tag:theconversation.com,2011:/africa/topics/international-edu-12091/articlesInternational edu – The Conversation2018-06-06T10:04:11Ztag:theconversation.com,2011:article/978662018-06-06T10:04:11Z2018-06-06T10:04:11ZMany Australian school students feel they ‘don’t belong’ in school: new research<figure><img src="https://images.theconversation.com/files/222088/original/file-20180607-137298-zcan09.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Students' sense of belonging at school is linked to how well they do at school.</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>A report released today by the <a href="https://www.acer.org/">Australian Council for Educational Research</a> (ACER), the managers of the <a href="http://www.oecd.org/pisa/">Program for International Student Assessment</a> (PISA) in Australia, explores Australian students’ sense of belonging. This has been <a href="https://www.tandfonline.com/doi/abs/10.1080/00220670309596617">shown</a> to play a big part in academic success at school. </p>
<p>Australian students, on average, reported a poorer sense of belonging at school compared to students across the OECD. A lower proportion of Australian students than the OECD average said they “feel like they belong at school”.</p>
<h2>Why does this matter?</h2>
<p>For some students, a sense of belonging is <a href="http://www.oecd.org/education/school/programmeforinternationalstudentassessmentpisa/34002216.pdf">indicative</a> of educational success and long-term health and wellbeing. It has also been <a href="https://www.tandfonline.com/doi/abs/10.1080/00220670309596617">found</a> to promote positive attitudes towards students’ learning. </p>
<p>What’s more, students who feel part of, and accepted by, their school community are not only <a href="http://www.oecd.org/education/pisa-2015-results-volume-iii-9789264273856-en.htm">more likely</a> to participate in school activities, both academic and non-academic, but will be actively engaged in these activities.</p>
<h2>What were students asked?</h2>
<p>PISA 2015 asked students to rate their reaction to these six statements on how they feel about school:</p>
<ul>
<li>I feel like an outsider (or left out of things) at school<br></li>
<li>I make friends easily at school </li>
<li>I feel like I belong at school<br></li>
<li>I feel awkward and out of place in my school<br></li>
<li>other students seem to like me<br></li>
<li>I feel lonely at school.</li>
</ul>
<p>Student responses (strongly agree, agree, disagree and strongly disagree) were combined to construct the sense of belonging index. This allowed us to compare Australian students with their OECD counterparts and with their peers in different states and territories, socioeconomic groups, and between genders. </p>
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<h2>How does Australia compare?</h2>
<p>Across the full spectrum of PISA participants, students in Spain had the highest levels of sense of belonging. This was followed by students in Austria and Albania. Students in Turkey had the lowest sense of belonging, followed by students in Macao (China) and the Dominican Republic. </p>
<p>Ten countries were selected for further comparison with Australia. These included seven high-performing countries – Canada, Estonia, Finland, Hong Kong (China), Japan, Macao (China) and Singapore – who performed significantly higher in scientific, reading and mathematical literacy than Australia, and three culturally similar English-speaking OECD countries – New Zealand, the UK and the US.</p>
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Read more:
<a href="https://theconversation.com/ideas-for-australia-why-is-australia-falling-behind-in-maths-science-and-literacy-and-what-can-be-done-about-it-56267">Ideas for Australia: Why is Australia falling behind in maths, science and literacy – and what can be done about it?</a>
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<p>Students in the high-performing countries did not necessarily report a greater sense of belonging than Australian students. Macao (China), Hong Kong (China), Singapore, Canada, Estonia and Japan came in below, and Finland above, the OECD average. Students in the other English-speaking countries also reported a sense of belonging below the OECD average. </p>
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<p>Australia performed close to the OECD average on most questions except “other students seem to like me” (88% compared with the OECD average of 82%) and “I feel like an outsider (or left out of things) at school” (77% against the OECD average of 83%). </p>
<p>Fewer Australian students disagreed with the remaining negative statements than the average. This indicates more Australian students feel awkward, out of place, and lonely in school than their OECD peers.</p>
<h2>Sense of belonging in different demographic groups</h2>
<p>We also examined sense of belonging among a number of different groups within Australia.</p>
<p>Male students in Australia reported a greater sense of belonging than female students. For males, the sense of belonging was similar to the average across OECD countries. But for female students, it was substantially lower. </p>
<p>Boys were more likely to respond positively to all of the statements. The most substantial of these were seen on the negative statements. Some 7% more female than male students reported feeling like an outsider at school, and 7% more female than male students said they felt lonely at school. </p>
<p>Indigenous students reported a much lower sense of belonging than their non-Indigenous peers. The largest difference was on the statement “I feel like I belong in school”, which 8% fewer Indigenous students agreed with.</p>
<p>Students in metropolitan schools responded more positively on all of the statements than students in either provincial or remote schools. In particular, a much lower proportion of students in provincial and remote schools felt they belonged in school (11% difference between students in metropolitan schools and those in remote schools). </p>
<p>There were stark differences in the results for different levels of socioeconomic background. In PISA, the socioeconomic index for students is broken into quarters and compared. </p>
<p>Students in the highest quarter of socioeconomic background scored at the OECD average on sense of belonging. These students’ experience of schooling is very different from that of students in the lowest quarter of socioeconomic background. </p>
<p>The differences are large on every item. The largest, again, was on the statement “I feel like I belong in school”, for which there was a 13% gap between the two groups. Just 65% of students in the lowest socioeconomic quartile agreed with this statement, compared to 78% of students in the highest socioeconomic quartile. </p>
<p>Some 73% of low socioeconomic students said they felt awkward and out of place in their school, compared to 82% of high socioeconomic students. There was a similar difference in the proportion of each group of students who said they felt like an outsider at school.</p>
<p>Finally, foreign-born and first-generation students reported a greater sense of belonging than Australian-born students.</p>
<p>Even when taken individually, some of these differences are disturbing. While the majority of Australian students feel a sense of belonging at school, there is a solid core of students who do not feel this way - roughly one in five, or five students in the average classroom.</p>
<p>But we know the issues in individual schools can be much worse than these figures describe. Other than gender, these characteristics are not randomly distributed across the population. </p>
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Read more:
<a href="https://theconversation.com/to-reduce-inequality-in-australian-schools-make-them-less-socially-segregated-95034">To reduce inequality in Australian schools, make them less socially segregated</a>
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<p>For example, there are schools that enrol a large proportion of low socioeconomic background students. The number of students who feel like an outsider, lonely, or awkward will be much higher in these schools than in schools in which there are few such students. </p>
<p>For provincial and remote schools, the proportions could be further inflated, with more students from Indigenous backgrounds and more students at lower levels on the socioeconomic index.</p>
<h2>Trends over time</h2>
<p>Sense of belonging at school in Australia has declined overall between PISA 2003 and PISA 2015. It has declined across all demographic groups. </p>
<p>The largest decline was on the statement “I feel like I belong at school” - with which 88% of students agreed in 2003 but just 72% agreed in 2015. The difference in the proportion who said they felt like an outsider declined by 15%, while the proportion who said they felt awkward or out of place declined by 13%.</p>
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<p><em>Read the full report <a href="https://research.acer.edu.au/ozpisa/30/">here</a>.</em></p>
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<p class="fine-print"><em><span>Sue Thomson does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Australian students, on average, reported a poorer sense of belonging at school than the OECD average. But issues with sense of belonging aren’t distributed evenly across the population.Sue Thomson, Deputy CEO (Research), Australian Council for Educational ResearchLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/863942017-11-02T19:04:07Z2017-11-02T19:04:07ZWe need to make sure the international student boom is sustainable<figure><img src="https://images.theconversation.com/files/191969/original/file-20171026-28041-1lhl9rc.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">International students brought an estimated A$28bn to our economy in 2016-17.</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>In the first seven months of this year, a staggering <a href="https://internationaleducation.gov.au/research/International-Student-Data/PublishingImages/IST_2017/2017Graph_Table1.png">685,000 international students</a> came to Australia to study. About half headed to university to study for undergraduate and postgraduate degrees, most often following on from an intensive English-language course. That’s 82,000 more students than the same time last year – a 15% increase. In stock market parlance, that’s a bull market.</p>
<p>The <a href="http://www.abs.gov.au/">Australian Bureau of Statistics</a> (ABS) <a href="http://www.abs.gov.au/AUSSTATS/abs@.nsf/0/A5FB33BD2E3CC68FCA257496001547A1?Opendocument">recently calculated</a> the economic impact of this influx of students was <a href="http://www.afr.com/leadership/education-exports-are-worth-28-billion-a-year-nearly-20pc-more-than-we-thought-20171005-gyvc8v">A$28bn in 2016-17</a>. This was a A$4.4bn boost on its earlier estimation, thanks to a change in methodology that included interviews with departing students in airport lounges which better captured their spending patterns and visits from family and friends. </p>
<h2>Enrolments are concentrated in big cities</h2>
<p>Australia should be justifiably proud of the fact it is <a href="https://www.britishcouncil.org/sites/default/files/the_shape_of_things_to_come_-_higher_education_global_trends_and_emerging_opportunities_to_2020.pdf">the third largest destination</a> for international students after the US and Britain. It has by far the largest proportion of overseas students enrolled in its universities – nearly 20%. That’s an average of one in five enrolments. </p>
<p>However, enrolment patterns are not evenly spread. While it’s boom time for the small numbers of public universities and private colleges able to capitalise on the incoming tide of newly middle-class students from China and India, others struggle to keep their heads above water.</p>
<p>Federal government <a href="https://internationaleducation.gov.au/research/Research-Snapshots/Documents/International%20Students%20in%20Australian%20Uni_2015.pdf">data</a> neatly paints the picture: in 2015, the Ballarat-based Federation University had the highest proportion of international student enrolments, sitting at 42.5%. However, almost all of them study in high-rise glass campuses in the Melbourne CBD. There were another six universities with international enrolments exceeding 25%. All were in inner city Melbourne and Sydney. Only 10% of inbound students go to regional areas, while Sydney and Melbourne between them attract 65% of all international students. </p>
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<p>Earlier this year, the <a href="https://www.committeeforperth.com.au/">Committee for Perth </a> published a <a href="https://www.committeeforperth.com.au/assets/documents/Bigger-and-Better-Beyond-the-Boom-Introduction.pdf">report</a> bemoaning the fact that Western Australia was failing to capitalise on the boom, and had even witnessed a decline in enrolments over the past 15 years. To compound matters, half of all WA’s international students were enrolled in offshore campuses, particularly those in Malaysia, Dubai and Singapore run by Curtin University.</p>
<p>But why? Surely WA has time zone, cost and lifestyle advantages compared to other states. Reasons for a lack of interest in studying in WA are unclear. Chinese students are particularly disinterested in Perth and surrounds. They may make up one third of all the students heading into Australia for study purposes, but the Chinese account for a relatively low 13.8% of WA’s international student cohort. </p>
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<h2>Concentration has real impacts on infrastructure and housing</h2>
<p>One concern is that the concentration of international students in inner city Sydney and Melbourne is clogging infrastructure, adding to house and rental prices and causing ghettoisation in some residential areas.</p>
<p>To make matters worse, regional universities keen to get their slice of the action have started establishing high-rise glass tower campuses in the inner cities adding to rising pressures.</p>
<p>A recent <a href="https://propertyupdate.com.au/where-do-australian-citizens-live-and-where-do-non-citizens-live/">report</a> from property analytics company <a href="https://www.corelogic.com.au/">CoreLogic</a> found that 65% of Melbourne CBD residents were not Australian citizens. In Sydney’s Haymarket the percentage was 54%, while in Clayton and Carlton in Melbourne the figure hovered around the 50% mark. A total of 17 other suburbs in Sydney and Melbourne, along with a smattering in Brisbane, Perth, Adelaide and Canberra postcodes, all had transient populations in which non-Australians, namely international students, comprised over 35% of the residents.</p>
<p>The question is why. Accommodation in our inner cities is exceptionally expensive even by world standards, giving unscrupulous landlords license to <a href="http://www.abc.net.au/news/2016-05-20/homestay-students-live-in-poor-conditions-to-boost-hosts-budget/7346178">exploit</a> the <a href="http://www.dailytelegraph.com.au/news/sydney-units-crowding-tenants-crammed-into-small-spaces-creating-fire-hazard/news-story/c9f4642c49adb485592b3a58ab9a3a4d">unaware</a>.</p>
<p>A 2016 University of Technology Sydney <a href="https://www.uts.edu.au/sites/default/files/Research%2Binto%2Bthe%2BWellbeing%2Bof%2BInternational%2BStudents%2Bin%2Bthe%2BCity%2Bof%2BSydney_Final_27%2BJuly%2B2016.pdf">report</a> for the City of Sydney agreed. It also pointed to expensive public transport, the fact jobs are hard to come by (and international students are <a href="https://www.border.gov.au/Trav/Stud/More/Work-conditions-for-Student-visa-holders">limited to 20 hours a week</a>) and cultural naivety, which leaves many vulnerable to exploitation. There is little, if any, integration with locals. The report cites alcohol abuse, <a href="http://www.smh.com.au/national/education/high-stakes-for-gambling-students-20131107-2x5cl.html">gambling</a>, sexual and mental health issues, which often go unreported, as barriers for well-being.</p>
<p>On the upside, our inner cities are <a href="http://www.abc.net.au/news/2017-04-07/india-no-longer-fears-students-at-risk-of-racial-attacks/8424124">regarded as safe</a>, despite <a href="http://www.aic.gov.au/media_library/publications/special/001/caisa.pdf">spates of attacks</a> on international students, such as those <a href="http://books.publishing.monash.edu/apps/bookworm/view/A+Home+Away+from+Home%3F+International+Students+in+Australian+and+South+African+Higher+Education/175/OEBPS/c06.htm">in Melbourne in 2008-09</a> and again in <a href="http://www.sbs.com.au/yourlanguage/punjabi/en/article/2016/06/14/indian-international-student-attacked-melbourne">2016</a>.</p>
<p>The challenge now is to ensure the boom in student numbers isn’t undermined by bad experiences and lack of capacity. Marketing and messaging is important for attracting international students to Australia, but we need to encourage them to look beyond the two main cities. The glamour of tourism tends to catch politicians’ attention, but international education is largely left to fend for itself, despite the economic flow on impacts. What is needed is a real, coordinated, practical, focused and strategic oversight of this enormously important sector to ensure its reputation and financial health into the future.</p><img src="https://counter.theconversation.com/content/86394/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Julie Hare works for KPMG.</span></em></p>Australia is currently experiencing one of the largest booms in international student enrolments, which needs to be sustainable if we’re going to continue to benefit economically.Julie Hare, Honorary Senior Fellow, The University of MelbourneLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/766862017-05-30T01:39:52Z2017-05-30T01:39:52ZThe US and Mexico: Education and understanding<figure><img src="https://images.theconversation.com/files/171146/original/file-20170526-6402-1eubcmv.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">The University of California-Mexico Initiative Education Working Group created Project SOL, an online curriculum program that teaches students in their native language.</span> <span class="attribution"><a class="source" href="https://ucrtoday.ucr.edu/30308/teacheredithissakhanian-helps-bryanlima">University of California, Riverside</a></span></figcaption></figure><p>Last week, officials from the U.S. and Mexico revitalized their commitment to fight cross-border smuggling of drugs, arms and money. U.S. officials recognized America’s demand for drugs as “<a href="http://www.cnn.com/2017/05/18/politics/tillerson-mexico-drug-trade/">the magnet</a>” that feeds drug smuggling, and Mexico committed to tackle jointly the elements of the cartels’ business model.</p>
<p>While illegal immigration and drugs dominate much of the public discourse around U.S.-Mexico relations, the partnership between these countries is vital and dynamic in many other ways. </p>
<p>The <a href="https://www.wilsoncenter.org/article/growing-together-economic-ties-between-the-united-states-and-mexico">two neighbors</a> trade over US$1 million a minute, employ many millions in good jobs on both sides of the border, have over a million legal border crossings each day and have over 35 million citizens of shared heritage.</p>
<p>We have devoted years of our professional lives (in government, academic and social sectors) to developing and implementing strategies for improving our countries’ relationship. As such, we’ve been taken aback by the sharply critical U.S. rhetoric about Mexico in recent months and the anti-American sentiment that quickly rekindled in Mexico.</p>
<p>Our most recent work, however, shows that educational and research exchanges can bridge the widening divide, while also building workforces that can help the two nations thrive in the technological revolutions ahead.</p>
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<span class="caption">Attendees of the Anaheim Convention Center rally in 2016 show support for then-presidential candidate Donald Trump.</span>
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<h2>Academic exchanges as long-term bridges</h2>
<p>We have seen firsthand the impact of programs on young Mexicans who returned from U.S. stays with pride, enthusiasm and improved English. We’ve also witnessed how American students interacting with their counterparts in Mexico enhance the appreciation and respect for each others’ countries.</p>
<p>Yet, <a href="https://www.iie.org/en/Research-and-Insights/Project-Atlas/Explore-Data/United-States">student exchange numbers</a> are not encouraging. Mexico ranks 10th for the number of full-time students studying in the U.S., placing it far behind China and India, and also trailing Saudi Arabia, Brazil, Vietnam, and northern neighbor Canada. The story is worse in <a href="http://www.iie.org/Research-and-Publications/Open-Doors/Data/US-Study-Abroad/Leading-Destinations/2013-15">the other direction</a>: Only 4,712 U.S. students were studying in Mexico in 2014-15, 12th among destinations for U.S. students.</p>
<p>There are many reasons for the low numbers, but here is the bottom line: Two such interconnected neighbors should be doing better.</p>
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<p>In 2013, we were a part of launching an initiative aimed at tackling this problem. The <a href="https://mx.usembassy.gov/education-culture/education/the-u-s-mexico-bilateral-forum-on-higher-education-innovation-and-research/">Bilateral Forum on Higher Education, Innovation and Research</a> (known by its Spanish acronym, FOBESII) gathers educators, private citizens, companies and officials from universities and government. Their aim is to expand long-term investments in education and research partnerships between the U.S. and Mexico.</p>
<p>In the <a href="https://mex-eua.sre.gob.mx/images/stories/PDF/AchievementsUSMexicoBilateralForumonHigherEducationInnovationandResearchFOBESII.pdf">past four years</a>, FOBESII has fostered more than 115 new agreements between Mexican and U.S. universities.</p>
<p>Mexico’s federal government allocated an unprecedented $42.9 million for these programs during 2014-16. More than 100,000 Mexican students – many of them from low income families – came to the U.S. as full-time graduate students, as single-semester researchers or in summer programs designed to improve English proficiency. These experiences changed the way students (and their families) viewed <a href="https://comexusfulbright-garciarobles.tumblr.com/">their future potential</a> and, importantly these days, their opinion about the United States was greatly improved.</p>
<p>Unfortunately, the U.S. public funds to support these exchanges were more limited than the investments made by Mexico. Private sector sponsors, however, have worked with the U.S. government to develop <a href="http://www.100kstrongamericas.org/">32 academic projects with Mexican universities</a>, ranging from engineering, physics, geology and health to environmental sciences.</p>
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<img alt="" src="https://images.theconversation.com/files/171037/original/file-20170525-23245-1nw93ql.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/171037/original/file-20170525-23245-1nw93ql.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=450&fit=crop&dpr=1 600w, https://images.theconversation.com/files/171037/original/file-20170525-23245-1nw93ql.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=450&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/171037/original/file-20170525-23245-1nw93ql.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=450&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/171037/original/file-20170525-23245-1nw93ql.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=566&fit=crop&dpr=1 754w, https://images.theconversation.com/files/171037/original/file-20170525-23245-1nw93ql.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=566&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/171037/original/file-20170525-23245-1nw93ql.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=566&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">In 2015, U.S. Ambassador to Mexico Earl Anthony Wayne visits students, who participated in the Fulbright-Garcia Robles program in the U.S., from The Technological University Retoño.</span>
<span class="attribution"><a class="source" href="https://www.facebook.com/USCGGuadalajara/photos/pcb.10153205193770129/10153205192465129/?type=3&theater">Consulate General of the United States Guadalajara</a></span>
</figcaption>
</figure>
<h2>Building things together</h2>
<p>While targeting such exchanges provides opportunities to young scholars and promotes cultural understanding, it can also produce better educated workforces.</p>
<p>Mexico and the United States literally and figuratively <a href="https://www.wilsoncenter.org/sites/default/files/growing_together_economic_ties_between_the_united_states_and_mexico.pdf">build things together</a>, with pieces crossing the border many times before a finished product emerges. American parts and products make up, on average, about <a href="https://www.wilsoncenter.org/sites/default/files/growing_together_economic_ties_between_the_united_states_and_mexico.pdf">40 percent of the value</a> of a finished manufactured product from Mexico. That’s much more than the U.S. contributes to other countries’ manufacturing and positively impacts U.S. jobs and profits.</p>
<p>The “<a href="https://theoutline.com/post/1316/fourth-industrial-revolution-developing-economies">fourth industrial revolution</a>” is unfolding: digital technologies are leading to faster and more complex advances in practically all facets of life. Both countries are going to need better equipped labor forces to maintain this highly integrated production network and to compete with others in the world.</p>
<p><iframe id="lRaMG" class="tc-infographic-datawrapper" src="https://datawrapper.dwcdn.net/lRaMG/3/" height="400px" width="100%" style="border: none" frameborder="0"></iframe></p>
<p>Several ongoing initiatives within the framework of FOBESII will support the goal of better-equipped labor forces. The University of California has raised around $15 million to support <a href="http://www.latimes.com/local/lanow/la-me-ln-uc-napolitano-mexico-20170323-story.html">programs linking their universities with Mexican institutions</a>. Universities in <a href="http://www.contex.utsystem.edu/">Texas</a> and <a href="https://global.arizona.edu/unam-ua">Arizona</a> have developed similar programs, focusing on research in energy, the environment and other common topics in science and technology. The U.S. <a href="https://www.nsf.gov/">National Science Foundation</a> and Mexico’s <a href="http://www.conacyt.mx/">National Council of Science and Technology</a> have created 12 more joint projects.</p>
<p>Michael M. Crow, President of Arizona State University, described the rationale behind <a href="https://mexico.asu.edu/">his school’s partnerships</a> this way:</p>
<blockquote>
<p>“We share a border and many common interests with Mexico. It’s natural that we seek stronger ties through education, research and innovation so we can help each other prepare for the challenges and the changing nature of the advanced workforce of the 21st century.”</p>
</blockquote>
<p>Every year, we’ve seen many more students and universities who want to participate than the current funding allows.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/171045/original/file-20170525-23241-far5e6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/171045/original/file-20170525-23241-far5e6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/171045/original/file-20170525-23241-far5e6.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/171045/original/file-20170525-23241-far5e6.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/171045/original/file-20170525-23241-far5e6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/171045/original/file-20170525-23241-far5e6.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/171045/original/file-20170525-23241-far5e6.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">In 2016, The University of Texas and Mexico’s National Council of Science and Technology launched ConTex as a collaborative effort to foster scientific training and research between the U.S. and Mexico.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/university-texas-ut-against-blue-sky-221247628?src=Zs_09zwewWXn9z1ZcvH_ww-1-14">f11photo/shutterstock.com</a></span>
</figcaption>
</figure>
<h2>Investing in the future of North America</h2>
<p>Historically, other neighbors in the world have made similar strategic decisions to invest in educational partnerships. The <a href="http://www.erasmusprogramme.com/">European Erasmus</a> program, for instance, has been supported by billions of dollars of funding since it was established in 1987. Over <a href="http://europa.eu/rapid/press-release_IP-13-1110_en.htm">three million students</a> have studied in other countries at over 4,000 post-secondary institutions. Aside from the academic value of the program, it has contributed to crafting <a href="https://doi.org/10.1080/09571736.2016.1210911">a more robust European vision</a> among the youth.</p>
<p>As with European cooperation, the comparatively modest U.S.-Mexico efforts are not about charity – or even just education. They concern the strategic interests of neighbors in the face of global competition, technological revolutions, and persistent prejudices that strain relations between neighbors.</p>
<p>Mexico and the United States will remain neighbors. Their shared challenges will not disappear, but shared opportunities could be missed. We should double down on overcoming our misunderstandings and solving concrete problems together. Learning and researching together will definitely help.</p><img src="https://counter.theconversation.com/content/76686/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Earl Anthony Wayne is affiliated with the Wilson Center, the Atlantic Council, the Center for Strategic and International Studies, the American Foreign Service Association. He is an advisor to HSBC bank on countering illicit finance.</span></em></p><p class="fine-print"><em><span>Sergio M. Alcocer is affiliated with the National Autonomous University of Mexico (UNAM), México Exponencial, the Mexican Council for International Affairs (COMEXI), the US National Academy of Engineering and the Mexican Academy of Engineering. </span></em></p>Despite hard work by both governments to overcome mistrust, more is needed to build mutual understanding between Americans and Mexicans. Educational partnerships may hold the answer.Earl Anthony Wayne, Visiting Professor of International Affairs, Hamilton CollegeSergio M. Alcocer, Research Professor, Institute of Engineering, Universidad Nacional Autónoma de México (UNAM)Licensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/296812014-08-27T14:13:06Z2014-08-27T14:13:06ZThe UK government is undermining one of its most valuable exports: education<figure><img src="https://images.theconversation.com/files/57509/original/bn9gtf5t-1409133265.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Congratulations... you made it in!</span> <span class="attribution"><a class="source" href="https://www.flickr.com/photos/birkbeckmediaservices/9949737106/sizes/l">Birkbeck Media Services Centre</a>, <a class="license" href="http://creativecommons.org/licenses/by-nc-nd/4.0/">CC BY-NC-ND</a></span></figcaption></figure><p>International orientation weeks for new overseas students are looming for universities across the UK. At all our international airports you will soon see welcoming parties assembling to meet and greet these new arrivals. At my university, Aston, more than 20% of our students are from overseas, from more than 120 different countries. </p>
<p>But across the UK there a threat is emerging to our ability to attract overseas students and reap the rewards they bring – over <a href="http://blog.universitiesuk.ac.uk/2014/04/04/study-highlights-value-of-international-students-to-the-uk/">£4bn in fees and accommodation</a> in 2011-2012.</p>
<p>It’s worth looking at how the number of international students has grown. A <a href="http://mobility.britishcouncil.kiln.it/">new infographic</a> by the British Council allows us to track the numbers of students who have come to sample UK higher education since 1996, when 199,000 students came here, up until 2012, when the numbers had risen to more than 430,000. Back in the 1990s, Greece and Malaysia were top of the list of countries of origin, with Nigeria just making it into the top 20. Now China is way out in front and Nigeria in fifth place. </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/57532/original/3qqmk6yq-1409143832.PNG?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/57532/original/3qqmk6yq-1409143832.PNG?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/57532/original/3qqmk6yq-1409143832.PNG?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=368&fit=crop&dpr=1 600w, https://images.theconversation.com/files/57532/original/3qqmk6yq-1409143832.PNG?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=368&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/57532/original/3qqmk6yq-1409143832.PNG?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=368&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/57532/original/3qqmk6yq-1409143832.PNG?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=463&fit=crop&dpr=1 754w, https://images.theconversation.com/files/57532/original/3qqmk6yq-1409143832.PNG?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=463&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/57532/original/3qqmk6yq-1409143832.PNG?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=463&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Students coming into the UK in 2012, by country of origin.</span>
<span class="attribution"><a class="source" href="http://mobility.britishcouncil.kiln.it/">British Council</a></span>
</figcaption>
</figure>
<p>But for the first time in 30 years, there has been a decline in the numbers of overseas students coming to the UK – from 435,005 in 2011 to 431,905 in 2012. For specific countries the decline is startling – 20,000 students came from India in 2012 compared to 33,000 in 2010. </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/57529/original/jd9j5d9j-1409138316.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/57529/original/jd9j5d9j-1409138316.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/57529/original/jd9j5d9j-1409138316.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=338&fit=crop&dpr=1 600w, https://images.theconversation.com/files/57529/original/jd9j5d9j-1409138316.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=338&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/57529/original/jd9j5d9j-1409138316.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=338&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/57529/original/jd9j5d9j-1409138316.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=425&fit=crop&dpr=1 754w, https://images.theconversation.com/files/57529/original/jd9j5d9j-1409138316.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=425&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/57529/original/jd9j5d9j-1409138316.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=425&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption"></span>
</figcaption>
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<p>The impact of these declining numbers is not just economic. A <a href="http://www.parliament.uk/business/committees/committees-a-z/lords-select/science-and-technology-committee/news/international-stem-student-report/">recent report</a> from the House of Lords Science and Technology Select Committee identified the “unprecedented fall” in the numbers of international students enrolling in science, technology, engineering and mathematics courses – a fall of over 10% in the past two years.</p>
<p>The evidence is that the <a href="http://www.bbc.co.uk/news/education-26836962">decline in overseas recruitment</a> is directly related to the changes in immigration rules in this country, to the inclusion of <a href="https://theconversation.com/universities-lack-the-lobbying-clout-to-exempt-students-from-migration-target-30948">student numbers in the net migration targets</a> and the perception of an unwelcoming and obstructive attitude to those wishing to come to the UK to study.</p>
<h2>Rules tightening</h2>
<p>The new rules and requirements for acquiring student visas have been <a href="http://www.theguardian.com/education/2012/may/17/new-rules-overseas-students-universities/">described as Kafkaesque</a>. It has been estimated that UK universities now have to spend £67m a year just on visa compliance activities to ensure they don’t lose their treasured Highly Trusted Sponsor status. </p>
<p>The rules associated with this have just been <a href="https://www.gov.uk/government/news/new-measures-to-tighten-up-the-immigration-system">made more difficult</a>. Currently, educational institutions cannot enjoy highly trusted sponsor status if 20% or more of the individuals they have offered places to are refused visas. But that figure will be cut to 10% in November.</p>
<p>It is clear that the obstacles are only getting higher. <a href="http://www.parliament.uk/business/committees/committees-a-z/lords-select/science-and-technology-committee/news/international-stem-student-report/">Visas can be refused</a> on the grounds that a student only has the “correct funds” in their bank account for 27 as opposed to 28 days, or if fluctuations in the exchange rate cause these funds to dip temporarily below the required minimum.</p>
<p>And for those students who manage to navigate the visa minefield, it is <a href="http://www.timeshighereducation.co.uk/422366.article">being made clear</a> that this country wants them to leave as soon as they have graduated. The <a href="http://immigrationmatters.co.uk/post-study-work-visa-to-be-abolished.html">post-study work</a> visa which allowed graduates two years to find employment was abolished in 2012.</p>
<p>Graduates have to find a sponsoring employer and earn a minimum of £20,500 to be able to stay on, even if they are working in a <a href="http://www.visabureau.com/uk/shortage-occupations-list.aspx">shortage occupation</a> such as engineering.</p>
<p>There was even a point last year when coming back for graduation appeared to be under threat, with the <a href="http://www.newstatesman.com/politics/2013/07/why-theresa-may-should-back-down-immigration-bonds">proposed introduction of £3,000</a> “visitor bonds”, now abandoned.</p>
<h2>Cross-party calls for change</h2>
<p>Complaints against the negative effect that immigration policies are having on overseas recruitment are not just coming from the university sector, or from opposition parties but from within the government itself and from its supporters. </p>
<p>Tory grandee <a href="http://www.theguardian.com/education/2014/aug/25/heseltine-cut-foreign-students-figures-lower-net-migration-conservatives">Michael Heseltine</a>, shortly followed by deputy prime minister <a href="http://www.bbc.co.uk/news/uk-politics-28922706">Nick Clegg</a>, have now called for overseas student numbers to be removed from the net migration targets. </p>
<p>This would also seem to be echoed by the government’s potential electorate. A <a href="http://www.universitiesuk.ac.uk/highereducation/Pages/UUKBritishFutureInternationalStudentsreport.aspx#.U_y1RWPp_Ip">new survey</a> published by Universities UK shows public support for the “decoupling” of overseas student numbers from net migration targets, with a significant proportion of this support from Conservative voters. </p>
<p>But the government, or more specifically the Home Office, does not appear to want to listen. Every single one of the recommendations from the House of Lords Select Committee report of the impact of immigration policies on international student science recruitment <a href="http://www.parliament.uk/business/committees/committees-a-z/lords-select/science-and-technology-committee/news/response-international-stem-students/">were rejected in July</a>. </p>
<p>Both <a href="http://www.theguardian.com/world/2014/jan/17/student-visa-applications-rise-strongly-after-tough-three-years">Australia</a> and the <a href="http://www.britishcouncil.org/new/PageFiles/15740/British%20Council%20UK%20visas%20impact.pdf">US</a> have suffered the sort of downturn in international student numbers that is emerging in the UK and have had to reverse the associated immigration policies accordingly.</p>
<p>Surely there is enough evidence emerging and enough of an outcry accumulating for the Home Office to realise the harm that is being done to one of this country’s most valued products.</p>
<p>They <a href="https://www.gov.uk/government/publications/international-higher-education-in-the-uk-wider-benefits">also bring</a> cultural diversity onto our campuses and take home positive memories of studying in the UK, generating important “soft power” networks for this country. Turning away overseas students in order to pander to ill-informed concerns about migration is storing up a huge problem for the future. </p>
<hr>
<p><em>For more, read Cardiff University Vice-Chancellor Colin Riordan’s article: <a href="https://theconversation.com/drop-in-overseas-students-adds-to-universities-cash-woes-25451">Drop in overseas students adds to universities’ cash woes</a></em></p><img src="https://counter.theconversation.com/content/29681/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Gina Rippon does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>International orientation weeks for new overseas students are looming for universities across the UK. At all our international airports you will soon see welcoming parties assembling to meet and greet…Gina Rippon, Pro Vice Chancellor (International), Aston UniversityLicensed as Creative Commons – attribution, no derivatives.