Cross-Border Higher Education in India: False Understandings and True Overestimates

Autor/inn/en	Stella, Antony; Gnanam, A.
Titel	Cross-Border Higher Education in India: False Understandings and True Overestimates
Quelle	In: Quality in Higher Education, 11 (2005) 3, S.227-237 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1353-8322
Schlagwörter	Foreign Countries; Higher Education; International Trade; Study Abroad; Developing Nations; Global Approach; Access to Education; Treaties; India + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Trade; International relations; Handel; Internationale Beziehungen; Studies abroad; Auslandsstudium; Developing country; Developing countries; Entwicklungsland; Globales Denken; Education; Access; Bildung; Zugang; Bildungszugang; Abkommen; Indien
Abstract	The on going debate about the (World Trade Organisation) General Agreement on Trade in Services (GATS) framework brings out conflicting views about cross-border education the world over. Between the enthusiastic views of trade promoters, at one end, and the sceptical reflections of academics with a traditional outlook, at the other, there are many different viewpoints. Academics who support the view that education should not be treated as a tradeable commodity argue that cross-border education should always have a revenue generation approach that would be to the disadvantage of developing countries. There are trade enthusiasts who are convinced that the commercialisation of higher education at the global level is unavoidable in the near future and that it is up to the countries to prepare themselves to benefit from the new opportunities of the global market. Sometimes strong criticism of these academics is based on false understandings. It is also true that the views of trade promoters might be equally wrong in some national contexts, based only on optimistic overestimations rather than on grounded realities. This paper explores these false understandings and overestimations that shape the arguments about cross-border education in the Indian context. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10