Transcript INTERNALIZATION AND TEACHER EDUCATION: EXPERIENCES …

INTERNALIZATION AND TEACHER
EDUCATION: EXPERIENCES FROM
THE SCHOOL OF EDUCATION ,
UNIVERSITY OF NAIROBI
BY
PROF. GENEVIEVE WANJALA , PhD.
INTRODUCTION
• International Relations was born in 1919 when
the Woodrow Wilson Chair in International
Relations was created at the University of Wales.
• The discipline is rooted in Liberalism ,which
suggests that individuals are basically good and
they are capable of meaningful co-operation to
promote positive change.
• Liberalism stresses interdependence among inter
alia international institutions.
THEORETICAL BASIS OF
INTERNATIONALIZATION
• The idea that human nature is basically good
and that individual self interest can be
harnessed by society to promote aggregate
social welfare can be traced back to the
writings of Adam Smith and Immanuel Kant.
• Quoting Lynch (1999) Cambridge (2013)
actually confirms that Internationalism
denotes a cosmopolitan and non-parochial
stance towards obligation beyond borders.
CONTRASTING PERSPECTIVES
INTERNATIONALIST
• An orientation towards
international relations with
aspirations for the
promotion of peace and
understanding between
nations.
• a transformative discourse
which locates all fields of
inquiry in a supra-national
frame of reference and
upholds the course of peace
GLOBALIST
• Influenced by and contributing
to the global diffusion of the
values of free market
capitalism
• Education may be compared
with other globally marketed
goods and services such as
soft drinks , and humbergers ;
a reliable product conforming
to consistent quality standards
throughout the world
CONTRASTING PERSPECTIVES CONTD
INTERNATIONALIST
• An existential , experiential
philosophy of education
which values the moral
development of the
individual and recognizes
the importance of service to
the community and the
development of a sense of
responsible citizenship
GLOBALIST
• Serves a market which
requires the global
certification of educational
qualifications for portability
between schools and
transferability between
systems
CONTRASTING PERSPECTIVES CONTD
INTERNATIONALIST
• Curriculum areas are
progressive in the sense that
they are learner-centred and
aim to develop the individual ;
linked to development of
attitudes and values
• Celebrates cultural diversity
and promotes international
co-operation and
internationally-minded
outlook
GLOBALIST
• Longitudinal research ,
designs to track transition
between programmes and
between school or
university and work
• Leading to global , cultural
convergence towards the
values of the trans-national
capitalist class
EXPERIENCES IN MULTICULTURISM FROM SOE
UON
STUDENT ENROLMENTS
Internationalism in higher education is
an issue that is the focus of increasing
attention in the University of Nairobi.
The
spirit
of
multi-culturism
in
education has become a priority more
than ever. This is seen not just in
enrolment statistics
EXPERIENCES CONTD
EMPLOYABILITY – QUALITY
GRADUATES
The spirit of multi-culturism in
education has shifted from a concern
with the formation of a tolerant and
democratic national citizen who can
work with and through difference … to
a more strategic use of diversity for
competitive advantage in the global
workplace. Because of the quality of
our programmes , the graduates from
our B.Ed. programmes have been
deployed and re-deployed to other
countries in the region such as
Mauritius , Rwanda and South Sudan
EXPERIENCES CONTD
INTERNATIONAL REPUTATION &
INCREASE IN REVENUE
At institutional level, institutions too
are increasingly motivated by their
desire to enhance their own
international reputation and also by
their need to increase their revenues.
Such motives are often driven by the
tight national competition for students
and/or adverse public funding
conditions
We have used the internalization
strategy to attract international
students mainly from Turkey.
EXPERIENCES CONTD
INTERNALIZATION PRINCIPLES AND
PRACTICES [BENCHMARKING]
Internationalization also requires an
active, concerted effort to ensure that
institutional practices and programs
successfully balance academic,
financial, prestige and other goals.
It requires institutions everywhere to
act as responsible global citizens,
committed to help shape a global
system of higher education that values
academic integrity, quality, equitable
distribution of resources.
EXPERIENCES CONTD
STAFF MOBILITY
The notion of “brain circulation” is
gaining currency, with a recognition
that scientists working overseas very
often return to their home countries in
due course, or transfer knowledge,
expertise and sometimes industrial
cooperation.
Between the period 2011 and 2012 ,
the SOE did send members of
academic staff to the Republic of
South Sudan at the request of the
Government of South Sudan.
EXPERIENCES CONTD
QUALITY PROGRAMMES
The balancing of multiple intended
outcomes while preserving essential
institutional core values and missions
is both a challenge and an opportunity.
I must say that the international
component of students in midst has
forced us to review our curricula and
programmes in general to meet the
needs of the international market.
CONCLUSION
• The goals of internationalization are continuously
evolving, ranging from educating global citizens,
building capacity for research, to generating income
from international student tuition fees and the quest to
enhance institutional prestige.
• New forms of internationalization such as branch
campuses abroad, distance learning programs with a
global reach, international educational hubs and
networks now complement traditional initiatives such
as student and staff mobility, curriculum change and
international institutional linkages for teaching and
research.