International Educator - March/April 2016 - 52

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FORUM
By David Felsen

Higher Education Cooperation
With Latin America
INTERNATIONALIZATION REMAINS A STRONG PRIORITY for institutions of higher

Student mobility in particular has witnessed a marked
increase during the new millennium. In its Education Indicators in Focus issue of May 20132, the Organization
for Economic Cooperation and Development (OECD)
noted that between 2000 and 2011, the number of students enrolled outside their home countries more than
doubled, to 4.5 million. Fifty-three percent of those studying abroad were from Asia, with China, India, and South
Korea having the most students enrolled abroad. Twenty-three percent of all students enrolled outside of their
home countries were from Europe, with Germany, France,
Russia, and Italy producing the largest numbers. Africa
accounted for 12 percent, with Nigeria, Morocco, and
Zimbabwe, which sends the most abroad. The remaining
12 percent were from the rest of the world, with the most
notable region being the Americas.
Latin America as a whole sends relatively fewer
students abroad. Brazil, Colombia, Mexico, Peru, and
Venezuela accounted for the highest number of students
enrolled outside of their home countries. Approximately
90 percent of these students, however, chose to study in
OECD countries, meaning that not only did fewer students study abroad overall from the region, but mobility
between Latin American countries themselves remains
rather limited. Furthermore, there appears to be less
integration and cooperation generally between higher
education institutions within Latin America.3

change experiences and training opportunities abroad as
providing much-needed skills. Higher education institutions themselves view internationalization as a means for
improving academic program quality, strengthening institutional brand, and raising domestic academic rankings.
Governments of the region view internationalization
as a way to develop new cultural, economic, and political linkages abroad, as well as a way to raise the quality
of education in the country and, by extension, the quality of life of their citizens. Governments also view higher
education internationalization as a necessary response to
globalization and demands for new skills sets. In particular, advances in science and technology, and the opening
up of new fields of study, call for greater cross-border
collaboration, the development of new international
competencies, and support for more skills-based learning.
Moreover, higher education internationalization in
Latin America has been encouraged by institutions and
governments in Europe and the United States. My own
institution, Saint Leo University in Florida, has developed
multiple projects with institutions of the region, and we
have made cooperating with Latin America a high priority. Cooperation between Latin American institutions
and institutional partners from the rest of the world is
expected only to grow in the future. Yet what also needs
to be advanced with greater vigor is more meaningful collaboration between institutions of the region itself.

Latin America's Higher Education
Internationalization

Global Higher Education Reforms

Nevertheless, the internationalization of Latin America's
tertiary sector does enjoy considerable support within
Latin American societies. Latin America's emerging
middle classes favor greater student mobility, seeing ex52  

INTERNATIONAL EDUCATOR M A R + A P R .16

There is little doubt that Latin America has been influenced by reform trends in higher education in other parts
of the globe, particularly in Europe. The Bologna Process,
which grew out of a summit held in 1999 at the University of Bologna, Europe's oldest university, committed

SHUTTERSTOCK

education across the globe.1 Universities continue to pursue meaningful institutional agreements
with counterparts in different areas of the world to encourage student mobility, to foster faculty
exchanges, or to develop collaborative research projects.



Table of Contents for the Digital Edition of International Educator - March/April 2016

Contents
International Educator - March/April 2016 - Cover1
International Educator - March/April 2016 - Cover2
International Educator - March/April 2016 - Contents
International Educator - March/April 2016 - 2
International Educator - March/April 2016 - 3
International Educator - March/April 2016 - 4
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International Educator - March/April 2016 - Cover3
International Educator - March/April 2016 - Cover4
International Educator - March/April 2016 - FCover1
International Educator - March/April 2016 - FCover2
International Educator - March/April 2016 - F1
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International Educator - March/April 2016 - F20
International Educator - March/April 2016 - FCover3
International Educator - March/April 2016 - FCover4
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