Brazil’s new Latin American and global integration universities launched

As 2009 drew to a close, Brazil’s Senate granted official authorization for the establishment of a new, very different kind of university in Brazil – the Federal University for Latin America Integration, otherwise known as UNILA.

Unanimously passed on December 16^th 2009, the Bill now enables UNILA to formally announce itself as a university, instead of a fledging project under the banner of the Institute for Advanced Studies, with oversight by the University of Parana, in the Brazilian state of Parana.

UNILA is one of three regional integration universities launched by Brazil’s President Luiz Inácio Lula da Silva in 2006 to advance Brazil’s interests within the region and globally. The other two university projects are UNILAB – the Afro-Brazilian University of Integration, and UNIAM – the University of Amazonian Integration.

These Brazilian initiatives were the latest addition to a rapidly changing higher education landscape around the globe, and one that is set to continue in 2010 (as implied in a recent NY Times report about the implications of the collapse of Dubai’s overheated economy for branch campuses such as Michigan State University and Rochester Institute of Technology).

Dubai’s spectacular meltdown in December was matched by a stunning $61m launch party for Saudi Arabia’s ‘House of Wisdom’ – the King Abdullah University of Science and Technology, or KAUST which Kimberly Coulter covered for GlobalHigherEd.

As Kris Olds wrote in his introduction to Coulter’s entry:

KAUST is a unique experiment in how to organize an institution to facilitate innovation in scientific knowledge production, a secure and efficient compound (hence Saudi Aramco’s involvement), a defacto sovereign wealth fund, a demonstration effect for new approaches to higher education in Saudi Arabia, and many other things (depending on standpoint).

So what do these initiatives have in common? Money aside (KAUST has an endowment of around US$11bn), but like KAUST, Brazil’s three new universities reflect a shared ambition: to use international higher education networks to advance cultural, political and economic projects.

However while KAUST is aimed at developing a world class national university in Saudi Arabia via the recruitment of global talent (academics and students), state of the art buildings and cutting edge development projects, UNILA, UNILAB and UNIAM are aimed at creating a ‘supranational’, ‘global’ and ‘regional’  university respectively, drawing upon staff and students from within the wider region, or from across south-south networks (UNILAB) – though each,  as I will show below, have distinctive visions and territorial reaches with UNILAB the most global.

In August of 2009, I had the privilege of attending the official launch of UNILA.  Close to the fabulous Iguacu Falls,  in Foz, Parana, UNILA is being developed on a 43 hectare site granted by Itaipu Binacional, the bi-national energy company running the huge hydro-electric dam providing energy to Paraguay and the southern cone of Brazil.

The objectives of UNILA are to pursue inter-regional trans-disciplinary research and teaching in areas of joint interest of the MERCOSUL member countries (Brazil, Paraguay, Argentina, Uruguay) focusing, for example, upon use of natural resources, trans-border biodiversity, social sciences and linguistic research, international relations as well as relevant disciplines for strategic development.

Unlike KAUST, however, whose model is US-oriented (in becoming the MIT of the East, the ‘Stanford by the Seashore’), UNILA’s mission and approach to knowledge is shaped by a distinctive Latin American commitment. Each course has a Patron and a Founder.

The first Patrons have been chosen for being Latin American names who have left relevant academic-scientific contributions associated to a field of knowledge , while course founders have been appointed for the high academic prestige in their respective fields of knowledge as well as renowned international competence in their specialities.

10 Professorial Chairs have been appointed to UNILA. Each Chair has a mandate to develop courses in ways that are inspired by, and advance, the intellectual legacy of the Patron. For instance, in the area of science, technology and innovation,  founding Chair, Hebe Vessuri, will draw inspiration from the patron Amilcar Herrerra (1920-1995) – an Argentinean geologist who valued inter-disciplinary knowledge and who have argued that the solution to problems lay not with science as progress, but in the interface with policy and politics.

These patrons are clearly not the organic intellectuals of the ruling classes. Many of these patrons, such as the Chilean writer Francisco Bilbao (1823-65), and Paraguay’s Augusto Roa Bastos (1917-2005), have spent years in exile.

The target student population for UNILA is 10,000 students enrolled in undergraduate and post-graduate programmes leading to MA and PhD degrees. Entrants will be required to sit a university entry examination that will be offered in two versions: one with a Portuguese language requirement for Brazilian citizens and a Spanish Language for the foreign candidates of eligible member countries. Lectures will be offered in both Portuguese and Spanish, as it is expected that half of the teaching staff will be from the regional member countries.

By way of contrast with UNILA, UNILAB is the most global in ambition. This unilateral Portuguese-speaking Afro-Brazilian University of Integration will have  campuses in various  Portuguese speaking countries (Brazil, Angola, Cape Verde, Guinea-Bissau, Mozambique, Portugal, Sâo Tomé and Príncipe, and East Timor). Expected to open for enrolment in the beginning of   2010, UNILAB is hailed as a political-pedagogic innovation project (see here for information on UNILAB developments).

The principal aim of UNILAB is to encourage and strengthen co-operation, partnerships, and cultural, educational and scientific exchanges between Brazil an member states of   the Community of Portuguese-Speaking Countries (CPLP) listed above. UNILAB will also focus on collaboration with the African countries of the CPLP,  aiming to contribute to these nations’ socio-economic development, including reducing ‘brain drain’ problems currently experienced by African countries.

UNILAB is intended to become an integrated multi-campus institution with campuses in all the   African member countries of the CPLP. Each of these campuses will also be integrated within the regions where they are located. Its main campus will be established in the city of Redenção in Brazil’s North-Eastern state of Ceará, approximately 60 kilometres from the city of Fortaleza. Redenção has been selected to host the main campus because it was the first municipality that had abolished slavery in Brazil, and because the region currently does not yet host a university. The main campus is also expected to function as an instrument for the strategic social-economic development of the North-East of Brazil.

In a report carried by the Observatory for Borderless Higher Education on these initiatives, Brazil’s Minister of Education, Fernando Haddad, commented:

We will not offer traditional programmes, but instead we will construct a common identity between the countries, that makes it possible to contribute to the social-economic development of each of the countries involved.

The third, more regional, initiative, Universidade Federal da Integração Amazônica, or UNIAM, will be established as a public multi-campus university, with a main campus in the Brazilian city of Santarém, and three satellite campuses in the cities Itaituba, Monte Alegre and Oriximiná, all located in Brazil’s state of Pará.

The main aim of UNIAM will be to encourage social-economic integration of the Amazon region, which includes not only parts of Brazil, but also areas of eight surrounding countries.

UNIAM’s  main campus will be established in the Brazilian city of Santarém, and three satellite campuses in the cities Itaituba, Monte Alegre and Oriximiná, all located in Brazil’s state of Pará. The aim of the new institution will be to encourage social-economic integration of the Amazon region, which includes not only parts of Brazil, but also areas of eight surrounding countries.

While it is unclear at the moment when the new university will open for enrolment, by 2013 UNIAM is expected to offer 41 programmes at Bachelor’s, Master’s and doctoral levels.  The Brazilian government will reportedly cover the US$107 million budget that will be needed to pay for the establishment and personnel costs of the new university until 2012.

Described by the Brazilian Ministry of Education as particular ‘political-pedagogic innovation projects’, these three new universities are intended to enhance national, regional and global integration, and demonstrate to the world that it may be possible to unite different countries through education.

These are fascinating initiatives likely to liven up the global higher education landscape in 2010. They reflect not only emerging regionalisms, but potential shifts in the sites and stakes of global and regional knowledge production and power.

Susan Robertson

‘Tuning USA’: reforming higher education in the US, Europe style

Many of us are likely to be familiar with the film An American in Paris (1951), at least by name. Somehow the romantic encounters of an ex-GI turned struggling American painter, with an heiress  in one of Europe’s most famous cities — Paris, seems like the way things should be.

So when the US-based Lumina Foundation announced it was launching Europe’s ‘Tuning Approach within the Bologna Process’ as an educational experiment in three American States (Utah, Indiana and Minnesota) to  “…assure rigor and relevance for college degrees at various levels” (see Inside Higher Ed, April 8th, 2009),  familiar  refrains and trains of thought are suddenly shot into reverse gear. A European in America? Tuning USA, Europe style?

For Bologna watchers, Tuning is no new initiative. According to its website profile, Tuning started in 2000 as a project:

…to link the political objectives of the Bologna Process and at a later stage the Lisbon Strategy to the higher education sector. Over time Tuning has developed into a Process: an approach to (re-)design, develop, implement, evaluate and enhance quality in first, second and third cycle degree programmes.

Given that the Bologna Process entails the convergence of 46 higher education systems across Europe and beyond (those countries who are also signatories to the Process but how operate outside its borders), the question of how comparability can be assured of curricula in terms of structures, programmes and actual teaching, was clearly a pressing issue.

Funded under the European Commission’s Erasmus Thematic Network scheme, Tuning Educational Structures in Europe emerged as a project that might address this challenge. 

However, rather like the Bologna Process, Tuning has had a remarkable career. Its roll-out across Europe, and take up in countries as far afield as Latin America and the Caribbean (LAC) has been nothing short of astonishing.

Currently 18 Latin American and Caribbean countries (181 LAC universities) are involved in Tuning Latin America across twelve subject groups (Architecture, Business,  Civil Engineering, Education, Geology, History, Law, Mathematics, Medicine, Nursing and Physics).  The Bologna  and Tuning Processes, it would seem, are  considered a key tool for generating change across Latin America.

Similar processes are under way in Central Asia, the Mediterranean region and Africa. And while the Bologna promoters tend to emphasise the cultural and cooperation orientation of Tuning and Bologna, both are self-evidently strategies to reposition European higher education geostrategically. It is a market making  strategy as well as increasingly a model for how to restructure higher education systems to produce greater resource efficiencies, and some might add, greater equity.

Similarly, the Tuning Process is regarded as a means for realizing one of the ‘big goals’ that  Lumina Foundation President–Jamie Merisotis–had set for the Foundation soon after taking over the helm; to increase the proportion of the US population with degrees to 60% by 2025 so as to ensure the global competitiveness of the US.

According to the Chronicle of Higher Education (May 1st, 2009), Merisotis “gained the ear of the White House”  during the transition days of the Obama administration in 2008 when he urged Obama “to make human capital a cornerstone of US economic policy”.

Merisotis was also one of the experts consulted by the US Department of Education when it sought to determine the goals for education, and the measures of progress toward those goals.

By February 2009, President Obama had announced to Congress he wanted America to attain the world’s highest proportion of graduates by 2020.  So while the ‘big goal’ had now been set, the question was how?

One of the Lumina Foundation’s response was to initiate Tuning USA.  According to the Chronicle, Lumina has been willing to draw on ideas that are generated by the education policy community in the US, and internationally.

Clifford Adelman is one of those. A  senior associate at the Institute for Higher Education Policy in Washington, Adelman was contracted by the Lumina Foundation to produce a very extensive report on Europe’s higher education restructuring. The report (The Bologna Process for U.S. Eyes: Re-learning Higher Education in the Age of Convergence) was released early this April, and was profiled by Anne Corbett in GlobalHigherEd. In the report Adelman sets out to redress what he regards as the omissions from the Spellings Commission review of higher education.  As Adelman (2009: viii)  notes:

The core features of the Bologna Process have sufficient momentum to become the dominant global higher education model within the next two decades. Former Secretary of Education, Margaret Spellings’ Commission on the Future of Higher Education paid no attention whatsoever to Bologna, and neither did the U.S. higher education community in its underwhelming response to that Commission’s report. Such purblind stances are unforgivable in a world without borders.

But since the first version of this monograph, a shorter essay entitled The Bologna Club: What U.S. Higher Education Can Learn from a Decade of European Reconstruction (Institute for Higher Education Policy, May 2008), U.S. higher education has started listening seriously to the core messages of the remarkable and difficult undertaking in which our European colleagues have engaged. Dozens of conferences have included panels, presentations, and intense discussions of Bologna approaches to accountability, access, quality assurance, credits and transfer, and, most notably, learning outcomes in the context of the disciplines. In that latter regard, in fact, three state higher education systems—Indiana, Minnesota, and Utah—have established study groups to examine the Bologna “Tuning” process to determine the forms and extent of its potential in U.S. contexts. Scarcely a year ago, such an effort would have been unthinkable.

Working with students, faculty members and education officials from Indiana, Minnesota and Utah, Lumina has now initiated Tuning USA as a year-long project:

The aim is to create a shared understanding among higher education’s stakeholders of the subject-specific knowledge and transferable skills that students in six fields must demonstrate upon completion of a degree program. Each state has elected to draft learning outcomes and map the relations between these outcomes and graduates’ employment options for at least two of the following disciplines: biology, chemistry, education, history, physics and graphic design (see report in InsideIndianabusiness).

The world has changed. The borders between the US and European higher education are now somewhat leaky, for strategic purposes, to be sure.

A European in America is now somehow thinkable!

Susan Robertson

Global higher education: what alternative models for emerging higher education systems?

Higher education systems in Asia, Latin America and Africa bear prominent similarities to those in Europe.  Historically, Latin America, Asia particularly Southeast Asia, and Africa had adopted the systems of their respective colonizers who also provided the major part of the funding mechanism, teaching staff, and ideologies on higher education at one time in history.  The very obvious imposition by the colonizers is the language with a large part of Latin America using Spanish, Asia using English and Africa using French.  The American higher education system became more influential after the early twentieth century with the stress on research as the main activity of universities.  Apart from that, the American system was the first to introduce massification of education which had been adopted by many countries around the world.  Higher education institutions of today emphasize on mass higher education which results in increasing access to tertiary education.

Arguably, emerging countries are in dire need of a forum to deliberate on possible models for higher education for countries of the South, in particular the Commonwealth countries where a majority of the bottom billions resides.  Countries from the South, particularly Asian countries have been adapting models from Europe and US for decades, be they sprung from voluntary adoption or influenced by external factors.  Instead of borrowing from western models and putting them to test by going through the whole process of adaptation, evaluation and experimentation, the same amount of time and effort can be utilized to examine the prospect of identifying a model in a South-South context.  This model will be made up of elements of locality, taking into consideration of the persisting cultural and scholarly values. Globalization and internationalization of higher education should not be adopted at the expense of local knowledge.

Notably, the effort to break away from the clutches of the dominating Western model is not new as evidenced by the implementation of national language in post-secondary education by Malaysia and Indonesia. However, fundamental models practiced in Asian countries remain biased towards European/American model. This factor has contributed to the peripheral status of Asian higher education institutions and with the rapid globalisation, the so-called central higher education institutions in Europe/America would remain dominant, more striking in the context of higher education internationalization. Indeed, lately Malaysia has once again beginning to embrace the English language after so many years experimenting with the Malay language as the medium of instruction in public higher education institutions. Whither Asia/indigenous models of higher education development?

The Asia models that we have in mind is deeply entrenched in the belief that even within the context of the globalization process that every country is unique; this provides ample reason to relook or reassess the higher education systems which are very much inclined towards the European/American models.  The present higher education models adopted by many countries in the South, characterized by the Western ideologies may have been tailored to suit local needs, but the extent to which the adaptation serves the emerging need to strengthen the standing of each country demands a rethinking.  There has never been a time when higher education in the South faces more opportunities and challenges than in this current global economic downturn.  We are in urgent need of models that can handle Asia’s peculiar situation with respect to quality and accountability as well as funding mechanism with shrinking public funding.  To this date, the responses to these challenges are typically European/American in character: corporatisation/privatisation of higher education, management of higher education based on entrepreneurial approach, competition within the higher education sector and the evident rise of higher education as a commodity.  Major issues mentioned above may come under the same umbrella across the world higher education systems, nonetheless a more thorough inspection would indicate varied issues faced by different regions which are subject to social, political, economic and national pressures.

The appropriateness of the growth trajectories of existing higher education systems, dominated by European/American models poses the challenge of how far the present models are justified in a South-South context, one with much greater diversity from those of the North.  In essence one may want to view that the world ranking system of universities and the notion of world class universities as proposed by the North more as concepts or attempts at standardizing universities rather than appreciating the distinct elements of each university within its national socio-political context.

The Second Global Higher Education Forum (GHEF2009) to be held in Penang, Malaysia from 13 to 16 December 2009 will serve as a platform for debates and discussions on higher education that recognise the different characteristics of higher education institutions and systems in different regions.  It will encompass topics ranging from the current trends to the future perspectives of higher education with the present global economic downturn as the main backdrop.  GHEF2009 will consider and examine the possible effects and offer alternate avenues for mitigating the global financial and economic effects, particularly for countries of the South.  Furthermore, the current and future challenges faced by the nations in the South require different models for the development of higher education institutions and systems. There is also an urge to attempt exploration of the possibilities as well as opportunities for regional harmonisation of higher education. Apart from that, discussions will also explore how the North and South will be able to have bilateral collaboration to weather global issues with the emphasis on serving and promoting sustainable development for the cause of humanity.

Morshidi Sirat and Ooi Poh Ling

UBV celebrates 5 years of “education revolution”

The Bolivarian University of Venezuela (UBV) – which refers to itself as the “House of Knowledges” – is celebrating its first five years, as the Bolivarian News Agency ABN reports. According to the report, the UBV is key to the revolutionary commitment of “constructing a Venezuela for all Venezuelans, in which social justice and equality rules”. The democratisation of higher education is envisaged as being achieved through the strategy of municipalisation, which means that the state-funded university is operating in all 335 municipalities, as well as in prisons and factories, to facilitate equal access opportunities.

A related article cites Education Minister, Héctor Navarro, stating the Venezuela has already achieved the Millennium Development Goals with respect to education, as well as Venezuela being one of the countries with the highest participation in higher education relative to its population. UBV’s teaching body is currently participating in an integral programme for the “education of educators”, which is centred around the politico-ethical education of the teacher in the construction of the new subjectivity, radical pedagogy, critical epistemology, and strategic planning. UBV’s director Yadira Córdova is quoted saying:

Making revolution in a university that takes pride in being revolutionary implies constructing the revolutionary subject, a political subject capable of taking up the project of this university as part of the national revolutionary project. As part of the Latin American transformation project, as part of the project of the liberation of the oppressed peoples of the world.

Indeed, there appears to be some reason to share the Venezuelan optimism. The graphs shown here, produced from data obtained from the World Bank and the Economic Commission for Latin America and the Caribbean (ECLAC), confirm that under Chávez, participation at all educational levels has substantially increased (including nursery, not displayed in the graphs).

Source: Produced from Education Trends and Comparisons, at http://go.worldbank.org/JVXVANWYY0 (accessed 20/05/2008).

Source: Produced from Social Indicators and Statistics (BADEINSO). Last accessed 20/05/2008, http://websie.eclac.cl/sisgen/ConsultaIntegrada.asp

Nevertheless, there is reason for concern with respect to justice and equality. While under the Bolivarian government all social strata have gained in access to higher education, the very large gap between the poorer and wealthier sectors remains wider than in the early 1980s. One conclusion, then, that we might draw is that the wealthy, in fact, remain the absolute winners of the past decades.

Thomas Muhr

Developments in the world of private for-profit global higher ed

The private for-profit global higher ed world generated three news items of note this morning.

First:

LAUREATE EDUCATION, INC. ACQUIRES LEADING UNIVERSITIES IN MEXICO AND COSTA RICA

Baltimore, Maryland, July 8, 2008 – Laureate Education, Inc. today announced it has acquired the Universidad Tecnológica de México (UNITEC), one of the largest private universities in Mexico, and the Universidad Latina and Universidad Americana (UAM) in Costa Rica.

UNITEC has eight campuses throughout Mexico, including six in Mexico City, one in Guadalajara and one in Monterrey. The university has a 40-year tradition of providing higher education throughout the country, and today serves more than 36,000 students….

Universidad Latina, the largest private university in Costa Rica, was founded in 1989 and has more than 16,000 students. The university is widely recognized for its health sciences programs, including medicine and dentistry. UAM, founded in 1997, has more than 4,000 students, and specializes in business education. Combined, the schools have 13 campuses throughout Costa Rica.

Continue reading here…

Second:

APOLLO GROUP, INC. APPOINTS STRATEGIC AND FINANCIAL ADVISOR CHARLES B. EDELSTEIN AS NEW CHIEF EXECUTIVE OFFICER

PHOENIX–(BUSINESS WIRE)–July 7, 2008–Apollo Group, Inc. (Nasdaq:APOL) (“Apollo Group,” “Apollo” or “the Company”) today announced the appointment of Charles “Chas” B. Edelstein as Chief Executive Officer and Director, effective August 26, 2008. Apollo’s founder, Dr. John G. Sperling, continues to act as Executive Chairman of the Board of Directors….

Mr. Edelstein, 48, has more than 20 years of experience as a strategic and financial advisor. He joins Apollo Group from Credit Suisse, where he served as a Managing Director and headed the Global Services Group within the Investment Banking Division, as well as the Chicago investment banking office. Mr. Edelstein founded and oversaw Credit Suisse’s leading advisory practice in the education industry, where he served as advisor to many of the largest education companies, including Apollo Group.

Continue reading here…

Finally, the Wall Street Journal noted, today, that Marcus Brauchli, the former managing editor of the Wall Street Journal (now owned by Rupert Murdoch) will become the Washington Post’s new executive editor. The formal press release is here.

Why profile this topic? Recall that the Washington Post, despite its iconic status, is effectively being bankrolled by private for-profit global higher ed (aka Kaplan), as we noted in an entry titled ‘Pulitzer Prizes and the global higher ed industry‘. This point is reinforced in the Wall Street Journal:

But the Post has been struggling with the same forces that have devastated the newspaper industry in recent years — defections of readers and advertisers to the Web. Over the past 24 months, the paper’s weekday circulation has dropped 7.1% to 673,180, according to the Audit Bureau of Circulations. Print-ad revenue fell 13% in 2007, according to the Post. While Washington Post Co. has been somewhat insulated from the impact of these changes by its profitable Kaplan education business, the paper has lately taken steps to cut costs. It eliminated more than 100 newsroom positions, bringing the total newsroom count to about 700 from its peak of more than 900 in 2003. Some staffers worry that further cuts are coming.

These three news items are lenses onto three related development patterns:

• Diversification, dependency, and cross-subsidy via for-profit private higher ed (in the case of Kaplan).
• The extension of private higher ed networks into new ’emerging market’ geographies via the acquisition of private universities (in the case of Laureate).
• Financialization, with institutions of for-profit private higher ed reaching into the calculative networks that enable global higher ed value chains to be designed and brought to life (in the case of Apollo).

Given the scale of education services on offer via Laureate, Apollo, and Kaplan – over 2 million students being served right now – these news items and development patterns are worth taking note of.

Kris Olds

US student mobility: cultural enrichment and national security

Record numbers of US students are studying abroad. The Institute of International Education‘s latest report, Open Doors 2007 (IIE), provides details of the 150% increase in US student mobility over the last ten years with an 8.5% rise in 2005-2006. Inside Higher Ed and the Chronicle of Higher Education have detailed coverage of the findings.

Looking below the headline figures a number of features become clear. As the US Department of State website highlights, most students take part in programs of eight weeks or less, just over a third stay for an entire semester and only 5.5% are away for a year or more. Europe is the most popular destination but there have been big jumps in numbers going to Latin America (particularly Argentina, Brazil, Peru, Costa Rica and Ecuador), Asia (in China, India, South Korea, Vietnam and Hong Kong numbers have seen large increases), Africa (Tanzania saw a 19% increase ). In the Middle East students have been increasingly mobile into Israel and Jordan.

Looking at the numbers and destinations it becomes hard not to see a pattern emerging. US students are being funded through IIE administered programs into countries with particular affinities with the US. In addition, one new source of funding is the US Department of State’s National Security Language Initiative program which targets mobility for learning Arabic, Chinese, Hindi and Persian and other ‘critically’ needed foreign languages.

The rhetoric which surrounds the celebration of these trends is familiar. So Condoleeza Rice says that mobility:

Expands young people’s opportunities, enriches their lives, and demonstrates our respect for other cultures

While Under Secretary of State Karen Hughes is especially proud of IIE programs which:

By reaching out to students of more modest means, has produced truly remarkable gains in the numbers of US citizens from minority communities who can now aspire to the life-changing experience of study abroad.

If we draw together a number of features of US student mobility patterns we can start to ask some important questions about the objectives which are served by mobility. The top three majors of US students studying abroad are the social sciences, business and management, and humanities, so why are math, science and technology majors nowhere near as mobile.? The majority of students follow well worn paths to countries with cultural, economic and political affinities with the US but is there a growing trend towards mobility into countries with developing importance for US interests? Students still tend to be mobile for very short periods of time; how does the dynamic of State Department funding for critical language (and cultural) understanding interact with the necessarily brief exposure of less than eight weeks?

With hard power and soft power increasingly on the march, it seems that we need to keep on thinking about what is at stake when we talk about student mobility. Mobility is always from somewhere to somewhere and for some purpose. US student mobility patterns suggest that we need to keep looking at the cultural and political in addition to the economic. There is a link between cultural enrichment and national security and EU policy in Central Asia suggests it is a link which is not only made in the US.

Peter D. Jones

EU Blue Cards: not a blank cheque for migrant labour – says Barroso

The global competition for skilled labor looks like getting a new dimension – the EU is planning to issue “blue cards” to allow highly skilled non-Europeans to work in the EU. On Tuesday 23 October José Manuel Barroso, President of the European Commission, announced plans to harmonize admission procedures for highly qualified workers. As President Barroso put it:

With the EU Blue Card we send a clear signal: Highly skilled people from all over the world are welcome in the European Union. Let me be clear: I am not announcing today that we are opening the doors to 20 million high-skilled workers! The Blue Card is not a “blank cheque”. It is not a right to admission, but a demand-driven approach and a common European procedure.

The Blue Card will also mean increased mobility for high-skilled immigrants and their families inside the EU.

Member States will have broad flexibility to determine their labour market needs and decide on the number of high-skilled workers they would like to welcome.

With regard to developing countries we are very much aware of the need to avoid negative “brain drain” effects. Therefore, the proposal promotes ethical recruitment standards to limit – if not ban – active recruitment by Member States in developing countries in some sensitive sectors. It also contains measures to facilitate so-called “circular migration”. Europe stands ready to cooperate with developing countries in this area.

Further details are also available in this press release, with media and blog coverage available via these pre-programmed Google searches. As noted the proposed scheme would have a common single application procedure across the 27 Member States and a common set of rights for non-EU nationals including the right to stay for two years and move within the EU to another Member State for an extension of one more year.

The urgency of the introduction of the blue card is framed in terms of competition with the US/Canada/Australia – the US alone attracts more than half of all skilled labor while only 5 per cent currently comes to the EU. This explanation needs to be seen in relation to two issues which the GlobalHigherEd blog has been following: the competition to attract and retain researchers and the current overproduction of Maths, Science and Technology graduates. Can the attractiveness of the EU as a whole compete with the pull of R&D/Industrial capacity in the US and the logic of English as the global language? Related to this obviously is the recent enlargement to 27 Member States where there are ongoing issues around the mobility of labor within the EU? We will continue to look beneath the claims of policy initiatives to see the underlying contradictions in approaches. The ongoing question of the construction of a common European labor market and boosting the attractiveness of EU higher ed institutions may be at least as important here as the supposed skilled labor shortages.

Futurology demographics seem to be at the heart of the explanation of the need to intensify the recruitment of non-EU labour – according to the Commission the EU will have a shortage of 20 million workers in the next 20 years, with one third of the EU population over the age of 65. Interestingly though, there is no specification of the kinds of skill shortages that far down the line – the current concern is that the EU currently receives 85 % of global unskilled labour.

Barroso and the Commission continue to try to handle the contradictions of EU brain attractiveness strategies by the preferred model of:

• fixed term contracts;
• limitations on recruitment from developing countries in sensitive sectors; and,
• the potentially highly tendentious notion of ‘circular migration’.

High skilled labour is effectively on a perpetual carousel of entry to and exit from the labour market with equal rights while in the EU which get lost at the point of departure from the EU zone only to reappear on re-entry, perhaps?

According to Reuters the successful applicants for a blue card would only need to be paid twice the minimum wage in the employing Member State – and this requirement would be lifted if the applicant were to be a graduate from an EU higher education institution. Two things are of interest here then – the blue card could be a way to retain anyone with a higher education qualification and there are implications for the continuing downward pressure on wage rates for the university educated. It will be interesting to see how this one plays out in relation to the attractiveness of EU universities if a blue card is the implied pay-off for successful graduation.

Peter D. Jones

Venezuela’s revolution in higher education – ‘Mission Alma Mater’

Several researchers associated with the GlobalHigherEd network have been looking at President Chavez’ recent initiative – ‘Mission Alma Mater’ – to reform the higher education sector in Venezuela over the next five years. This initiative is part of Chavez’s wider social and political project – ‘Bolivarian Revolution’; it also builds upon the state-funded Bolivarian University of Venezuela (Universidad Bolivariana de Venezuela) (UBV) program established in 2003.

For the record, UVB’s are an important component of the Chavez government’s ‘Mission Sucre’ – social programs to provide free higher education to all Venezuelan’s, particularly the poor. The crux of the Bolivarian system’s principle of ‘egalitarian meritocracy’ is that everybody is actively supported to study – through studentships, free transport, an ‘initial’ semester as a bridge to university studies, evening and weekend classes, and so on. Prospective students only require a high school diploma (the ‘bachillerato’ – which is equivalent to an upper secondary school qualification) in order to enter the university. What is being abolished are the entry exams, or aptitude tests, that each university set for itself. These entry exams tended to work as a mechanism of exclusion for the poor.

So, what is Mission Alma Mater? Building upon the Bolivarian principles, Mission Alma Mater is an initiative intended to dramatically increase the capacity of the country’s higher education system. In launching the initiative in May of this year, Chavez was reported as saying:

There will be 11 new national universities, in addition to 13 regional ones and 4 new technical institutions.

These new universities would specialize in basic sciences, health sciences, art, hydrocarbons, economy and fiscal sciences, security and agricultural sciences. In addition, 29 existing technological institutes and schools would be converted to technical universities.

University staff also expect to benefit from the ‘Mission Almer Mater’ initiative – with all workers receiving between 28 % and 34% pay rises depending on their position in the public universities.

GlobalHigherEd intends to follow these initiatives in Venezuela over the next year for whatever else it does, it offers an interesting alternative to the model we have come to be more familiar with, the ‘entrepreneurial university’. Indeed, it could be argued that Chavez’s project is in its own way politically entrepreneurial. Mike Ceaser, in a report carried by the Chronicle of Higher Education, points out that Chavez’s recent threats to nationalize universities if they did not comply with recent curriculum reforms is driven by the fact that the public university system is one of the last government institutions still dominated by opponents of Chavez. Most analyses, however, have been thin on grounded knowledge about the transformations taking place in the Venezuelan higher ed system.

Susan Robertson and Thomas Muhr

Latin American students “flood” into Australia (and away from the USA)

Further to our 12 September entry on the strategic/aggressive approach Australia takes to drawing in foreign students for their higher education “industry”, The Australian has brief coverage of one paper (of hundreds) being given at the Australian International Education Conference (9-12 October). The story focuses on how Australia has exploited increasing resentment about US foreign policy in Latin America. The outcome has been a surge of post-secondary students to Australia, with fewer therefore heading to the USA. As the article, titled “US bar our gain as Latinos flood universities” states:

Today at the Australian International Education Conference in Melbourne, Ms Doorbar and Tony Crooks from the University of Melbourne will present the first study of the surge in Latin American student numbers.

At last count there were 17,676 students from Latin America enrolled at universities, TAFE institutes and English language colleges across the country, up from just 6914 in 2002.

“The greatest growth has been at the English language schools, with total English as a second language enrolments from Latin America increasing from 2837 to 9136 between August 2002 and August 2007,” Ms Doorbar said.

Higher education enrolments had also increased, going up 14.3per cent from 2006 and 23 per cent since the start of this year.

“Post-9/11 the US has made it very difficult for international students to study there,” Ms Doorbar said.

“There is no doubt that Australia has benefited from what the US has done.”

Geopolitical ironies aside, this is a story worth noting not only for the message, but also because it provides a small window on the emerging relationship between institutions including market players (e.g., Doorbar’s JWT, a firm that “builds BRANDS”), the internationalization units of universities, and various levels of government that have an eye on diversifying the services sector while building service export earnings. Events – marketing fairs, exhibitions, workshops and conferences – are also playing a key role in enabling actors to construct the global higher ed industry, piece by piece, albeit in a development process that is highly uneven on a myriad of levels.

Kris Olds