Among the objectives of the world conference " The New Dynamics of Higher Education and Research for Social Change and Development", that will take place in July at UNESCO headquarters in Paris is to carry out an analysis of the changes that have occurred since the World Conference on Higher Education in the XXI Century: vision and action (1998), as well as to establish a strategic agenda for the development of policies in the area.
Due to the fact that one of the basic themes to be treated at the conference in the plenary session will be that of internationalization, regionalization, and globalization , it seems opportune to present a synthesis of the implementation of the actions and suggestions that came out of the 1998 conference and its Framework of Action, and the perspectives in this new decade in regard to this topic.
In carrying out this analysis, it is important to consider certain events since 1998 at the international, Latin American, and regional levels. These undoubtedly have had some impacts on the policies developed for higher education. At the governmental level, and mentioning only some, the constitution of new regional and inter-regional blocks such as the UEALC area , UNASUR , and ALBA ; and at the institutional level, the generation of a variety of new networks and inter-university consortiums.
The first theme to highlight of the 1998 Declaration is the repeated reference to the term international cooperation, and the formulation of the following recommendations: cooperation shall be conceived as an integral part of the institutional missions of higher education systems; all actors shall foster international university mobility; establishments shall make efforts to guarantee the just and reasonable recognition of courses taken abroad; UNESCO, together with all interested actors of society shall establish measures in order to reduce the negative effects of the brain-drain and to substitute the process for a dynamic of recovery of the same
It should be noted that the term international cooperation, understood in general terms as the modality of relation between countries, institutions, and actors that seek mutual benefit in order to achieve optimal development, has in some ways been progressively replaced or amplified during the last decade by a triad that involves the concepts of Internationalization, International Cooperation, and Regional Integration , the definition of which should be explained with special emphasis on the notions of globalization and mundialización .
The internationalization of higher education is a relatively recent occurrence, and is understood as the process of the development and implementation of policies and programs to integrate the international and inter-cultural dimensions in the missions, proposals, and functions of university institutions. Internationalization tends to formalize the benefits of international cooperation for the university community in general.
Promotion of the internationalization of higher education involves actions such as the mobility of students, professors, and researchers; networks of a regional and international character; an international education offering; internationalization of the curriculum; dual titles; inter-institutional agreements; joint research and graduate programs; the teaching of local languages and cultures; cooperative development programs; regional processes of assessment and accreditation of university quality; and measures to mitigate the brain-drain.
Using this description, and basing ourselves on the principles adopted in 1998, we can say that the current panorama of Latin America and the Caribbean shows undeniable examples that the phenomenon of internationalization not only is part of international declarations, but that it is also an integral structural part of the processes of reform in higher education in the region. These new reflections were not outside of the debate that arose around the interpretation of internationalization, such as that of a tool in the service of the consolidation of the commercialization of education services. In this regard we can declare with satisfaction that the countries of the region have adopted a view of internationalization that includes rejecting the incorporation of education within the agreements of the WTO defining it as a social public good, a human and universal right, and a duty of States , as seen in the Declaration of CRES 2008.
In regard to the mobility of students, academics, and researchers , the programs fostering it have intensified and multiplied. Although in quantitative terms the results are scant, we can highlight those carried out by already consolidated university networks and those fostered by areas of governmental integration . It should be emphasized that financial restrictions, insufficient practice in the recognition of studies, the minimal or inexistent presence of systems of credits, as well as bureaucratic problems in regard to visas, permits, and fees hinder the enlargement of these programs.
Inter-institutional agreements have increased in an extraordinary fashion, as well as the creation of areas dedicated to international cooperation and the internationalization of higher education, both within universities themselves as well as within government agencies. In spite of the many agreements that have been signed, these have not yet been translated into concrete actions.
In regard to progress in the recognition of titles between countries, although various actions have been taken to formalize them, such as those carried out within the framework of the Andrés Bello Agreement, we must recognize that this subject has involved discussions without results, and that progress in this area has been more the product of bi-lateral agreements between countries or regions as a function of specific training or professional practice needs in which the processes of assessment and accreditation have played key roles for arriving at these agreements.
In regard to the brain-drain , various kinds of programs have appeared, such as the repatriation of talent and the design of networks abroad that bring together compatriots who reside in other nations, especially in the north. But much still needs to be done in order to avoid or diminish the draining of our talent. These actions inevitably are linked to the greater stability of our nations, to the generation of a sentiment of social responsibility and commitment on the part of those who have departed our shores, to the improvement of economic conditions for professionals, as well as to opportunities that are offered for developing scientific and technological potential. All of this is linked to investment that still appears to be a distant possibility in the majority of countries.
It is necessary to emphasize that undoubtedly, the internationalization of universities has become part of national and institutional agendas in all countries of Latin America and the Caribbean, stimulating discussions of all kinds. In spite of all of the expectations contained in multiple declarations, these go beyond capacities for concrete intervention and produce few results. Vital to increasing these actions is the establishment of the Latin America and Caribbean Higher Education Area (ENLACES) , which has been created in order to implement policies and actions for the integration of higher education in the region.
Finally, and as a cross-cutting phenomenon, we emphasize the need to strengthen the convergence of national and sub-regional systems of assessment and accreditation , in order to possess agreed-upon standards and procedures for guaranteeing quality as a valuable contribution for the definition of principles of best practices that synthesize common horizons for the improvement and development of higher education. It is also to be supposed that as a corollary of these mechanisms, the systems in each country and region not only become more transparent and reliable, but that they help to establish inter-institutional agreements in order to facilitate the recognition and comparison of university studies, degrees, and titles. Assessment and accreditation processes that incorporate the regional dimension in their actions not only foster the improvement of university quality; but also essentially the integration of higher education of countries and of their institutions. Thus, the integration of regions is fostered, consolidating them as blocks with pertinent, efficacious, and coordinated policies in order to face the challenges posed by globalization in the field of higher education.
Much remains to be done in order to strengthen the internationalization of higher education in Latin America and the Caribbean. And it is vital, when we look toward the future, to give new meaning tot the ideology of solidarity-based cooperation, making possible the development of the less-favoured nations. Special attention must be paid to misleading offers of cross-border education. In this regard, more efforts should be made on the part of governments and institutions in order to implement concrete regulatory measures, controls of quality assessment, and above all clearly notifying the community in regard to the characteristics of these offerings.
We await the results of the deliberations of those attending the World Conference on Higher Education, so hoped for by all of us who are committed to the future of higher education, seeing what measures and actions they foster for multiplying and strengthening the internationalization of higher education at the world level, and especially within our region.
By Gabriela Siufi.
MARIA GABRIELA SIUFI GARCÍA is from Argentina. She has a Lic. In psychology from Universidad Nacional de Tucumán (1994), with graduate studies in assessment policies and research for decision-making (FLACSO- Argentina). She is a University Specialist in the planning and management of cooperation projects for development in the areas of education, science, and culture of UNED.
She was coordinator of the area of internationalization of higher education and international university cooperation SPU - MECYT (2003-2005).
She is currently a consultant in the areas of international cooperation, internationalization, and university planning and assessment for various national and international institutions and agencies.
She has participated as an invited panellist at international events, and as an undergraduate and graduate level teacher in various Argentine and foreign universities.
She is an Institutional Advisor of the Universidad Nacional de Jujuy, and is an advisor of the Committee on Higher Education of the House of Representatives of Argentina for Beatriz Guerci, who represents the Province of Jujuy
She is the author of various publications in books, journals, and newspapers. Some of her recent publications are:
Co-author of the book Reflexiones y Perspectivas de la Educación Superior en América Latina. Informe Final – Proyecto Tuning – América Latina 2004 – 200, published by the Universidad de Deusto and the University of Groningen, 2007. Co-author, with Marcelo Bernal, of the book “Educación Superior, Comercio de Servicios y Sociedad del Conocimiento. Debates y perspectivas sobre la problemática global de la educación superior.” , published by UNT in 2007. She contributed to the book edited by IESALC- UNESCO “Trends of Higher Education in Latin America and the Caribbean” (2008) in chapter 6, Regional Integration and the Internationalization of Higher Education in Latin America and the Caribbean. She authored the article “ Cooperación internacional e internacionalización de la educación superior ” of the journal Educación Superior y Sociedad, Year 14/ Number 1/ January, 2009 IESALC- UNESCO. Article: “ Mercosur y Educación Superior ” that is part of issue Nº9 of “Cuadernos Iberoamericanos de Integración” of the Centro de Estudios de Iberoamérica de la Universidad Rey Juan Carlos de Madrid. 2008. She is author of the article “ El Sector Educativo del Mercosur ” published in the book Educación y Sociedad en Iberoamérica. Ensayos en homenaje a Juan Carlos Rodríguez Ibarra. Editor Miguel Rojas Mix, CEXECI, Extremadura, Spain, 2009.
She was co-organizer of the VII Summit of Chancellors of State Universities of Latin America and the Caribbean, held in November, 2008 at the Universidad Nacional de Jujuy
She is a member of the Centro de Estudios sobre Universidad y Educación Superior (CEUES).
UEALC/ALCUE Area (European Union, Latin America and the Caribbean), created in November, 2000 with the presence of 48 ministers of education who signed the Declaration of Paris in order to constitute the largest university area of the world: the AlCUE Common Higher Education Area.
The Union of South American Nations (UNASUR), created in Cuzco in December, 2004, by decision of the presidents of the region. In the Summit of Brasilia Meeting in 2005, a presidential declaration defined the Priority Agenda and the Action Program of the Community, and approved, among others, declarations on the Convergence of Integration Processes of South America.
The Bolivarian Alternativbe for Latin America and the Caribbean, or ALBA is an integration proposal that emphasizes the struggle against poverty and social exclusion. It is embodied in a project for political, social, and economic collaboration between member countries. It was fostered initially by Cuba and Venezuela, as a counterpart to LAFTA. Bolivia joined in 2006; Nicaragua in 2007, the Dominican Republic in 2008, Hondurus in August of this year, and St.Vincent and the Grenadines in April of 2009. Ecuador has recently subscribed to this initiative.
One may cite: the program of the Association of Universities of the Montevideo Group (AUGM), that of Cooperación con Iberoamérica (PCI) and the AECI, the Student Mobility Program of CRISCOS, the Student Mobility Academic Program (PAME) of the Union of Latin American Universities (UDUAL), the Academic Exchange and Mobility Program (PIMA) of the OEI, the JIMA Program, the programs of UNAMAZ, and the recently-approved program of the European Union Erasmus Mundus External Cooperation Window EACEA 35/08.
Mercosur Educativo: Program of Regional Academic Mobility for courses accredited by the Experimental Mechanism of the Accreditation of Degree Courses in the MERCOSUR (MARCA) and the Short Duration Teacher Mobility Program for Graduate Level Teachers in priority areas. In cooperation between Mexico and Central America: the Meso-America Academic Exchange Program (PMIA).
Some examples of networks are RIACES (Ibero-American Network for Accreditation of the Quality of Higher Education) CANQUATE (T he Caribbean Area Network for Quality Assurance in Tertiary Education). As examples of mechanisms for the regional accreditation of quality, in the Mercosur, the experience of MEXA and the ARCU-SUR system. In Central America, the assessments carried out by (SICEVAES and SICAR). To these initiatives is added that of IESALC of a project on Assessment and Quality Certification of Graduate Programs in Latin America and the Caribbean.
