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Succeeding in a Globalized World while Preserving Uniqueness: The Case of Quebec CEGEPs. Higher Education Seminar January 15, 2013 Ontario Institute for Studies in Education (OISE) University of Toronto OLIVIER BÉGIN-CAOUETTE, M.A. - PowerPoint PPT Presentation
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Succeeding in a Globalized World while Preserving Uniqueness: The Case of Quebec CEGEPs
Higher Education SeminarJanuary 15, 2013Ontario Institute for Studies in Education (OISE)University of Toronto
OLIVIER BÉGIN-CAOUETTE, M.A.PhD student in Higher Education (Comparative, International and Development Education)
Outline Introduction
Globalization Technical education institutions (TEIs) TEIs’ internationalization
What are cegeps? History of Québec internationalization The current situation
Four contexts/challenges and innovations Globalization (2 innovations) Convergence (6 innovations) Peripherality of internationalization (2 innovations) Funding (2 innovations)
Conclusion
Universities as global actors The impact of globalization on TEIs
(commodification, international students, immigration, continuing education) (Levin, 2001)
Phases in the internationalization process (Raby & Valeau, 2007): recognition (1967), publication (1980), augmentation (1990), institutionalization (2000)
126% participation growth in study abroad programs between 2000 and 2006 (Institute for International Education, 2006)
70% of Canadian community colleges have an international office and 82% offer study abroad opportunities (ACCC, 2010).
Introduction
HISTORY OF CEGEPsOne classroom in a classical college
Slogan of the Liberal Party of Quebec during the Quiet Revolution
Cégep du Vieux-Montréal
The Royal Commission on Education (1961)
What are CEGEPs ?Collège d’Enseignement Général et Professionnel:
1) Accessibility and quality• First stage of higher learning
(pre-university training)• Gateway to the job market (technical training)
2) Consolidation of career choice
3) Support for regional development
A three-fold Mission
• 48 cegeps• 162,300 students• 29,110 adults• 8 pre-university programs• 130 technical/vocational programs
Cegep InternationalizationTHEME CHARACTERISTIC DATA
Policies Institutionalization Percentage of cegeps referring to internationalization in their strategic plan: 95%
Rationales Socio-cultural/Academic
Rationales for internationalizing education: Educate students to be open to the world Establish strategic partnerships with foreign institutions Enhance the reputation of the institution
Approach Activity-based International activities mentioned in institutional documents : Student mobility = 92% Teacher mobility = 87% International cooperation = 82% Recruitment of international students = 79% Internationalization of curricula = 76%
Strategies Organization 90% of cegeps have professional staff dedicated to internationalization 61% of cegeps have a director partly dedicated to internationalization
Programs 100% of cegeps offer language courses (other than English and French)
79% of cegeps integrate international components in regular programs 2 829 students have participated in student mobility activities (2,8% of
student population) Cegeps recruit 1 500 international students annually
FOUR CONTEXTS/CHALLENGES
Globalization (porosity in spatial scales) Innovation 1: Transnational collaborations Innovation 2: Local synergies
Convergence (5 levels, 6 innovations) Innovation 3: CCTT Innovation 4: Regional activity-based approach Innovation 5: DEC-BAC Innovation 6: Community of practice Innovation 7: Decentralization Innovation 8: Linguistic duality
Peripherality of international affairs Innovation 9: Academic rationales Innovation 10: Educative mission statements
Funding Innovation 11: Teacher mobility projects Innovation 12: Exportation of the educative model
FOUR CONTEXTS/CHALLENGES
Example: RAINOVA (Regional Approach to Innovation for VET and Learning Communities)
DEF.: Transplanetarity & Suppraterritoriality (Scholte, 2005)
Innovation 1: Transnational collaborations
GLOBALIZATION 1
Innovation 2: Local synergies - Cooperation with businesses, universities and other local organizations
International students at Cégep de Sept-Îles
Director of Cegep de l’Outaouais, Director of Centers of Youth-Employment and the rector of UQO
FOUR CONTEXTS/CHALLENGES
GLOBALIZATION 2
FOUR CONTEXTS/CHALLENGES CONVERGENCE
Levels of convergence Description Innovations
Archetypical Emerging Global Model of Universities (research)
***CCTT***Regional activity-based approach
Programmatic Bologna Process (LMD) DEC-BAC
Organizational Higher education institutions want to becoming universities
***Community of practice
Cybernetic (governance) New Public Management and Autonomy Decentralization
Linguistic Prominence of English Linguistic dualism
FOUR CONTEXTS/CHALLENGES
CONVERGENCE 1a
Emerging Global Model of UniversitiesInnovation 3: CCTT(College Centers of Technological Transfer)
FOUR CONTEXTS/CHALLENGES
CONVERGENCE 1b
Region Activities %
Urban Student mobility 71%
Internationalization of curricula 29%
Peripherical Student mobility 42%
Recruitment of international students 17%
Rural Recruitment of international students 69%
Interational cooperation/ transfer of expertise 31%
Table 4. Percentage of cégeps giving priority to the following international activities according to their region (2010)
Emerging Global Model of UniversitiesInnovation 4: Regional activity-based approach
FOUR CONTEXTS/CHALLENGES
CONVERGENCE 2
PROGRAMMATIC CONVERGENCE (e.g. LMD)
Innovation 5: DEC-BAC (3+2)
FOUR CONTEXTS/CHALLENGES
CONVERGENCE 3
Government of Quebec Cegeps
Rationales Political, economic/socio-cultural Academic/socio-cultural
Approach Strategic/Programs Activity
Policies Strategy to Succeed in Internationalizing Education
International Policy
Strategic plans, International policies, Educative mission, Plans of action
Programs/ Strategies
PIEQ-I/PIEQ-II*Teacher mobility supports
OQAJ, OQWBJ, OFQJ, OQMJScholarship for short student
mobility staysArt activities support program
Excellence awards for international students
Exemption from tuition fees
Staff and budget for international activitiesSupport structures for domestic and
international studentsInternationalized professional
developmentInternationalized curricula, student mobility and international students
recruitmentScholar collaborations (teachers and
CCTT)Intercultural activities
International cooperation/transfer of expertise and providing education abroad
ORGANIZATIONAL CONVERGENCE
Innovation 6 : Community of practice
FOUR CONTEXTS/CHALLENGES
CONVERGENCE 4-5
CYBERNETIC (GOVERNANCE) CONVERGENCE: Innovation 7: Decentralization
LINGUISTIC CONVERGENCE : Innovation 8: Linguistic duality
International activities are less under the responsability of a single service or direction than before.• Student mobility = Academic Office• International cooperation = Services of Continuing Education• Research = CCTT• International students = Academic Office, Registrar, Students Services
• 10% of cegeps are Anglophone• 50% of Anglophone and 46% of Francophone cegeps have signed
teacher mobility agreements• Francophone cegeps target France, Europe and Latin America• Anglophone cegeps target Asia, Africa and the United States• 36% of international students come from France• 60% come from Francophone countries (including France)
FOUR CONTEXTS/CHALLENGES PERIPHERALITY
Internationalization is not a priority for most institutions (Raby & Valeau, 2007). Student mobility remains low (ACCC, 2010). Innovation 9: Academic rationales Innovation 10: Educative mission statements
FOUR CONTEXTS/CHALLENGES FUNDING
Innovation 11: Teacher mobility (Bégin-Caouette, 2012) Example: Fellowship for teacher
mobility (funded by the Government of Quebec and administered by Cégep Internaitonal)
Johnson, D. (2006). Comparing the trajectories of educational change and policy transfer in developing countries. Oxford Review of Education, 32(5), 679–696
FOUR CONTEXTS/CHALLENGES FUNDING
Shift from AID to TRADE (Altbach & Knight, 2007) and tight budgets.
Innovation 12: Exporting the educative model Example: Certificate of college
education (AEC)○ 13% of cegeps○ 1,100 students○ Middle East and Asia○ Business Management, Civil
Engineering Technology, Computer Management, Logistics and Freight Transport.
CONCLUSIONHow can TEIs succeed in a globalized world while preserving their specificity?
• RELEVANCE = THINK LOCAL, ACT GLOBAL
• ***Local relevance: • local synergies, regional activity-based aproach, DEC-BAC, etc.
• National/Provincial relevance: • community of practice
• Global relevance: • research (CCTT), exporting educative model, transnational
collaborations, etc.
• (Educational relevance): • academic rationales, educative mission statements, teacher
mobility projects, etc.
¿QUESTIONS?
ACCC - Association of Canadian Community Colleges (2010). Internationalize Canadian colleges and institutes: the first national report on mobility and international education. [http://www.accc.ca/english/index.htm].
Altbach, P.G. & Knight, J. (2007). The Internationalization of Higher Education: Motivations and Realities, Journal of Studies in International Education, 11(3/4), 209-305.
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63. Bégin-Caouette, O. (2011). Approaches, Rationales, Programs and Strategies in the Internationalization of College Education: The Case of Quebec
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