Internationalization of higher education in India
Internationalization of higher education in India
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印度高等教育国际化
DOI：
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发表时间：
2015
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影响因子：
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通讯作者：
V. Yeravdekar
中科院分区：
文献类型：
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作者：
V. Yeravdekar
国际化的概念，因为它已经被阐述在高等教育环境一般被理解为第二次世界大战后，在共产主义集团之外扎根。人们普遍认为，联合国将高等教育列为高度优先项目，以及英语的普及应归功于世界各地高等教育的协调。全球化和信息技术革命的同时发生，进一步推动了高等教育国际化成为当今的显著现象。印度高等教育国际化的发生则走上了一条完全不同的轨迹。大量有文献记载的历史证明，印度次大陆在古代是高等教育的强大据点。那烂陀和塔克希拉的大学吸引了来自阿拉伯语地区和中国的学生。这一特殊的普罗维登斯安排与该国在1947年摆脱殖民统治独立后对全球化和高等教育国际化的延迟觉醒背道而驰。事实上，在讨论中可以看到两种不同的倾向：第一，印度政府的做法是冷漠和表面文章。政府关于促进国际化的声明与现实相矛盾。这一趋势最引人注目的方面可能是数字上的巨大差异，这表明学生的内向流动性微乎其微，而外向流动性却惊人地高。其次，私立高等教育参与者推动了高等教育的国际化，这是由全球机遇和国内高等教育体系的不足所推动的。尽管如此，我国仍将从高等教育国际化中获得巨大收益，而目前正是一个非常有利的时机。有许多因素支持印度高等教育的国际化：来自可识别地区和印度侨民的持久赞助，以及该国在全球商业和技术领域的快速加入，只是众多力量中的一部分。博士
The notion of internationalization, as it has come to be expounded in the higher education milieu is generally understood to have taken roots after the Second World War outside of the communist bloc. It is widely maintained that the United Nations’ espousal of higher education as an item of high priority, and popularization of the English language are to be credited with harmonization of higher education the world over. The concurrent incidence of globalization and information technology revolution further propelled internationalization of higher education into the remarkable phenomenon it is presently. The occurrence of internationalization of higher education in India has treaded an entirely different trajectory. Extensive documented history authenticates that the Indian Subcontinent was a formidable stronghold of higher education in the ancient times. Universities in Nalanda and Takshila drew students from as far as the Arabic speaking regions and China. This exceptional providence stands at odds with the country’s delayed wakening to globalization and internationalization of higher education following independence from colonial rule in 1947. In point of fact, two separate strains are observable in the discussion: firstly, the Indian Government’s approach is one marred by apathy and tokenism. The Government’s proclamations to promote internationalization stand in contradiction to the actuality. Possibly the most striking aspect of the trend is the extraordinary disparity in figures denoting miniscule inward and alarmingly high outward mobility of students. Secondly, private partakers in higher education have thrust internationalization of higher education forward, impelled as they are by global opportunities and shortfalls in the higher education system at home. Be that as it may, the country stands to gain enormously from internationalization of higher education, and the present is a very opportune time. There are numerous factors that bolster the case for internationalization of higher education in India: abiding patronage from identifiable regions and Indian Diaspora, and the country’s rapid accession on the global business and technology scene are only some of the many forces at play. The doctoral