INTERNALIZATION AND TEACHER EDUCATION: EXPERIENCES FROM THE SCHOOL OF EDUCATION , UNIVERSITY

OF NAIROBIBY

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 MULTI-CULTURISM FROM SOEUON

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 CONTDINTERNATIONAL 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 CONTDINTERNALIZATION 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.