Indian Students in Europe

ENCARI Briefing Paper No. 5

Briefing Paper

Indian students in Europe: Trends, constraints and prospects, living in “the age of migration”�

by

Dr Marie Lall

Institute of Education, University of London

1 Castles, S. (2003) The Age of Migration, Macmillan, New York

European Network of Contemporary Academic Research on IndiaA European Commission initiative promoting policy relevant EU-India knowledge and research

1

ENCARI Briefing Paper No. 5 - Page �

Indian students in Europe: Trends, constraints and prospects, living in “the age of migration”

TABLEOFCONTENTS

Introduction p. 3

Section I: Indian Students in Europe p. 3

Section II: Constraints on increasing the intake of Indian students p. 15

Section III: How to increase the intake of Indian students and its benefits for the EU p. 18

Section IV: Implications of the brain drain for India p. 21

Conclusion and policy recommendations p. 24

Annex 1 p. 26

Bibliography p. 31

Dr Marie Lall is a lecturer in education policy at the Institute of Education (IoE), University of London and an associate fellow at Chatham House (formerly also known as the Royal Institute for International affairs). Her research focuses on: Politics of South Asia – India and Pakistan: Political economy; foreign policy formulation including pipeline diplomacy, Indo-Burmese relations, migration and Diaspora politics; Education policy with regard to gender, race and social exclusion issues in developed and developing countries, education policy in India and Pakistan, formation of National Identity in South Asia.

The production of the Report has been made with the financial support of the European Commission, and the European Commission is the sole owner of the related copyrights. However, the content of the Report reflects the consultants’ views and not necessarily those of the European Commission.



Introduction

Relations between India and the EU have grown dramatically between the 1960s when diplomatic relations were established, and the last India-EU summit at the Hague, end 2004, which launched the India-EU Strategic partnership. The areas of interaction now go well beyond trade and cover a wide variety of areas including bringing people together through cultural and educational interac-tions. The joint action plan section covering people and cultures deals in detail with migration and education and academic exchanges.

We are convinced that cooperation between institutions of higher education and the exchange of scholars and students play a significant role in enhancing mutual knowledge. (The India-EU strategic Partnership joint action plan, p.7)

The plan lists four priorities which include the implementation of a special window under the Erasmus programme, linking EU and Indian universities, encourage the development of EU and India studies in each others countries and increasing the number of Indian students in the EU as well as EU students in India.

This paper is about mapping in how far the goal to increase Indian students in the EU is being achieved and what needs to be done to improve and enhance the number of Indian students studying in EU institutions.

Consequently this paper is about student movement and how this relatively new form of migration has a bearing on the economic and social development of both sending and host countries. However in order to understand the relevance of this phenomenon, it needs to be introduced within the con-text of migration and Diaspora politics in general. The paper will first review the main issues per-taining to migration before focusing on student migration in particular. In the first section the paper will look at student migration from India and focus more precisely on three European receiving countries: the UK, Germany and France. Section two will analyse the constraints stopping Indian students coming to Europe and section three will look at case studies of good practice in the three European countries mentioned above. Finally a general section on brain circulation will discuss the implications for India.

Section I: Indian Students in Europe

Migration–thebackground

For the last decade there has been a large amount of research on issues pertaining to migration, diasporas, and their relationship with either their host of their home country. In general these stud-ies have focused on the economic benefit the various diasporas have had both back home through investment and remittances, or in their host countries through the contribution of their labour. Alternatively there have also been studies on how diasporas by leaving, deplete their country of ori-gin through the phenomenon called the brain drain. These studies have been developed from a vari-ety of academic vantage points bringing together geographers, anthropologists, economists, political scientists and international relations experts to create what is now considered an autonomous but interdisciplinary field of migration studies.


Migration and development are interdependent processes linked though labour and education in an increasingly globalising world. There are many debates in how far international migration makes a substantive contribution to the development of both countries of origin and destination; however there is limited clarity on the relationship between the processes and the actors involved. In fact migration it has been recognised is neither a development strategy nor an impediment to develop-ment. Migration and its impact ‘depends on the political, social, legal and economic environments and related policy strategies in which the migration process takes place as well as on the character-istics, resources and behaviour of individual migrants.’ (Seethi, 2005 a, policy approaches to migra-tion and development).

Originally migration was a phenomenon, which started with empire creation whereby the Imperial power transported workforces across the globe to work as bonded labour in other colonies or where-by business communities migrated in search for a better life within the colonial infrastructure.3 Migration from the developing world continued after the independence of the ex colonies whereby the migrants left for economic reasons or to help sustain their communities back home. Migration and diasporas are therefore hardly a new phenomenon.

However the advent of globalisation has changed the nature of migration as well as the reasons thereof. In fact ‘globalisation is today linking together labour markets creating labour flows span-ning global cities that are rooted in hierarchies of labour demand.’ (Lowell and Findlay, 2001, p.3) making us live in ‘the age of migration’ (Castles, 2003) as well as spurning on an ever increasing competitive race within the knowledge based economy to attract the most highly skilled migrants. Whilst originally it was mainly low skilled migrants or business communities who made the trip overseas, there has been increasingly a phenomenon coined ‘highly skilled migration’ or ‘knowl-edge worker migration’. There has also been an increased sense of temporary and student migra-tion.4 (Khadria, 2005) Knowledge workers have been emigrating from India since the late 1960s. With regard to India this was started largely by two phenomena: the need for foreign trained doc-tors in western hospitals and the IT boom in India and the Silicon Valley whereby young educated Indian IT engineers left for better jobs, principally to the US. At the same time there has been an increased number of youths who have started to leave before their undergraduate university training or before their postgraduate training to complete their education either in the US or in the UK. In India in particular this was prompted by the fierce competition to get into the top engineering and management schools such as the IITs and IIMs, where a foreign degree was seen as a better alter-native than studying in a second-class institution at home. In part it also reflects a growing middle class with the economic means to educate their children abroad.

These student migrants do not necessarily leave home for good – as often a foreign degree allows for a reasonably well-paid job back home. They are therefore not part of the classic ‘Diaspora’ phenomenon. However there is a need for greater understanding as to why they leave, what for and what makes then return as there is today a definite link between higher education and skilled migra-tion. (Robertson, 2006)

� �� B��E��.B��v��,��v��.

� �� ,��.


ENCARI Briefing Paper No. 5 - Page 5


Students,thesemi-finishedhumancapital(Khadria,2001)

When discussing the migration of highly skilled persons from developing countries, the term skilled is often interpreted in terms of educational attainment. (Lowell and Findlay, 2001) Student migra-tion fits into the category of highly skilled migrants because they are either already highly educated and are going abroad for a post graduate degree, or they will through their studies abroad gain an educational qualification which puts them into the category of the highly skilled migrants. The liter-ature on highly skilled migration generally discusses student migration as an annex to highly skilled labour migration (i.e. where the migrants are already qualified and leave for employment not educa-tion purposes), not clarifying if the people they are referring to actually received their degrees from the host or the home country. (See for example Lowell and Findlay, 2001 etc.)

The student migration phenomenon from India has to be seen in the larger context of international student migration in general.

International student migration has been especially high across the European Union as students from member countries are allowed to study in other member countries. Again the main drift has been towards English speaking UK and some to France (See research by King). However these stu-dents fall into a different category than those coming to the EU from developing countries.

This means that over the years European universities, especially in the UK, France and Germany have become more international and have to think how to accommodate the needs of non-home stu-dents. European universities have been looking outward wanting to increasingly recruit internation-al students. This is largely linked to decreased state funding and the higher education sector having to look for external sources of financing. This is particularly the case in the UK where international students pay premium fees. The section on globalisation and market competition below develops this argument further.

Many international students from the developing world choose to study outside of their home coun-try to get a better, or more ‘recognised qualification’. In most cases students from developing coun-tries tend to choose the former imperial power due to language issues and the historical connection between the two countries (French speaking African students and students from Vietnam tend to go to France, international students from the Zaire to Belgium and students from the Commonwealth to the UK). But with English being the international medium for communication, many have also chosen the United States. With regard to China it is interesting to note that although they are highly represented in English speaking host countries (US, UK, Canada, Australia etc.) there are large numbers of Chinese students across the non English speaking European Union countries, which means that language is not necessarily seen as a barrier. (Eurodata, 2006)

Thebackdrop–Globalisationandthecompetitionforeducationmarkets:

As globalisation has increasingly forced tertiary education into the business sector, countries have started to compete for foreign, fee paying students to subsidize local education. The World Trade Organisation (WTO) facilitates globalisation through opening up all spheres of social life including the public services to international capital. The key WTO agreement for this purpose is the General Agreement on Trade in Services (GATS). At multilateral level GATS is the most prominent forum that discusses policies, which have a direct effect on international student migration. The First mode of trade in services (called Consumption Abroad) includes student mobility for education overseas. This falls into the category of trade in education services. As there is rising competition for foreign




students due to economic reasons but also to the aging population of developed countries, there is greater need to attract foreign students. Consequently higher education institutions have started to turn to marketing to recruit more students. One example is the increasing number of international education fairs across the developing world.

With the increased penetration of western models of education into the developing world and the perception that a foreign degree is worth more than a home grown one, the demand for western edu-cation has risen across the developing world. This has also let to an increased businessification of the sector.

The businessification of tertiary education is especially the case in the UK where international students have always paid student fees and today are paying at least three times as much as their home counterparts. Education in the UK in particular, but increasingly across the rest of the EU has come to be seen as an ‘export’ good. Consequently the UK Government is not just concerned with smoothing the way for the ‘businessification’ of education to the extent that profit making for ‘edu-businesses’ becomes possible. It is also concerned to build up indigenous edu-businesses, and to develop export potential for these. (Rikowski, 2002) As a result international students play an increasingly important role and attracting them means that EU member countries are competing for education markets across the globe. This has resulted in some European universities in opening campuses abroad (see for example the University of Nottingham in China) to attract those students (and their fees) who do not have the means to travel abroad for their education. However the prior-ity is still to induce international students to come to Europe for their education.

This is not solely a European phenomenon. The US has been campaigning to attract foreign student for decades. More recently Australia has joined in, aided by its proximity to Asia, competing direct-ly for students from India, China and the ASEAN region.

Australian Policy changes since 1998 have made it increasingly easy for students to apply for resi-dence after the completion of their tertiary education, allowing them to switch status without hav-ing to leave the country. This is similar to policies adopted by the UK and the US. (see UK section on good practice below). New Zealand has also started to align immigration and higher education policy to increase internationalisation of their higher education programmes. (see Singh Grewal, nd)

Export education is a key contributor to the New Zealand’s development as a knowledge nation… The benefits of export education are more than just financial. In our increasingly global world, knowledge of other cultures, cross-cultural communication skills and interna-tional linkages are essential. (Export Education Strategy of the Ministry of Education in NZ, 2001, cited in (Singh Grewal, nd)

The massive student recruitment drive has also got to be seen in light of not only sustaining expen-sive higher education but also meeting short-term labour shortages in certain sectors. As will be detailed below, the UK, the US and Australia have adopted policies, which allow international stu-dents who have degrees from these countries to remain on and work for a limited amount of time.



StudentmigrationfromIndia

North America still continues to attract the lion’s share. In 2003-4 India was the top county in terms of foreign student enrolments in the US. (IPPR, 2006) Khadria maintains that the highly skilled from South Asia have not only come to the US through the ‘employment gate’ but also through the ‘academic gate’ (Khadria, 2005, p.7) The US based Institute of International Education’s Open Doors survey states that in 2003-4 India retained it’s number 1 position in the US university enrol-ments (followed by China, Korea, Japan, Canada and Taiwan). India sent 79,737 students and Indian students now account for 13,9% of the foreign student stock in the US. Most of them (79%) are enrolled in graduate programmes.

These figures dwarf the recruitment figures in the EU (see below), however it should be clear that India with its population of over 1 billion has a lot more students to send if the conditions are right. In many ways it is erroneous to treat India as just one country. In fact its many regions have differ-ent migration histories and the north and south of the country differ dramatically in that respect. In fact research has shown (Khadria, 2004) that with regard to qualified IT and health professionals where they came from mattered a great deal when dealing with emigration and return migration. So both sector of study and work as well as state of origin plays a part in determining where the emi-grant will go and if or not he/she will return. Similar conclusions could be drawn for students based on future fieldwork research.



The data:

The table below shows which countries are chosen by students from India across the 25 EU coun-tries, EFTA (Switzerland, Iceland, Lichtenstein and Norway) and EU aspiring countries Bulgaria, Romania and Turkey. The Eurodata publication analyses the data of UNESCO, EUROSTAT and OECD for the reference year 2002/03.5

Acr onym Country Number of students PercentageAT Austria 75 0.44%BE Belgium 178 1.03%BG Bulgaria 224 1.30%CH Switzerland 256 1.49%CY Cyprus 309 1.79%CZ Czech Republic 39 0.23%DE Germany 3429 19.89%DK Denmark 152 0.88%EE Estonia 3 0.02%ES Spain 65 0.38%FI Finland 71 0.41%FR France 625 3.63%GB United Kingdom 10422 60.47%GR Greece 2 0.01%HU Hungary 57 0.33%IE Ireland 298 1.73%IS Iceland 1 0.01%IT Italy 228 1.32%LI Liechtenstein 0 0.00%LT Lithuania 1 0.01%LU Luxembourg 0 0.00%LV Latvia 8 0.05%MT Malta 3 0.02%NL Netherlands 76 0.44%NO Norway 128 0.74%PL Poland 28 0.16%PT Portugal 19 0.11%RO Romania 213 1.24%SE Sweden 301 1.75%SL Slovenia 5 0.03%SK Slovakia 5 0.03%TR Turkey 15 0.09%Total 17236 100.00%

All 32 countries, 17,236

It is clear from the data that the main countries chosen by the Indian students are the UK, Germany and France. The rest of the report will focus on these three countries and the case-studies of best practice will analyse how students are attracted and retained. These also are the same countries which in Europe receive most foreign students as a percentage of total student population (UK – 16%, Germany 13% and France 11%). (Kuzvinetsa, 2003, p.5)

� A��B��W��w��E��w��b��b��2002/�.



The UK

There has been a remarkable increase of Indian students in the UK over the years. In 2000/1 a total of 4,875 students enrolled increasing to 14,625 in 2003/4 resulting in a 200% change. (HESA 2005, 36 cited in Findlay and Stan, 2006)

02000400060008000

10000120001400016000

2000-01 2003-04

Indian Students

The breakdown by subject in 2004-5 can be seen below. There is a marked interest in subjects such as business, engineering and technology as well as computer science.

Indian Students in UK HE 2004-5 (HESA) India India Total Percentage

Subject area PG Research

PG Taught

UG Degree

UG Other

(1) Medicine & dentistry 155 255 30 0 445 2.66%(2) Subjects allied to medicine 90 660 100 300 1150 6.88%(3) Biological sciences 195 500 125 10 830 4.96%(4) Veterinary science 10 5 5 0 15 0.09%(5) Agriculture & related subjects 20 50 5 5 75 0.45%(6) Physical sciences 135 225 30 5 395 2.36%(7) Mathematical sciences 30 65 35 5 130 0.78%(8) Computer science 140 1815 335 25 2315 13.84%(9) Engineering & technology 455 2060 735 35 3280 19.61%(A) Architecture, building & planning 45 250 35 5 335 2.00%(B) Social studies 130 340 180 30 675 4.04%(C) Law 25 290 135 5 450 2.69%(D) Business & administrative studies 75 4065 1135 170 5450 32.58%(E) Mass communications & documentation 10 170 40 10 230 1.38%(F) Languages 40 35 20 130 225 1.35%(G) Historical & philosophical studies 80 30 10 5 120 0.72%(H) Creative arts & design 25 105 145 40 310 1.85%(I) Education 20 190 5 40 255 1.52%(J) Combined 5 5 5 35 40 0.24%Total 1685 11100 3107 834 16727 100.00%



Germany

In Germany the increase over the years has been even more remarkable with a nearly 700% between 1990 and 2004.

Year Students1990 6091995 6751998 8461999 11172000 14122001 21002002 33032003 41122004 4249

0

500

1000

1500

2000

2500

3000

3500

4000

4500

1990 1995 1998 1999 2000 2001 2002 2003 2004

Indian Students

Again the numbers by subject in 2003 show that most students favour engineering and mathematics and the numbers in the arts and social sciences are quite negligible.

Subject Students PercentageEngineering 1924 47.0%Mathematics and Natural Sciences 1395 34.0%Law; Economics and Social Sciences 339 8.0%Languages and Civilization Studies 217 5.0%Medicine 145 3.5%Vetenary Medicine; Forestry; Agro-and Nutritional Science 81 2.0%Arts; Music and Sport 12 5.0%

For France this kind of detailed data was not available. According to Edu France in Delhi France currently attracts around 1200 new students from India per year. This is up from between 400-500 in 1998.



Scholarships:

It is difficult to get much information on how many Indian students are on scholarships in any of the EU countries because the data is not centrally held. The structure of the scholarship programmes also varies from country to country and in the case of the UK is very disparate. (See Annex 1 for scholarships available for Indian students in the UK). The limited information that actually was available through the British Council, the DAAD and Edu-France will be discussed in the con-straints and good practice section of this report.

The Erasmus Mundus Programme:

The Erasmus Mundus programme is a co-operation and mobility programme in the field of higher education. It promotes European Union countries as a centre of excellence in education by support-ing European Masters Courses and enhancing the visibility and attractiveness of European higher education in other countries. In addition it provides EU-funded scholarships for non-EU nationals participating in these Masters Courses, as well as scholarships for EU-nationals studying in third countries.

After three rounds of implementation (for academic years 2004-05, 2005-06 and 2006-07) 57 Erasmus Mundus consortia have been selected to offer joint masters courses. The EC offers non-European students scholarships to follow these courses in Europe.

So far the Erasmus Mundus programme has offered scholarships to 460 Indian graduate students. Out of this total number, 420 were selected under the India Window (additional funds earmarked for India) and 40 under the general Erasmus Mundus scheme. (Vito Borelli, Erasmus Mundus coordi-nator, DG Education and Culture, European Commission). 33 million Euros have been earmarked through the Asian window for three years exclusively for students from India, expecting to provide funds for 920 students in the future.

The data (in the table overleaf) provided by the EU’s Erasmus Mundus coordination section show that students chose between a wide variety of universities outside of the three countries discussed here; located in amongst others Italy, the Benelux, Scandinavia and Spain. They tend to come in small clusters and Business and Engineering seem to be again the favoured subjects. The ques-tion, which needs to be posed here, is in how far these European universities have set up links with Indian institutions in order to attract clusters of students. This information was not available.

ENCARI Briefing Paper No. 5 - Page 1�


N° of

Students

COURSE Coordinating institution INSTITUTION/S DELIVERING PREVIOUS DEGREE/S THEMATIC AREA

3 EMDAPA - Erasmus Mundus Master in Adapted Physical Activity

Katholieke Universiteit Leuven

School of Medical Education, Mahatma Gandhi University

Adapted Physical activity

8 European Masters Course in Aeronautics and Space Technology Universita di Pisa

R. V. College of Engineering, 8th Mile, Mysore Road, Bangalore ? 560059, Karnataka

Aeronautics

8AGRIS MUNDUS - Sustainable Development in Agriculture Masters Course

Centre National d’Etudes Agronomiques des Régions Chaudes

Mahanadi Agricultural University Agriculture

9IMIM; INTERNATIONAL MASTER IN INDUSTRIAL MANAGEMENT

UNIVERSIDAD POLITECNICA DE MADRID

Birla Institute of Technology & Science Business Studies, Management Science

5 MSPME, Masters in Strategic Project Management (European) Heriot-Watt University Andhra University, Visakhapatnam, India Business Studies,

Management Science

8 Erasmus Mundus MA - European Journalism: The Global Challenge Aarhus Universitet University of North Bengal Communication and

Information Sciences

8 MSc in Network and e-Business Centred Computing University of Reading GOVERMENT COLLEGE OF

ENGINEERING e-Business

1M.A. Degree in Economics of International Trade and European Integration

Universiteit Antwerpen UNIVERSITY OF HYDERABAD Economics

8MA LLL - European Master in Lifelond Learing: Policy and Management

Danmarks Pædagogiske Universitet

Centre for Study of Social Systems, School of Social Sciences-1 Education

9 MA SEN, Special Education Needs Roehampton University University of Delhi, Delhi, India 1986 Education, Teacher Training

1 European Masters Degree in Higher Education University of Oslo Panjab University Education, Teaching

7MEEES - Masters in Earthquake Engineering & Engineering Seismology

University of Pavia Indian Institute of Technology, Roorkee Engineering

6 NordSecMob - Master’s programme in Security and Mobile Computing Teknillinen korkeakoulu R N S Institute Of Technology Engineering

3

ATOSIM : ATOMIC SCALE MODELLING OF PHYSICAL, CHEMICAL AND BIOMOLECULAR SYSTEMS

Ecole Normale Superieure de Lyon

Indian Institute of Technology ? Bombay (IIT-B)

Engineering, Technology

11 Erasmus Mundus Master of Science in Photonics Universiteit Gent Indian Institute of Technology,ITT Madras Engineering,

Technology

6FUSION-EP European Master in Nuclear Fusion Science and Engineering Physics

Universiteit Gent Chennai Mathematical Institute Engineering, Technology

4 M.E.S.C.: Materials for Energy Storage and Conversion

Université Picardie Jules Verne

Sri Venkateswara College (Univ. of New Delhi)

Engineering, Technology

8 MESPOM, Environmental Science, Policy and Management Lund University Laxminarayan Institute of Technology,

Nagpur, Environmental Sciences

3MASTER MUNDUS : CROSSWAYS IN EUROPEAN HUMANITIES

Université de Perpignan Delhi European Humanities / Management

2SEFOTECH.nut: European MSc Degree in Food Science, Technology and Nutrition

Katholieke Hogeschool Sint-Lieven

Btech Marana Pratap Univ.of Agriculture&Technology / Mtech National Dairy Research Institute

Food Science, Technology and Nutrition

3 MSc EF Master of Science in European Forestry University of Joensuu University of Calcuta Forestry

5SUTROFOR - Sustainable Tropical Forestry Erasmus Mundus Masters Course

Den Kgl. Veterinær- og Landbohøjskole Tamil nadu Agricultural University Geography, Geology



9GEM : Geo-information Science and Earth Observation for Environmental Modelling and Management

International Institute for Geo-Information Science and Earth Observation

School of Environmental Sciences, Geo-information Sciences

8 European Master in Global Studies Universität Leipzig University of Delhi Humanities

2 Master of Applied Ethics Linköping University Devi Ahilya Vishwavidyalaya, Indore Humanities

10 Master of Bioethics Katholieke Universiteit Leuven New Castle University, U.K. Humanities

2 EUROCULTURE Rijksuniversiteit Groningen University of Mumbai Humanities, Cultural Sciences

8 EURO-AQUAE - Euro Hydro-Informatics & Water Management

Universite de Nice-Sophia Antipolis, UFR Espaces et Cultures

Panjab University

Hydro-informatics, water engineering, envi-ronmental engineering, civil engineering

9 EuMI: European Master in Informatics University of Trento Birla Institute of Technology and Science,

Pilani, Rajasthan, INDIA ICT

2 European Masters Program in Computational Logic

Technische Universität Dresden International Center for Computational Logic

Vellore Institute of Technology ICT

6 MERIT (Master of Research in Information Technologies)

Technical University of Catalonia Regional Engineering College ICT

9 VIBOT - EUROPEAN MASTER IN VISION AND ROBOTICS

UNIVERSITE DE BOURGOGNE/Centre Universitaire Condorcet

Pondicherry Engeneering College ICT

8NOHA MUNDUS - European Master’s Degree in International Humanitarian Aid

University of Deusto M.A. in Politicis and International Relations

International Humanitarian Action

2 LL:M. EUR “Master der Europäischen Rechtspraxis” University of Hanover NLS Bhopal Law

10 European Master in Law and Economics

Erasmus University Rotterdam National Law School of India University Law and Economics

1 EMMS, Joint European Master’s Programme in Materials Science Universidade de Aveiro Chaitanya Bharathi Institue of Technology

( Osmania University) Materials Science

11 ALGANT : Algebra, Geometry and Number Theory

UFR Mathematiques etUFR Mathematiques et Informatique, Bordeaux 1 University

Indian Institute of Technology Mathematics

5 Master of Industrial Mathematics Technische Universiteit Eindhoven

INDIAN INSTITUTE OF TECHNOLOGY, MADRAS

Mathematics and Industry

2 MEEM: Mechanical Engineering Erasmus Mundus Masters Course

Inst. Nat. des Sciences Appliquées de Lyon Punjab Engineering College Mechanical Engineering

5CoMundus - European Master of Arts in Media, Communication and Cultural Studies

Fachbereich Erziehungswissenschaft/ Humanwissenschaften, Universität Kassel

Indian Institute of Technology Media and Communication

8 Europubhealth ? European Public Health Master

Ecole Nationale de la Santé Publique Tri-State University Medical Sciences

8 tropEd - European Master of Science Programme in International Health

Charite University Medical School Berlin Shivani University, Kolhapur Medical Sciences

4EMM-Nano. Erasmus Mundus Master of Nanoscience and Nanotechnology

Katholieke Universiteit Leuven University of Madras Nanoscience and

Nanotechnology

2 EMCL - European Masters Clinical Linguistics Universität Potsdam University of Delhi Neuropsycholinguistics



5 International Master in “Quaternary and Prehistory”

Università degli Studi di Ferara University of Lucknow Quaternary and

Prehistory

9IMRD: Erasmus Mundus International Master of Science in Rural Development

Universiteit Gent University of Agricultural Sciences, Dharwad Rural Development

8AMASE - Joint European Master Programme in Advanced Materials Science and Engineering

Universität des Saarlandes Visveswaraiah Technological University Science and Engineering

8 CoDe - Joint European Master in Comparative Local Development

Università degli Studi di Trento Rabindra Bharati University Social Sciences

3 EMIN - Economics and Management of Network Industries

Universidad Pontificia Comillas de Madrid, Instituto de Investigación Tecnológica

Madhav Institute of Tech.&Sc. Gwalior Social Sciences

8 QEM:Models and Methods of Quantitative Economics

Université Paris 1 Panthéon-Sorbonne Chennai Mathematical Institute Social Sciences

8 SpaceMaster - Joint European Master in Space Science and Technology Lulea tekniska universitet Sri Muthokumaran Institute of Technology,

Anna Univ. Space Science

10 European Joint Master in Water and Coastal Management University of Algarve GOA UNIVERSITY Water management

3 Master International “Vintage”, Vine, Wine and Terroir Management

Ecole Supérieure d’Agriculture d’Angers University of Pune Wine and Economics

319



Section II: Constraints on increasing the intake of Indian students

The perceptions of Indian students about EU educational policies could not be verified for this paper. For this a questionnaire or some sample interviews would have needed to be carried out in major cities in India or in major universities across the EU, which host Indian students and this goes beyond the mandate for this report.

The only document relating to this is the study ‘Perceptions of European Higher Education in Third Countries’ carried out by the Erasmus Mundus programme. According to this survey, students from India don’t generally perceive the EU as a single entity and see differences between the member countries with regard to living costs, tuition fees, facilities provided, visa regulations, work permit regulations, quality and teaching methods. (Erasmus Mundus Report (EMR), 2004, p. 88). Indian students were also more familiar with the UK, Germany and France, showing little knowledge of other EU member countries. (EMR, p.92) According to this survey Indian students were also mostly convinced that the degree they were getting would be recognised world wide and that there would be chances for them to work in the country they had studied in. (EMR, p.109). A substantial number (one third) of Indian students also found the number of languages in the EU not culturally enriching but a barrier to communication. (EMR, p.156). The lack of tuition fees in some EU countries was interpreted by 1/5th of the Indian students as a sign of low quality of education. (EMR, p.157). In general Indian students characterised the Europe as modern, clean, organised, elegant, peaceful and open minded. (EMR, p.161)

Beyond the Erasmus Mundus report it is safe to assume that the principal motivations for students to study abroad are to gain experience abroad which they would not be able to acquire in India as well as hoping to acquire a degree which will lead to employment either abroad or back home on mare favourable terms than if just a home degree had been acquired.

Anecdotal evidence shows that most Indian students who consider studying abroad will first and foremost target the US. The US is seen as a good option for a large number of reasons: there are no language issues, there are a vide variety of scholarships available and doctoral and research students have the option to work during their studies. There are also a large number of higher education insti-tutions to chose from at all levels ranging from the excellent, well known Ivy League to the smaller colleges. Many students aiming for the US also have the desire to work there after their studies for at least a limited amount of time.

The EU has become an alternative largely because studying there is cheaper. Even in the UK, where high fees are levied, it is a cheaper option than if the Indian student does not receive a scholarship in the US, therefore reducing the financial burden on the family or the debt level with the bank. Some students might target the particular EU country specifically as it offers high quality education in one particular subject (such as Germany for engineering for example) or because they have studied that particular language (French or German for example). This is however mostly the case at post-gradu-ate level.

There is no published evidence for the main constraints faced by Indian students coming to the EU, however three interviews with representatives from the DAAD, the British council and Edu-France in Delhi have revealed that the main issues faced by Indian students fall under the following catego-ries:



Visa and Immigration Policies

Post September 11th there have been new restrictions in both Europe and the SA, which make the issuing of visas for students more difficult. (The Economist, November 30th, 2002, p.28). In part this has made the European Education market more attractive as the general perception in India seems to be that a student visa to an EU country is easier to obtain than an American visa. However as the representative of the DAAD in Delhi explained – this is still a major stumbling block as Visas can take 2-3 months to obtain and the paperwork required is immense and complex.

Financial Issues

Financial issues loom large when looking at constraints for Indian students going abroad. According to (Khardria, 2006) Manmohan Singh made an appeal to the developed countries during his UN visit in 2004 asking them to reduce their overseas fees as two thirds of international students relied on personal and family sources to pay fir fees and living expenses. Very few average Indian fami-lies can afford to support their children abroad, leaving the families with an incredible loan burden. Consequently scholarships are key in attracting Indian students. In many of the European countries tertiary education is free or very cheap. The big exception is the UK, where fees are levied both for home and international students. The UK’s main failing is the lack of scholarships on offer both nationally and at the individual institution level. International students not only face having to take out large loans for fees but also have to budget for living costs, which are going to be much higher than back home. Aside from food and rent students and their families also face the costs of travel to and from India. The scholarships on offer are very disparate in that there is no centralised system by which students can apply to have both their fees and their living costs funded. The list of available funding (see Annex 1) is highly complex as individual scholarships are often dependent on subject of study, the receiving institution and the level at which the student proposes to take the course. Some cover only fees, yet others are mere small lump sums, aiming at aiding the student to bridge some of the daily living costs.

Germany and France offers a large number of scholarships in a much more centralised way (with the exception of the commercially offered ones which are company dependent) to help lower liv-ing costs (see section on good practice below) and fees are of a much lower cost nature. However in Germany the universities struggle with independent funding. They generally have so little money (due to the absence of fees) that they are unable to support students from developing countries. It therefore remains for the government to provide financial assistance.

Language issues

In the UK the Indian students will generally not face any language issues, as they will have had a large part of their schooling in English. This is however not the case for the other EU countries. In Germany some classes and courses have been internationalised and are being taught in English. This however does not mean that the language barrier is removed, as living daily life in a German University town will require some basic German language skills. Language course do remedy a part of the problem, yet the mental barrier of having to learn a new language in order to be able to study and live somewhere is a tough hurdle to overcome.



Quality of EU educational institutions

(Again this has to be based on anecdotal evidence from speaking to young people in India over the years.)Most European institutions are virtually unknown in India. There is a sever lack of public image for many European universities.

The UK: Exceptions are Oxford, Cambridge, the LSE and Imperial College in the UK, with a gen-eral notion that there are other ‘good’ universities and colleges, especially the Russell Group such as Bath, Bristol other colleges from the university of London etc. It seems that Indian students only understand the differentiation between pre and post 1992 universities only once they engage with the application process. Since there are a much smaller number of Indian students in the K than there are in the US, family knowledge is passed on less as well. It seems that even smaller colleges in the US (as opposed to only the Ivy League) are known because sibling, cousins and other extend-ed family members have gone there.

The rest of the European Universities are even less well known. Only those applicants who have engaged with the individual countries through language classes, or those who have travelled there, or again those who have family and friends who have studied at non-UK higher education institu-tions will know which university is know for what subject and which ones figure on the ‘high qual-ity’ list.

As a result the issue of quality is one, which the average applicant has very little knowledge on. The known names are guarantees for high quality and a degree from there will almost certainly guaran-tee a job either aboard or back in India, however smaller institutions, although they might be excel-lent, do not figure on the quality radar.

The question of what the degrees from continental European countries mean in comparative terms with India, the UK and the US is also an issue here. The Bologna process, which will include a sys-tem of academic grades which are easy to read and compare, will go a long way to help make the degree structure clearer for many international students, who then will know that they are getting the equivalent of a Bachelors or a Masters degree.

Other issues

The three case studies of good practice below have confirmed that the issues discussed above are in general those seen as posing the greatest constraints on prospective Indian students. But there are individual, country specific issues as well.

In France for example a number of doctoral scholarships will only accept applications from students who have secured a PhD place at an Indian institution. These sandwich scholarships are a form of quality control, yet this means that there are fewer applications than if funding was independent from such a condition.

With the exception of Britain, India’s former colonial power, no other European country has the kind of historical linkages, which would help, build up educational links easily. France’s limited colonial involvement the port areas across South India has helped France get a foothold, yet does not even put it on par with Indian student recruitment with Germany.



Section III: How to increase the intake of Indian students and its benefits for the EU

Key in attracting more Indian students to the EU seem to be increasing publicity, financial assist-ance and language training for any country apart from the UK. The issue of potential employability during or after the course of study is also central. It is clear from the constraints section above that these are the things which Indian students need addressed and which are dealt with differently in the US, Australia, Canada and New Zealand, all countries who attract vast numbers of Indian students every year.

CasestudiesofbestpracticesinEUcountries,whichotherscouldlearnfrom

The United Kingdom

The UK has had a long historical connection with India, giving it an advantage over other EU countries. The education system in India resembles the one in Britain, making it and easy choice for those who do not want to spend two years doing a Masters or six to seven on a PhD programme in the US. The fact that the UK system allows for shorter, more intense programmes at lower cost is a key advantage. The fact that no learning of a foreign language is involved is yet another factor pro-moting the UK.

Part of the UK’s reasons for targeting Indian students in particular has been its own shortage of stu-dents in the science and engineering field. A presentation by Alan Findlay and Alexandra Stam on international student migration to the UK links new immigration policies with the changes in poli-cies regarding student migration.

The market for skilled migration is a global market… The UK needs a policy that meets modern needs. (Roche, 2000, cited in Findlay and Stam, 2006)People who are educated here have a lasting tie to the country. They promote Britain around the world, helping our trade… (Blair, 1999, cited in Findlay and Stam, 2006)

Recently a British Council funded programme was launched under the heading of UK-India Education Research initiative. The main focus of the initiative is on higher education and promoting research links and partnerships between institutions in both countries. ‘A major impact is expected in areas of science, technology and the social sciences which are crucial for the future of both coun-tries and their place in the globalised and increasingly knowledge-based economy’. One of the key components is to encourage more doctorate and post-doctorate collaboration between India and UK. The prime Minister committed 10 Million pounds to this initiative in September 2005.

Aside from providing visas and scholarships it is important for students to have to option to gain employment after their studies in their host countries. The launch of the Science and Engineering Graduate scheme SEGS) in October 2004 which allows non EEA nationals who have graduated from a UK university or college in certain physical sciences, mathematics and engineering subjects with a 2.2 or higher degree to remain in the UK for 12 months following their studies, is a step in the right direction. The British degree becomes more attractive as it becomes a gateway to switch from a student visa to and ‘employment permit’. The HSMP (Highly skilled Migration Programme), which is based on a points system also helps liberalise work possibilities for international students and graduates by allowing them to apply for a work permit based on their educational and other achievements.



In terms of the government this kills two birds with one stone as it subsidises university courses with low home enrolment figures through overseas student fees as well as bringing in skilled work-ers into the labour market in a field in which the UK has been suffering a shortage.

Germany

Apoorv Mahendru, the Education Promotion Manager, from the DAAD in New Delhi insisted that insisted that there were still not large enough numbers of Indian students in Germany and that the numbers could be much larger. Germany has been making fundamental changes to its tertiary education framework since 1998/99. The new framework means that universities are now prioritising internationalisa-tion and have created programmes of study offered in English across a large number of subjects. At present 500 programmes out of 10,000 offered are in English. This has been accompanied by a promotional campaign through education events and fairs in various countries to inform the pub-lic abroad of the opportunities in Germany. The target countries lie principally in Asia and include Thailand, China, India Indonesia and Malaysia.

Germany has traditionally not charged tuition fees. Recent legislative changes however mean that universities are now permitted to charge up to 1000 Euros per year, but some still do not charge. The 2006/7 academic year will show that most institutions will charge for new students, but those who are already enrolled are exempt.

German language courses are automatically offered for those who are enrolled on the courses offered in English. Language still remains a barrier but students do receive support to be able to take part in German daily life outside of the classrooms.

The Indian students choosing to study in Germany are all at masters or at doctoral level. Scholarships (the DAAD funds around 200 students totally) are only offered at doctoral level, and as mentioned above, individual institutions normally do not have the means to support students. The scholarship programme is therefore much more centralised. Students are encouraged to apply to charitable and commercial foundations (such as the Volkswagen Stiftung).

France

France currently attracts around 1200 new students from India per year. This is up from between 400-500 in 1998. The data collected by Edu-France is based on the number of student visas granted. These numbers reflect the long-term visas, there are more for short-term exchange (programmes, whereby students stay a term or a few months and receive credits for their work at their Indian University).

France also offers a large number of scholarships every year. The Embassy will offer between 150 and 200 scholarships per year. The amounts vary between 600 Euros to 1000 Euros per month. The ministry of Foreign Affairs in France will also offer scholarships to between 20 and 30 Indian stu-dents. This is besides a number of corporate scholarships offered such as Thales, which sponsors 10 students every year. Those students who do not get scholarships take out bank loans or rely on fam-ily funds. The sheer volume of scholarships is one, which makes France a good option. The ratio for Indian students’ receiving a scholarship once they have applied is 1 in 7.

The fee situation in France is complicated. The public government funded Universities charge very low fees (around 250 Euros per year), however the professional business, management and engi-neering schools charge between 10,000 and 40,000 Euros per year. Low fees at the public universi-

ENCARI Briefing Paper No. 5 - Page �0


ties can be attractive, but generally Indian students target the ‘grandes ecoles’ which are in direct competition with the bet US business management schools or engineering universities.

Most students choosing to come to France will do so at Masters or doctoral level. If they enrol in a public university where the course is provided in French they will be expected to have completed a course at the Alliance Francaise previously allowing then to follow the course in French. However at the large management and engineering institutions and internationalisation drive has meant that courses are offered in English. Students on these courses will be offered French language training automatically.

France’s institutions also have signed a large number of partnership agreements for university coop-eration with Indian institutions. This way the universities and schools are known at Indian universi-ties. This complements a proactive programme whereby education fairs directly target Indian stu-dents for the French market. This is supported by a dense network of Alliance Francaise institutions (15 actual AF and 6 satellite institutions across India) and 9 Edu-France offices in major Indian cit-ies.

France’s more recent engagement with India in the education sector is part of a larger long-term policy drive to engage with emerging economies. France has historically linked up with India on issues such as the environment, sustainable development and aviation. The Franco-Indian cultural relations have been given a boost and hope to make up for the fact that on average India has not had much contact with the hexagon.Strategic Advantages of attracting Indian students

Student mobility depends on the availability of financial support (OECD, 2002 cited in Kuzvinetsa, 2003, p.4) and working condition for postgraduate students and young researchers. The above case studies of good practice have shown that attracting Indian students can be hard work for the indi-vidual country.

The globalised education market means that competition for the best students is becoming more intense. Students from India can be seen as good students to target for a variety of reasons:

The Indian secondary and tertiary education system is of mixed quality. However in general the students who will consider studying abroad will have gone to elite schools and most of them will have completed their undergraduate degree at apex institutions. Some will also have done some postgraduate training, again at the top universities or institutes. Those Indian students will be flu-ent in English, and unlike other students arriving from the developing world will not have to be given support in English and the national EU language. (This is particularly the case for students from China). The Indian higher education system also resembles the British one, and is similar to the European system, making it easier for European institutions to recognise equivalent degrees and certificates upon making a student an offer.

A large number of studies, especially in the United States have shown Indian students to be amongst the best and the most highly achieving, comparable only to Chinese students. Some studies have labelled them a ‘model minority’, a concept that brings all sorts of problems with it. However in terms of university completion rates, especially at doctoral level, these factors are important consid-erations when recruiting new students.



Section IV: Implications of the brain drain for India

As has been explained above, student migration falls into the category of International Migration of Skilled Human Capital (IMSHC). This term encompasses various terms, which often get used when discussing the movement of skilled persons, such as brain drain6, brain waste, brain circulation, brain exchange, brain globalisation and brain export. (Lowell and Findlay, 2001, p.6).

Lowell (2003) notes that ‘brain drain’ implies not only significant departures of the highly skilled but also adverse economic consequences. Lucas (2004) offers evidence that a negative association exists for low-income countries between the rate at which their students stay abroad after graduating overseas, and the income level of the home country. Consequently, numerous programmes endeav-our today to mobilise the human capital of diasporas for development through ‘skills databases and skills banks. (…) (Seethi, M. 2005b, p.7)

There is a debate in how far skilled migration results in reduced economic growth for developing countries and in how far these countries actually benefit from the migrants. It is impossible today to speak solely of the brain drain without reference to the benefits sending countries also experi-ence. Lowell and Findlay go as far as to say that there might be an ‘optimal’ level of emigration, which stimulates individuals from the developing countries to pursue higher education in order to find better work abroad, in effect stimulating domestic education. In fact today a large body of lit-erature refers to this phenomenon as ‘brain circulation’, emphasizing the positive effects as well as the issues implied by highly skilled migration. (See for example Saxenian, 2005 on a case study of Indians and Taiwanese in the US)

According to Lowell and Findlay (2001) there are three major feedback effects of skilled emigra-tion: return migrants bring back their skills and experience from abroad, helping to boost productiv-ity, expatriates who remain abroad contribute money either via remittances or foreign direct invest-ments, and the transfer of knowledge or technology to developing countries can help economic development. Student migration is linked to all three feedback effects.

Engaging non-financial resources of migrants is closely linked to efforts to replace brain drain with brain circulation, to allow both origin and destination countries to benefit from migration through knowledge and skills transfer, and is therefore key to addressing the main challenges of migration for development and maximising positive impacts. (Seethi, M. 2005a, p.7)

Skilled international migrants are often motivated to migrate because of better educational opportu-nities abroad. Many will remain in the host country upon completion of their studies, but some will return home. This largely depends on the employment opportunities offered in the country of origin and differs widely between migrants from Asia and Africa. (Dzvimbo, 2003, p.11). Suggested poli-cies have included bringing back expatriates for short periods, allowing them to return to their host countries subsequently. (Lowell and Findlay, 2001)

� �A b�� b�� Ab��b��v��b��b��v��B��v��(L�w��F��2001��7)

ENCARI Briefing Paper No. 5 - Page ��


The regulation of international student migration is becoming an area of growing concern. Student mobility has grown significantly in recent years. There is therefore the need for developing coun-tries to create incentives for students to return and to use their new skills at home. According to Wets, one of the measures to minimize the brain drain would be to provide a larger number of scholarships with conditions attached regarding the return of students. (Wets, 2004) The issues for the sending countries is how to design policies which encourage those educated abroad to either return or to through transnational networks benefit their country of origin.

More attention is needed how to target policies at young emigrants and youth diasporas. For the moment, there is little evidence of the impact of degrees equivalence and harmo-nisation efforts, scholarships, exchange programmes and specific programmes to retain or attract students. (Seethi, M. 2005b, p.7)

India’s policies with regard to migration have changed substantially over the years. Whilst for dec-ades migrants were no seen as a part of Indian society of they decided to settle abroad (Lall, 2001), more recently, and especially after the BJP led government was in power between 1998 and 2004, NRIs are now seen as key to Indian development. (Lall and Thandi, forthcoming). Yet despite these decades of non-involvement with the diaspora, Indian students continued to chose to study abroad.

India is seen as a success story with regard to the gains it has made from skilled migration, espe-cially after the 1991 economic reforms. In particular the IT sector was developed in light of a larger development agenda and it has become the fastest sector of the Indian economy with software exports growing rapidly.

In terms of education migration things have been two sided. For decades India lost some of its most skilled IIT trained engineers to the Western world, especially to the US. This was seen as a net brain drain as they benefited from an excellent level of education in their home country, yet only their host country benefited from their level of expertise. Many IIT graduates left India to do further degrees abroad or to go directly into employment. It is only more recently that studies have shown that both return migration; transnational business networks and financial investment from those who remained abroad have benefited India’s economy.

On the other side India has traditionally encouraged students to go abroad and top complete high tech degrees, especially to the US, from where they bring back new knowledge and what has been termed an ‘entrepreneurial bug’ (Gardner, 2000 cited in Iredale, 2005) as well as joining elite net-works by way of studying at the most prestigious institutions. (Mahroum, 2000 cited in Iredale, 2005)

However it needs to be remembered that a large part of education funding comes from students’ family source. The figures were not available for the EU, but in the US, over two thirds of the inter-national students in the US tapped into family funds to support their studies and only a small per-centage (around 6.7% were supported by home government, university, a private sponsor or a cur-rent employer). It is very likely that similar numbers of Indian students in the EU have to dip into family savings or ask their family to take out a loan to pay for the fees and the living costs of their studies. This in itself is a major outflow of hard currency from the Indian economy.

Another longer-term disadvantage is the reduced numbers of higher education teachers at India’s Apex institutions as a direct result of student migration. Khadria (2005) estimates that by 2006/7



India will need 38,957 PhDs to man academic positions, but only 12,772 would have earned their doctorates.

For almost 350,000 students who make it to the engineering schools every year, barely 350 go on to earn a PhD in technology in the country. Despite India’s so called technological prowess, the country lacks sufficient technical teachers. The IITs were originally set up to produce quality work force “to enable the future generations of engineers to become compe-tent innovators, designers and product manufacturers”. With future teachers being wooed by the developed host countries, they rap the benefits. (Khadria 2005, p.13)

The long-term implications of student migration and the internationalisation of education for India are still not quite clear. Khadria (2005) sees two long term revelations: that there could be a rise in the brain drain from South Asia as students and their parents chose courses which will allow them to work abroad. Khadria stays that such an impact is already visible as students shift their majors to commerce and marketable languages and away from the natural and social sciences. Secondly he sees that the infrastructure of universities in developed countries will benefit at the cost of the developing country.

In the short term India will benefit from the remittances and income of the student migration, how-ever in the long term the implications are still not clear. They might very well include the erosion of India’s capability to produce the kind of professionals who train those professions who are exported by India. (check p16 for more)

The globalisation of Indian talent and skill is now being seen as a huge benefit for the country. (Khadria, 2002). The highly skilled migrants who go abroad for education generally come from the upper caste and upper class families. These families are willing to put time and money to educate their children at the best institutions in the world. The human capital creation and the NRI resources created this way ‘would help to restore the human capital taken away from the system and may some day even produce a break to the first generation negative effects of the brain drain.’ (Khadria, 2001)

This is in effect a long term, societal and economy wide outlook, based on networks and associa-tions and different from a narrow focus on returnees. (Iredale, 2005)



Conclusion and policy recommendations

‘Global competition for talent is driving the switch from ‘migration to learn’ to ‘learning for migration’. It supports the global labour market capture of selected skills (such as Science and Engineering)’ (Findlay and Stan, 2006)

This report has summarised the main current issues with regard to Indian students in Europe. It is clear from research which has been cited above (Findlay and Stan, 2006).that socio-cultural influences shape choices of destinations when international students look for a university. These include language, class reproduction and peer experience. It is difficult to make any country and any university the ‘perfect’ place for any one target group, however the recommen-dations below could help shape policies for the future.

These policy recommendations have been drafted with the constraints section in mind as these are the major, overarching issues which need to be addressed:

Easing visa and immigration policies

Visas can take several months to obtain and the paperwork required is immense and complex. Any EU country which wants to attract students from India needs to simplify and standardise its admin-istrative visa procedure. Indian student are often put off by the long and complex application to the US. The EU holds a comparative advantage, but after 9/11 this seems to have been eroded. A cen-tralised visa application centre for all EU countries (like a ‘one-stop shop’ would definitely help. However, at least standardised paperwork whereby all EU countries require the same documenta-tion from Indian student applicants would be of great help.

Recognising financial Issues

Financial issues loom large when looking at constraints for Indian students going abroad and schol-arships are key in attracting Indian students. The scholarships on offer are very disparate in that there is no centralised system by which students can apply to have both their fees and their living costs funded. Whilst many EU countries don’t charge the kind of fees the UK demands, they tend to forget that coming from a rupee economy, living costs and travel fares are extravagant for Indian families. It should be a strategic decision to try and attract those who would otherwise take distance learning courses from a non-EU university. For this a more centralised system of scholarships or at least of scholarship information is desperately needed.

Dealing with language issues

When applying anywhere outside the UK, language will be an issue. Even if the courses are offered in English, the local language is needed to communicate on campus outside of lectures and semi-nars. Language course do remedy a part of the problem, yet the mental barrier of having to learn a new language in order to be able to study and live somewhere is a tough hurdle to overcome. At the moment only those Indian students will apply to non- English speaking EU countries if they have taken some form of language training prior to their studies. These are the ones who target non-English speaking countries. However the market should try and target those who would not have thought about studying there. This can be done by advertising crash courses prior to starting the degree, or by advertising more widely that the courses are in fact in English and that English is widely spoken by other students, faculty etc. (such as in the Netherlands, Germany etc.)



Advertising the quality of EU educational institutions

Most European institutions are virtually unknown in India. There is a sever lack of public image for many European universities. There is a desperate need for more adveritising, possibly in a joined up form. This includes the Erasmus Mundus programme, which is not necessarily known to Indian students. Linking EU institutions with partner institutions in India can help as these partnerships will make sure the students are informed as to what is available to them if they do decide to study in Europe. Word of mouth is also important – at the moment there are not enough Indian students stud-ying in EU countries, to act as ‘ambassadors’ back home. It would therefore be useful to encourage European students to do a semester or more in India, which in turn would alert their peers as to what options the EU institutions have to offer. The changes of the Bologna process will help standardise European degrees, however Indian students need to be more informed about these changes and in what way they can benefit.An EU wide programme such as the recently launched UK – India Education Research initiative (UKIERI) would be a step forward as it tackles a number of the issues detailed above.



Annex 1

ScholarshipinformationfortheUK–informationprovidedbytheBritishCouncilinNewDelhi

British Chevening Scholarships:

Chevening is the UK Government’s flagship scholarship scheme, aimed at future leaders, opinion formers and decision-makers. The programme is funded by the UK’s Foreign and Commonwealth Office and managed by the British Council worldwide, supporting over 2300 international students (globally) annually to study in the UK.

Commonwealth Scholarship & Fellowship Plan

The Commonwealth Scholarship and Fellowship Plan is an annual scheme made available to all Commonwealth countries by the Commonwealth Scholarships Commission. Department for International Development (DFID) and the Foreign and Commonwealth Office (FCO) provide the funding for the scheme. The scheme supports over 400 international students annually to study in the UK

The Scottish International Scholarship Programme

The Scottish Executive offers 6 scholarships for students from India during academic year 2005-2006. The scholarships are available for courses at any Scottish higher education institution for sci-ence and technology and creative industries.

FCO/British Gas International/University of Strathclyde Joint Scholarship

Up to 8 scholarships globally - offered to students from Argentina, Egypt, Brazil, Bolivia, India, Kazakhstan, Singapore, Trinidad, Thailand and Tunisia (Targeted countries can vary from year to year)

Shell Centenary Chevening Scholarships The courses which are eligible for Shell Centenary and Shell Centenary Chevening Scholarships are within the broad categories of Applied Sciences and Technology, Environmental Sciences, Business Management, Law and Economics. Specific disciplines and subjects vary from one university to another, reflecting the specialties of different universities. Therefore it is necessary to check which courses are eligible at each university. It is also possible that the eligible courses may vary from one year to another so there is no guarantee that the same course will be available each year. [36 global award for Shell Centenary Chevening Scholarships annually]

Nottingham Developing Solutions Joint Chevening Scholarships

Up to two for selected subjects in the areas of Environment, Food, Health and Technology.



Charles Wallace India Trust

The Charles Wallace India Trust is an independent Trust named after Charles Wallace, a British businessman who had worked in India. By the terms of his will, the share of his benefaction was to be used to fund education for scholars across Britain and India. For this purpose the Charles Wallace India Trust was established in May 1981.Each year the Trust makes awards in six areas – The visual and performing arts, architectural and material conservation, museum studies and curatorship, English studies, the Humanities, and jour-nalism.

Inlaks Scholarship:

Inlaks Foundation offers 10 scholarships in any subject except Engineering, Computer & Management Studies and Journalism at any top ranked university in UK, America or any other European Institutions. Subjects: Architecture (except Urban Design), Communications (film/Television), Special Education, Fine Arts, Applied Arts and Conservation, Design and Fashion Design, Theatre and Dance, Music and Law.

Felix Scholarship:

Up to six fully funded scholarships available for Indian graduates accepted for entry to Oxford, Reading and SOAS.

Rhodes Scholarship:

Subjects: Pure and Applied Sciences, Humanities, Law or Medicine

HSBC Scholarship:

The HSBC Scholarships Programme aims to nurture leaders around the world and help build global knowledge with the accompanying expectation that the lifelong careers of the scholarship recipients will be marked by significant contributions to the community in which they live and work.

Commonwealth Shared Scholarships Scheme (so far known as DFID Shared Scholarship Scheme)

Awards made under this scheme are jointly funded by the Department for International Development (DFID), as part of the British aid programme to developing countries, and participat-ing institutions in the United Kingdom.

Dorothy Hodgkin Scholarship:

The Dorothy Hodgkin Postgraduate Awards (DHPA) is a fully funded postgraduate scheme that will allow outstanding graduate students from India (and China, Hong Kong, Russia and the developing world) to study for PhDs at top-rate research environments in the UK. DHPA will be open to the best science engineering, medicine, social sciences and technology students.



The Oxford and Cambridge Society of India Scholarships

The Oxford and Cambridge Society of India offers up to 4 part-funded scholarships, tenable at the universities of Oxford/Cambridge every year.

Cambridge Commonwealth Trust Scholarships and Bursaries

The Cambridge Commonwealth Trust, in collaboration with the Nehru Trust for Cambridge University offer a number of awards, both full-cost and part-cost, to enable outstanding students from India for one year Masters and PhDs at the University of Cambridge.

The Gates Cambridge Trust Scholarships

The Gates Cambridge Trust offers a substantial number of full-cost awards to candidates from overseas countries, including India. These scholarships are for scholars of outstanding academic merit and leadership potential who are committed to serving their communities, and intent to pursue a research course leading to a degree of PhD or a one-year postgraduate course at the University of Cambridge. The Gates Cambridge Trust also considers applications from candidates who gain admission to pursue a second undergraduate (affiliated) degree.

The Erasmus Mundus Programme

The Erasmus Mundus programme is a co-operation and mobility programme in the field of higher education, which promotes the European Union as a centre of excellence in learning around the world. It supports European top-quality Masters Courses and enhances the visibility and attractive-ness of European higher education in third countries. It also provides EU-funded scholarships for third country nationals participating in these.

Royal Society International Fellowships to the UK from India

The Royal Society International Fellowships to the UK from India have been established by the society to strengthen scientific collaboration between the United Kingdom and India. They aim to encourage young and excellent postdoctoral scientists based in India to undertake high quality research in centres of scientific excellence in the UK.Fellowships are for research in the natural sciences including mathematics, engineering, medicine and the scientific research aspects of agriculture, archaeology, geography, psychology and the history of science. The Royal Society’s awards do not cover social sciences or clinical medical research.

The Ford Foundation International Fellowship Program (IFP) provides opportuni-ties for advanced study to exceptional individuals who will use this education to become leaders in their respective fields, furthering development in their own countries and greater economic and social justice worldwide.



The programme is especially designed to support candidates from social groups that have been mar-ginalised and lack systematic access to higher education, such as women, scheduled castes, sched-uled tribes, other backward classes, physically disadvantaged and those with other kinds of socio-economic deprivation.

Dorothy Hodgkin Postgraduate Awards (DHPAs) at Newcastle University

Newcastle University offers two fully-funded Dorothy Hodgkin Postgraduate Awards (DHPAs) to enable high quality international students to study for a PhD at Newcastle starting in the 2006-07 academic year. Each of these prestigious awards covers the cost of postgraduate tuition fees at the overseas rate and provides a grant at a standard research council rate.

The Mansion House Scholarship Scheme for Financial Services sector

The Mansion House Scholarship Scheme exists to fund scholarships for students and young busi-ness executives from overseas to travel to the United Kingdom to study or to undertake training or work experience in the Financial Services Sector. This is part-funded up to £5000/-

John Henry Brookes International Scholarships

The Graduate School at Oxford Brookes University offers scholarships for international students wishing to undertake full-time postgraduate master’s degrees in September 2006. Scholarships will be awarded based on academic excellence and each award will be paid towards full-time interna-tional tuition fees for a taught master’s degree. These scholarships do not include a maintenance grant.

University of Ulster scholarships

The University of Ulster in Northern Ireland, United Kingdom, has scholarship-backed research positions available during the September term 2006 for which Indian students with a basic degree in electronic engineering and computer sciences can apply.Qualified students can embark on the university’s M.Sc. course in Telecommunications and Internet Systems. Successful students will be considered for joint Ph.D. research projects between Ulster and key institutes of technology in India

University of Salford

For the academic year starting September 2006, the Faculty of Science, Engineering and the Environment will award scholarships of £2000 to students from India. The scholarships will be implemented as fee discounts and will be based on academic merit. Every applicant who meets the academic standard will be awarded a scholarship. University of East Anglia Scholarship ProgrammeUniversity of East Anglia provides part funded (10 to 50% of tuition fees) scholarships to interna-tional students. These scholarships are awarded to students on the basis of academic merit and are normally for the duration of the period of study (three years for Bachelor and PhD degrees and one year for Masters programmes.



The University of Reading: Postgraduate Taught Masters Scholarships

There are six £5,000 and 10 £2,000 scholarships available for students.

The Skoll Scholarship Programme

Five fully funded MBA scholarships per annum have been created through a generous benefaction from the Skoll Foundation as part of the newly established Skoll Centre for Social Entrepreneurship within the Said Business School, University of Oxford, UK.

Oxford Centre for Islamic Studies scholarships

Oxford Centre for Islamic Studies offers scholarships for 2007-2008 in area of the arts, humani-ties, or social sciences. The scholarship is available for Graduate study, Visiting scholarships and Visiting fellowships.

Hansard Research Scholars Programme

The Hansard Research Scholars Programme is a challenging opportunity for graduates and profes-sionals to pursue a specific area of political academic interest whilst participating in an internship placement within the world of British politics.



Bibliography

Dzvimbo, K.P. (2003), The international Migration of Skilled Human Capital from Developing Countries, A case study prepared for a regional Training conference, Accra, Ghana, September 23-25th 2003.

Findlay, A. and Stam, A. (2006) International Student Migration to the UK: Training for the global economy or simply another form of global talent recruitment? Presentation at the conference on ‘International competition for S &E students and workers, Georgetown University, Washington, 30-31.March 2006.

Iredale, R. (2005) Balancing the Benefits and costs of Skilled Migration in the Asia-Pacific Region, http://apmrn.anu.edu.au/publications/WMR2005(Iredale).doc (accessed 2.10.06)

Kelo, M. Teichler, U. and Waechter, B. (2006) Eurodata, Student mobility in European Higher Education, Lemmens Verlag, Bonn.

Khadria, B. (2001) ‘Shifting Paradigms of Globalisation: the 21st Century Transition towards gener-ics in Skilled Migration from India,’ International Migration, Vol. 39, no 5, pp.45-72

Khadria, B. (2002) Skilled Migration from Developing countries: Study on India, International Migration Papers 49, International Labour Office, Geneva.

Khadria, B. (2004) Migration of highly skilled Indians: case study of IT and Health Professionals, STI Working Paper 2004/6, OECD, Paris.

Khadria, B. (2005) Migration in South and South West Asia, Global Commission on international Migration, www.gcim.org. (accessed 2.10.06)

Khadria, B. (2006) Uncharted Contours of a changing Paradigm, Skilled Migration and Brain Drain in India, Harvard International Review, http://hir.harvard.edu/articles/1445/(accessed 2.10.06)

Lall, M (2001) India’s missed Opportunity, Ashgate, Aldershot

Lall, M and Thandi, S. (forthcoming) Diaspora and Homeland Politics: Comparative Experiences of Mobilisation for Hindutva and Khalistan, in Leclerc, E. (ed.) Diaspora, Sage, New Delhi.

Lowell and Findlay, (2001), Migration of highly Skilled Person from Developing Countries: Impact and Policy responses, Synthesis Report, International Migration papers, number 44, ILO, Geneva.

Lucas, R.E. (1993) Making a miracle, Econometrica, Vol.61, No,2, New Haven, Connecticut

Lucas, E.B. (2004) International migration regimes and economic development, third coordination meeting on international Migration, Population division, UN October., Population division, UN October.



Rikowski, (2002) Transfiguration, Globalisation, the WTO and the national faces of the GATTS, Information for social change, number 14, 2001-2002 http://www.ieps.org.uk.cwc.net/rikowski2002.pdf (accessed 2.10.06)

Robertson, S. (2006), Students-turned-Migrants in Contemporary Australia: questions of mem-bership, mobility and belonging. Refereed paper presented to the Second Oceanic Conference on International Studies, University of Melbourne, 5-7 July 2006.

Saxenian, A.L. (2005) From Brain Drain to Brain Circulation: Transnational Communities and Regional Upgrading in India and China, http://www.ischool.berkeley.edu/~anno/papers/scid-2005.pdf (accessed 2.10.06)

Seethi, M. (2005 a) Policy approaches to Migration and development, 90th session, IOM, Geneva MC/INF/281

Seethi, M. (2005 b) Engaging diasporas as development partners, for home and destination coun-tries, Workshop discussion papers, 2-3 Feb 2005 IOM, Geneva

Singh Grewal, B. (no date) Overseas Students in New Zealand and the ‘Knowledge Society’, http://saanz.rsnz.org/grewal.doc (accessed 2.10.06)

Wets, J. (2004) Migration and Development, Myths and Facts, EPC Issues paper number 11, IOM and The European policy Centre, Brussels?.

Reports

Migration between Europe and South Asia: Impacts on development? Institute for Public Policy Research, UK, March 2006

Perceptions of European Higher Education in Third Countries, Project 2004-3924/001-001 MUN-MUNA31 (http://ec.europa.eu/education/programmes/mundus/acareport.pdf)

Press

The Economist, November 30th, 2002, p.28

Indian Students in Europe

Documents