EUROPE AND THE GLOBAL SOUTH - Discussing international education
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Discussing international education
EUROPE AND
THE GLOBAL SOUTH
11 iKudu: Stronger together
20 In conversation with Wondwosen Tamrat
24 Capacity Building: lessons from COVID-19
42 Colonisation: past, present, future?
SPRING
2021
CONTENTS
04 EDITORIAL
05 CONTRIBUTORS
06 NAVIGATING THE NORTH–SOUTH DIVIDE
Getting the lay of the land in relations between North and South
08 THE THIRD SCRAMBLE FOR AFRICA
The competition for African minds runs the risk of repeating history
11 iKUDU: STRONGER TOGETHER
Africanisation, internationalisation and decolonisation as parallel processes
14 DIGITAL AFRICA: BUILDING CAPACITY FOR THE FUTURE
Investments in skills and infrastructure to help even the playing field
17 THE FINE LINE BETWEEN INTERNATIONALISATION & RECOLONISATION
Guidelines for helping without harming
20 IN CONVERSATION WITH WONDWOSEN TAMRAT
Founding President of St. Mary’s University, Ethiopia, on the value of
interdependence
24 CAPACITY BUILDING: LESSONS FROM COVID-19
Published by Evolving approaches to collaboration at a distance
European Association for International Education
PO Box 11189, 1001 GD Amsterdam, the Netherlands
e-mail info@eaie.org 28 FROM PANDEMIC TO PARADIGM SHIFT
www.eaie.org Recalibrating Brazil’s relationships with the Global North
Editor Douglas Proctor
Publications Committee Douglas Proctor (Chair), 30 BOOSTING YOUTH EMPLOYMENT IN LATIN AMERICA
Jos Beelen, Han Aarts, Lucia Brajkovic, Ragnhild Berg, Exploring tools for promoting employability
Jacob Gibbons
Associate Director, Knowledge Development and Research 34 EUROPE AND INDIA: A SYMBIOTIC RELATIONSHIP
Laura E. Rumbley India’s evolving approach to sharing knowledge
Head of Marketing and Communications
Kellie Diepstraten
Editorial Coordinator Jacob Gibbons 36 BOLOGNA IN KAZAKHSTAN
Graphic Designers Maeghan Dunn, Nhu Nguyen A European framework adapted to Central Asian realities
e-mail publications@eaie.org
39 NEVER WASTE A GOOD CRISIS
Printed by Drukkerij Raddraaier, Amsterdam Turning a liability into an asset
Copyright © 2021 by the EAIE
All rights reserved. Extracts from Forum may be repro- 42 COLONISATION: PAST, PRESENT, FUTURE?
duced with permission of the EAIE. Unless stated otherwise, Decolonisation as one equitable way forward
opinions expressed by contributors do not necessarily
reflect the position of the EAIE.
44 TOWARDS SOUTH–SOUTH–NORTH PARTNERSHIPS
ISSN 1389-0808 Reorienting relationships across the globe
Cover photo: Europa Point Lighthouse
overlooking the Strait of Gibraltar (Shutterstock) 47 EAIE BLOG SPOT
EUROPE AND
THE GLOBAL SOUTH 03
11
“Diversity is the foundation from
which equal partnerships can be
developed”
iKUDU: STRONGER TOGETHER
20
“We don’t have to look for Northern
solutions for local problems. We
have had our own ways of solving
problems for ages and ages”
IN CONVERSATION WITH WONDWOSEN TAMRAT
24
“Contexts are always changing, and
true impact is made when our projects
change along with them”
CAPACITY BUILDING: LESSONS FROM COVID-19
42
“Higher education internationalisation
is generally characterised by Northern
domination and Southern dependencies”
COLONISATION: PAST, PRESENT, FUTURE?
04 EUROPE AND
THE GLOBAL SOUTH
CONTRIBUTORS
Erich Thaler Petra Pistor Marcela Wolff
Senior Manager, Networks and International Quality Manager & Senior Consultant, FH Director Business Development Latin America,
Partnerships, University of Basel, Switzerland Münster Uni. of Applied Sciences, Germany ICEF, Colombia
Erich is Chair of the EAIE Expert Community A trip to Rwanda sparked Petra’s fascination Marcela was International Relations Director at a
Cooperation for Development. In his free time, with East Africa. She loves jogging in the Kenyan private university in Colombia for 10 years before
you might find him practicing Tai-Chi, listening to highlands and eating East African Chapati with her current role. She enjoys travelling to small
medieval music or dancing the tango. sugar for breakfast. towns in Colombia to discover new destinations.
Alicia Betts James Kennedy Nidhi Piplani Kapur
International Strategic Projects, Universitat de Internationalisation Adviser, University of Head, Symbiosis Centre for European Studies,
Girona, Spain Yangon, Myanmar India
Alicia’s love for connecting people and ideas led A three-month school exchange in Germany set Digitalisation and strategic partnerships are
her to a career in internationalisation. She loves off James’s career in international education. He among Nidhi’s key areas of expertise. Her hobbies
the outdoors, and often has her best ideas while is currently semi-retired and is an elected local include travelling, cooking, badminton and danc-
hiking or running in nature. councillor for the Green Party in the UK. ing to Bollywood numbers.
Michelle Greene Mark Vlek de Coningh Amruta Ruikar
Team Lead, Centre for International Relations, Partnerships & Programme Developer, Nuffic, Head, International Students Admissions and
Fontys International Business School, the the Netherlands Promotions, Symbiosis Centre for International
Netherlands Mark has studied in the Netherlands and Hong Education, India
Michelle went on Erasmus exchange to Berlin in Kong. He is also a hobby photographer, especially Amruta works on international student recruitment
1987, the programme’s inaugural year. Outside of interested in landscape and astrophotography. and engagement on campus. In her free time you
work, she is passionate about cooking. might find her dancing or binge-watching Netflix.
Huba Boshoff
Eva Kagiri-Kalanzi Chief Representative, Nuffic Neso South Martha C. Merrill
Programme Manager, Association of Research Africa/Southern Africa Associate Professor of Higher Education
Managers and Administrators, UK Chance and opportunity led Huba to a fulfilling Administration, Kent State University, USA
Eva’s work focuses on cooperation, partnership career in international education. Her areas of Martha’s historical interest in Central Asia led her
building and knowledge exchange. She can do expertise include partnership development and to complete a Master’s in Islamic Studies focused
a front flip on the trampoline and also considers Internationalisation at Home. on the region. Outside of work you’ll likely find her
herself “an excellent rubbish cook”. listening to classical music and opera.
Gabriel Brito Amorim
Roseanna Avento English Teacher, Federal University of Espírito Hala Dimechkie
Global Development Manager, University of Santo, Brazil Director, Office of International Programs,
Eastern Finland Gabriel is engaged in assessment of international- American University of Beirut, Lebanon
Roseanna believes that education is the key to isation processes in higher education institutions. Hala oversees study abroad and international stu-
sustainable livelihoods and communities. She He loves cooking and frequently invites friends dent services. Cooking is a favourite hobby of hers,
loves reading about ancient food cultures. and family for a meal. and she loves to hike in the mountains of Lebanon
with her husband and friends.
Reinout Klamer Kyria Finardi
Senior Lecturer and Researcher, The Associate Professor, Federal University of Samia Chasi
Hague University of Applied Sciences, the Espirito Santo, Brazil Strategic Advisor, International Education
Netherlands Kyria’s area of expertise is in language policy Association of South Africa
Reinout grew up in both Botswana and the Neth- and decolonial perspectives in higher education. Samia grew up in East Germany and lives in South
erlands. In addition to these countries, he has also When she’s not at work, she is working on herself Africa. Along the way, she has studied in Germany,
studied in South Africa, Taiwan and Belgium. or doing volunteer work for others. Scotland, Russia and South Africa.
Lize-Mari Mitchell Felipe Guimarães Elizabeth Colucci
Lecturer, University of Limpopo, South Africa Translator-Interpreter, International Office, Projects and Programme Director, OBREAL
Lize-Mari’s passion for multimodal, innovative Federal University of Espirito Santo, Brazil Global Observatory, Spain
teaching methods led her to work on the iKudu Felipe is interested in multilingualism in higher Elizabeth has studied in the USA, France, the UK
project. In her free time she makes artwork with education and developing policies to support and Belgium. Her professional focus is on strategy
oil, charcoal and pastels. international and intercultural education. development, mobility and regional integration.
Katherine Wimpenny Sandra Rincón Nico Jooste
Professor of Research in Global Education, Founder and President, NL Alumni Network, Senior Director, African Institute for Higher
Coventry University, UK the Netherlands Education Internationalisation, South Africa
Katherine’s work focuses on comprehensive inter- Sandra has been an immigrant since she was Nico’s interest in the history of the Cold War in
nationalisation and decolonisation of education 10 years old. In her free time, she enjoys hiking, Southern Africa led to a career in opening the
practices. In her free time, she enjoys running, making digital photo albums and having a glass world to his students after the end of Apartheid.
cycling, watching films and cooking. of wine by the beach.
EUROPE AND
THE GLOBAL SOUTH 05
EDITORIAL
T
his issue of Forum shines a to a reflection by Petra Pistor on new
spotlight on the longstanding opportunities for cooperation as a result of
ties between European higher the digital turn. Writing from Myanmar,
education institutions and the ‘Global James Kennedy challenges the assump-
South’, a contested term used here to refer tions inherent in Global North perspec-
to countries facing development challeng- tives on internationalisation and puts
es in various world regions. In compil- forward five principles as a basis for good
ing this issue, we were keen to enable practice in collaboration.
readers to deepen their understanding I’m delighted that Prof Wondwosen
of engagement between Europe and the Tamrat agreed to be interviewed for this
Global South, highlighting successes and issue. As President of a relatively new
challenges related to collaboration and university in Ethiopia, Prof Tamrat holds
focusing on opportunities for the future. degrees from institutions in Ethiopia, the
Similarly, we wanted to understand a little United Kingdom and Australia, and serves
more about the state of internationalisa- as a member of the International Adviso-
tion in the various countries considered ry Board of the International Journal of
to be part of the Global South, and how African Higher Education. Drawing on
or whether this was shaping the perspec- his experiences in both the Global South
tives or priorities of European institutions and Global North, Prof Tamrat reflects
in working with Southern partners and on potential brain drain from Africa and peers in the Global South to boost youth
stakeholders. As Chair of the EAIE the modern-day legacy of Africa’s colonial employability.
Publications Committee, I am indebted to history as reflected in higher education and Following a series of institutional and
members of the EAIE Expert Commu- research. Rather than framing the rela- national case studies – from India (by Ni-
nity Cooperation for Development, both for tionship between Europe and the Global dhi Piplani Kapur and Amruta Ruikar),
their commitment to publicising the call South in terms of dependence or inde- from Krygyzstan (by Martha C. Merrill),
for proposals for this issue and for their pendence, he advocates an interdependent and from Lebanon (by Hala Dimechkie)
contributions as authors. future in relation to research capacity, – this issue then closes with reflections
Indeed, this issue opens with a synthe- student flows and collaboration on the UN on the broader architecture of North-
sis of key policy drivers and issues related Sustainable Development Goals. South relations. Samia Chasi challenges
to the split realities between Global A further set of articles examines more international education practitioners and
South and Global North authored by closely the impact of the current public scholars to consider their work through
members of the Steering group from this health pandemic on collaboration between the lens of colonisation, recolonisation
Expert Community (including the Chair, Europe and the Global South. Mark Vlek and decolonisation, while Elizabeth
Erich Thaler). Roseanna Avento and Eva de Coningh and Huba Boshoff discuss some Colucci and Nico Jooste advocate for
Kagiri-Kalanzi then provide a historical of the initial impacts of COVID-19 on South–South–North partnerships as a
perspective on European connections capacity building projects led by Nuffic (the new modality for collaboration. These
with Africa, from the initial ‘scramble Dutch organisation for internationalisation closing reflections on the overarching
for Africa’ through to the more inclusive in education), while Felipe Guimarães, structures of Europe’s relationships
agenda-setting of the EU-Africa Strategy. Kyria Finardi and Gabriel Amorim look at with the ‘Global South’ leave us with a
Following this introduction, a series positive (if unexpected) effects of the pan- hopeful, thoughtful glance ahead towards
of articles looks at capacity building in demic on collaboration with Brazil. Sandra what tomorrow’s more equitable and mu-
the context of decolonisation, from a Rincón and Marcela Wolff add a further tually enriching North–South partner-
description of the iKudu project (a South perspective from Latin America, with a ships may hold.
African–European capacity development compelling article about how careers service — DOUGLAS PROCTOR, EDITOR
project funded by the European Union) professionals in Europe can work with their PUBLICATIONS@EAIE.ORG44 EUROPE AND
THE GLOBAL SOUTH
towards
south–South–North
partnerships
Photo: ShutterstockEUROPE AND
THE GLOBAL SOUTH 45
Today’s global challenges require a new way of connecting across
borders to solve shared problems. New networks are emerging
to better connect institutions in ways that put the Global South in
centre stage.
A
ccording to the Oxford Martin Commission’s OBREAL Global’s mission is divided into two parts:
report Now for the Long Term1, attempts to solve 1. To promote dialogue and synergies between govern-
today’s global challenges are undermined by the ments, academia and society, taking into account the
absence of a shared global vision. Global connectedness specificities and heterogeneity of regions around the
and the free movement of people seem to be taken for world.
granted even as protectionism grows to the detriment of 2. To create cross-regional and truly global SSN bridges
multilateralism. As such, we urgently need to develop new for enhanced development in higher education and
cooperation paradigms. research, via collaborative multi-regional projects and
South–South cooperation – defined as an exchange of knowledge production.
expertise between governments, organisations and individ-
uals in the Global South – requires a new focus, especially While OBREAL Global has over a decade of experi-
in terms of its relationship to the North. One solution ence with EU projects that target development cooper-
could be to place greater emphasis on South–South–North ation in higher education (such as the Erasmus Mundus
(SSN) cooperation, driven by higher education. programme, Alfa, TEMPUS and Erasmus+), it has now
This should entail developing platforms for dialogue taken on the challenge of finding appropriate funding
that speak to a multiplicity of cultures, advance common schemes that specifically support SSN collaboration. The
understanding and promote a more collaborative and EU programmes do offer possibilities for global collabo-
equitable world. SSN cooperation must develop an agenda ration between diverse regions, and such funding has had
that is driven equally by South and North, acknowledges a tremendous influence on universities in regions across
fundamental differences and celebrates and pursues shared the globe, but extremely few multi-regional projects are
interests such as the Sustainable Development Goals. selected, as the programmes’ complex funding instruments
do not facilitate these.
GLOBALLY RESPONSIVE AND INCLUSIVE
The OBREAL Global Observatory – an association of CROSS-REGIONAL EXCHANGE
diverse, internationally oriented academic and research Such limitations are not just found in EU programmes:
institutions, as well as university associations and networks Africa and Latin America, for example, share many com-
from Europe, Latin America, the Middle East, Africa mon priorities, yet higher education cooperation between
and Asia – is reconstructing its modes of cooperation to the two is not politically visible or systematically financed
effectively foster and advocate more targeted, responsive by the South or the North. Past initiatives such as those
and structured SSN cooperation. financed by Brazil, Russia, India and China seem to have
Originally born as a European Union (EU) project to faded as political spheres of influence have evolved.
promote bilateral, multi-thematic relations between the EU The EU’s new fascination is with Africa (as evidenced
and Latin America, the Barcelona-based association has by the recently agreed EU budget for development coopera-
evolved its structure and membership to become more glob- tion, as well as in the communication on the European Ed-
ally responsive and inclusive, moving beyond the somewhat ucation Area and its global dimension), yet no one speaks
antiquated approach of bi-regional cooperation through of multi-regional alliances and approaches to meet Europe’s
which Europe has traditionally divided the world into silos. recovery objectives or development cooperation goals. This46 EUROPE AND
THE GLOBAL SOUTH
has its ramifications in the way we work is committed to university integration As an example, SARUA is a strategic
academically, in student and research in southern Africa, co-leads the Africa partner for implementing the Harmonisa-
mobility flows and in the general shape of Chapter of OBREAL Global, identifying tion of African Higher Education Quality
development cooperation processes. core priorities and projects that should Assurance and Accreditation Initiative,
Taking again the example of Latin change the perspective of South–South an EU-funded programme to support the
America and Africa, some universities cooperation, rendering it multi-regional strategic partnership between Africa and
have worked bilaterally in research; how- and not simply intra-regional or African. the EU and to help to achieve the Afri-
ever, at the level of university associations SARUA represents the public and can Union’s integration goals in higher
and networks, cooperation tends to be private universities of the 16 countries that education, particularly in quality assur-
relegated to separate circles. This does not form the Southern African Development ance. This will help reinforce SARUA’s
reflect the internationalisation agenda of Community (SADC). As such, it is in- role as a promoter of regional integration
many Latin American universities, which herently South–South, enabling collabo- and a protagonist of African continental
is increasingly diversifying globally, nor rative networks and partnerships for the integration. Through OBREAL Global,
does it reflect the common challenges and development of the region’s institutional which leads the team implementing the
historical ties that the two regions share. and human capacity. Its vision is to be a harmonisation initiative, challenges and
The linguistic barrier to cooperation dynamic catalyst for higher education re- successes within Africa’s continental
between certain regions is becoming vitalisation and innovation in the SADC. integration process may be reflected more
increasingly easy to circumvent, as is However, it realises that it cannot do this globally, allowing examples and lessons to
extensive and costly travel (a potentially with an inward-looking vision; part of the be taken from other regions of the world.
positive effect of the pandemic). With the reason behind its decision to partner with SSN collaboration requires dynamic
growing emphasis on contributing to the OBREAL Global was to enable its mem- higher education platforms that seek
Sustainable Development Goals through bers to form part of a network of regional new approaches to connect networks and
higher education, SSN multi-regional organisations across the globe. associations in different parts of the world.
partnerships should be the way forward, Through the Africa chapter and the That this is being done by organisations
embraced by financial instruments, de- inter-chapter activities, SARUA members such as OBREAL Global and SARUA
velopment banks and other international will participate in dialogues, projects and without explicit and dedicated funding
partners and donors. benchmarking processes that strengthen mechanisms implies both a challenge and
their role in contextually relevant develop- an opportunity. While it is important that
THE NEXT CHAPTER ment. For example, SARUA is chairing a stakeholders in the South and the North
OBREAL Global is attempting to move working group that aims to assess interna- chart their own path together, irrespective
the compass on this topic by developing tionalisation trends globally and the extent of external funding, the international
regional ‘chapters’ for South America, the to which they incorporate and prioritise partner and donor community should rec-
Caribbean, Central America, Africa and SSN relations. This working group is also ognise and fund truly SSN multi-regional
India. These chapters are driven by mem- driven by the Grupo Montevideo Asso- solutions to help solve the major challeng-
bers of OBREAL Global, many of which ciation of Universities in South America, es the world faces today.
are important regional higher education the Association of Colombian Universities — NICO JOOSTE & ELIZABETH COLUCCI
associations. Each has developed its own and the OBREAL Global India chapter
work plan based on the dynamics of the chair: Symbiosis International University.
1. Oxford Martin School. (2013). Now for the long
region and its needs. An inter-chapter term: The report of the Oxford Martin Commission
board promotes dialogue between the WORKING IN HARMONY for Future Generations. University of Oxford.
https://www.oxfordmartin.ox.ac.uk/downloads/
chapters and defines joint projects and SARUA also has the opportunity to shape commission/Oxford_Martin_Now_for_the_Long_
Term.pdf
work groups. global dialogue and collaboration between
The Southern African Regional various regions with which southern Afri-
Universities Association (SARUA), which can institutions do not traditionally work.You can also read
