevant suggestions for the development of education. This paper believes that first of all, it is necessary to improve the education model according to the national situation, clarify the educational goals, and cultivate comprehensive and sustainable development talents. At the same time, this paper encourages international educational cooperation to improve educational standards and prepare students for a globalized future.

Опыт международного сотрудничества по вопросам инклюзивного образования и перспективы развития инклюзивного образования в Узбекистане

Опыт международного сотрудничества по вопросам инклюзивного образования и перспективы развития инклюзивного образования в Узбекистане

Research on OBE Based Effective Learning Mode in Sino foreign Cooperative Universities

Internationalization of education is an inevitable trend in the development of higher education. Against the backdrop of increasingly widespread international cooperation in higher education in China, as a window for China’s education to enter the world, Sino foreign cooperative universities are facing an important issue of how to carry out student-centered, output oriented, and continuous improvement oriented teaching reforms, and cultivate international talents with an international perspective. This article explores the necessity of applying the OBE based effective learning mode in teaching in Sino foreign cooperative universities, and conducts a specific analysis of the application and practice of the OBE based effective learning mode in teaching in Sino foreign cooperative universities, in order to provide theoretical support and practical experience for cultivating high-quality composite talents.

Um pouco mais de calma

In this article, we analyze contradictions, complexities, limits, and potentialities of internationalization of higher education (IHE) from Latin American decolonial perspectives. We argue that even when scholars may be holding decolonial critiques and aspirations towards IHE, the structures of universities are heavily influenced by colonial legacies, undermining the potentialities of decolonization. We pay special attention to those initiatives that apparently promise a decolonial exit, because they may be acting as traps, or what we called trampas (in Spanish). In this article, we particularly analyze the initiatives that are frequently seen as projects that deviated from the hegemonic discourses of internationalization: i) South-South international higher education cooperation projects, ii) policies and projects that seek to address colonial legacies, and iii) teaching and researching committed with decolonial intentions. In the end, we invite readers, practitioners and scholars alike, to welcome the contradictions we face in such work and not to lose sight of the ongoing, relational, and hyperreflective character of any project that aims to be an alternative to coloniality.

THE ROLE OF UNIVERSITIES IN MODERNISATION PROCESSES AGAINST THE BACKGROUND OF ATTEMPTATIONS OF SOCIAL AND POLITICAL TRANSFORMATIONS IN THE RUSSIAN EMPIRE (60s-70s of the XIX Century)

The article highlights the role of universities as centres of intercultural communication in the broader context of analysing the reformist experience of the Russian Empire in the 60s and 70s of the nineteenth century on the basis of the study of memoirs, periodicals of the nineteenth century, as well as documents of the Central State Historical Archive of Ukraine in Kyiv, which were first introduced into scientific circulation. The conclusions emphasise that despite the implementation of peasant, judicial and military reforms, and the introduction of elected local government, the Russian empire did not undergo a radical modernisation of socio-political life, and the authoritarian principles of state governance remained unchanged. Attempts to implement liberal reforms remained half-hearted and incomplete, and the idea of establishing a constitutional monarchy proved unviable in the realities of an autocratic police state. At the same time, during the nineteenth century, in the Russian empire, the role of universities as factors of modernisation and a wide range of socio-cultural processes related to the development and implementation of scientific ideas, scientific and theoretical support for economic development, the formation of staff potential and the cultivation of social consciousness focused on political emancipation was established. The development of a university corporate culture based on the principles of autonomy was in sharp contrast to the foundations of the russian imperial autocracy. Despite the fact that imperial universities were founded to implement the autocratic (in particular, Russification) policy, they became the source and catalyst of modernisation processes, ensuring the rise of the educational and cultural level of society by training personnel for the most important spheres of social life – science, pedagogy, public administration, various sectors of the economy, legal activities, medicine, literature, journalism, etc. Universities were powerful instruments of westernisation processes, centres for the development of international scientific and educational cooperation, and conductors of scientific knowledge, technological innovations, and ultimately the legal principles and socio-cultural values of European civilisation. Representatives of the teaching corporation and university graduates were actively engaged in educational activities, popularising scientific knowledge among the general public, giving public speeches and open lectures, participating in the development of book publishing, periodicals and public scientific organisations, thus influencing public consciousness and developing the scientific and theoretical basis for modernisation reforms. The university environment provided fertile ground for the rise of opposition to the autocracy, national and cultural movements, and the cultivation of socio-political thought consonant with the European ideological trends of the time.

Designing Self-Enforcing Programs Embedded in the Local Economy: The Key for Successful International Cooperation of Vocational Education

International education cooperation is conducive to promoting the cross-border circulation of advanced educational experiences and enhancing global human capital. China has become the main destination for students from developing countries, and how to better carry out international cooperation programs in Chinese education has become an important issue. This paper focuses on international cooperation in the field of vocational education and takes a vocational college in China as a case to explore the performance of different international cooperation modes between China and developing countries. The study did a within-case design, and three projects representing three modes of cooperation were selected for comparison. The article believes that the key to success lies in the design of cooperation, and those projects which closely integrate local industries, colleges and students will thrive and prosper. The article answers the question of how international cooperation in vocational education should be carried out.

Exploration on the Innovative Talent Training Model for Chinese-Foreign Cooperative Education in Chinese Universities in the Post-epidemic Era

The COVID-19 pandemic has presented the world education system with never-before-seen difficulties, and the Chinese higher education market has also been impacted. To improve student career development and academic performance in Chinese universities, creative talent training and Chinese-foreign cooperation have come to light in this setting. With a focus on the mediating role of teaching quality and the moderating influence of the epidemic scenario, this study intends to evaluate the impact of creative talent training and Chinese-foreign collaboration on student career development and academic performance in the post-epidemic age. Using a stratified random sample technique, a survey of 350 undergraduate students from Chinese universities was carried out to meet this goal. SEM was used to examine the gathered data. The study's conclusions show that creative talent training and Chinese-foreign cooperation significantly improve academic achievement and career growth in students. Additionally, the association between these two variables and student outcomes is somewhat mediated by teaching quality, highlighting the significance of effective instruction for the effectiveness of these tactics. Additionally, the findings reveal that the severity of the epidemic scenario modifies the association between Chinese foreign cooperation and student outcomes, indicating that the success of this method is dependent on the issue's severity. By providing empirical evidence of their impact on student outcomes in the post-epidemic era, highlighting the significance of teaching quality, and recognizing the moderating effect of the epidemic situation, this study contributes to the literature on talent development and international cooperation in higher education.