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. PhD student in Higher Education (Comparative, International and Development Education)
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Succeeding in a Globalized World while Preserving Uniqueness: The Case of Quebec CEGEPs
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)
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)
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
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