EUROPE AND THE GLOBAL SOUTH - Discussing international education - EAIE
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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 KYRGYZSTAN
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.ORG
20 EUROPE AND
THE GLOBAL SOUTH
IN CONVERSATION WITH
Wondwosen
Tamrat JACOB GIBBONS
EAIE
Photo courtesy of author
EUROPE AND
THE GLOBAL SOUTH 21
With Master’s degrees from institutions in Ethiopia, the United
Kingdom and Australia, Prof Wondwosen Tamrat has spent his
life learning from experiences on both sides of the equator. In
1998 he founded St. Mary’s University in Addis Ababa, Ethiopia,
where he is currently President and Associate Professor,
in addition to his involvement in various higher education
associations and organisations operating in Ethiopia and
the wider African continent. In his discussion of the complex
relationship between Europe and Africa, he highlights the
need to pursue not independence, but rather interdependence
between the neighbouring continents.
From a historical perspective, Europe and Africa needs to be done in the areas of fair trade, private
have had a complex relationship. How important investment, and things like bottom-up economic
is Europe for Africa (and vice versa) over the development.
coming period? I think this is the right time for stronger and
wt: Europe is of course very near to Africa: there more sensible cooperation between the two conti-
are only 14 kilometres between Spain and Morocco, nents, as Europe also has a lot to offer to further
and only 145 kilometres between Sicily and Tunisia, assist Africa. In terms of education and higher
and we have had a strenuous history due to coloni- education in particular, Europe has been one of the
alism. In many ways, the whole of Africa has this strongest contributors to the development of the Af-
sense of paternalism, humiliation and exploitation rican continent, and has much to offer in the future.
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
toward Europe that has come as a result of that Some institutions in Europe are turning their
history. But you could say that things have improved attention to decolonising the curriculum. Is this
in many ways since colonial times. also the case in Ethiopia?
Yet, there is some sense of reservation as to wt: The issue of decolonising education has been a
whether the relationship between Europe and very sensitive one, especially after the ‘Rhodes Must
Africa has come far enough. Some people note that, Fall’ movement in South Africa. The history of
despite many countries attaining independence, decolonising the curriculum is much more than that,
there are still strong European influences in terms but this movement popularised it. The way I under-
of culture, language, religion, finance, technol- stand the concept of decolonisation is that it’s about
ogy and more. The relationship between the two changing a curriculum tradition and practice which
continents is often understood in terms of changing is supportive of colonial legacy and promotes the
from what was once overt or direct control under Global Northern intellectual tradition as superior and
colonialism, to a more subtle kind of relationship. universal. Such a model of knowledge dissemination
There is a growing mutual understanding that more has an impact in terms of how knowledge is generated,
22 EUROPE AND
THE GLOBAL SOUTH
as well as students’ psychology and the thus far has been research and research prefer to talk about interdependence. As
way they relate to their societies. At some capacity. The amount of money spent much as we would like to be independent
point, people will say, what about our ide- on research and development is around and self-sufficient, we must also continue
as? What about our religions? What about 0.27% of our GDP, which is very small, learning from each other.
our backgrounds? What about our ways of
doing this and that?
The Ethiopian context is interesting Rather than talking about independence from
in terms of this, as Ethiopia has never
been colonised, and it has had its own
‘imported knowledge’, I would prefer to talk about
religious education for more than 1700 interdependence
years. Despite this, when we moved into
modern education, we had to rely on the
West for almost everything. Our higher even by African standards. This results Europe remains an important study
education history starts in 1950, when the in limited budgets, problems with infra- destination for many in the Global
University College of Addis Ababa was structure and facilities, and shortages of South, leading to concerns about
founded with the assistance of the Jesuit qualified personnel. ‘brain drain’. Does the tradition of
Canadians. Up until 1974, the Americans That brings us to the question of imbalanced partnerships and student
dominated in terms of educational struc- whether we are independent of the West- flows between Europe and the Global
tures, financing and teaching staff. ern knowledge or not: that’s a straight ‘no’. South continue to hold? How can
Nowadays there are conscious these imbalances be countered?
moves to include local and indigenous Not in the near future, and maybe not wt: Brain drain is a critical challenge in
components into the education system. even in the longer term. The Ethiopian Sub-Saharan Africa: there are more Af-
We don’t necessarily have to look for higher education system is almost fully rican scientists and engineers in the West
Northern solutions for local problems. funded by the government, but we contin- than within the African continent. We
We have had our own ways of solving ue to receive donor assistance in terms of have challenges like job scarcity, low wag-
problems for ages and ages. We may capacity building, systems improvement, es, political instability and poor education-
have a lot to learn from how knowledge training, human resources development, al systems, what we usually call the ‘push
has been generated in the North, but leadership, joint research projects, and factors’ that drive educated Africans out
we still also have our own knowledge to joint academic programmes. Furthermore, of the continent. In terms of ‘pull factors’
contribute to the world. we have a limited number of personnel: from the North, things are much better in
around 8% of the Ethiopian teachers are terms of security, salaries, social mobility,
Ethiopia has been investing in recent from other countries, especially at the and all the things that naturally attract
years to build research capacity local- PhD level, so we have to rely on the assis- people, which will continue to be the case
ly. How successful has this been? And tance of the West and also from elsewhere whatever we do here in the South.
has this led to a reduced dependency in the Global South. If you look at teach- At one level, the solution starts with
on imported ‘Western’ knowledge? ers working at many public universities in designing strategies to retain our academ-
wt: Ethiopia is indeed trying to build its Ethiopia, for example, you will find that ics and better accommodate their needs.
research capacity. The Ethiopian govern- there are many Indians, Nigerians and There must also be strategies to develop
ment set the goal of becoming a middle Filipinos, as well as Europeans. local capacity, producing more academics
income country by 2025, and one of the Rather than talking about independ- in-country. Efforts to produce highly-
major challenges in reaching that goal ence from ‘imported knowledge’, I would educated citizens locally have increased
EUROPE AND
THE GLOBAL SOUTH 23
in the last two decades, recently reach- wt: The spirit of the SDGs relates to
ing 3500 PhDs awarded each year, and what universities should do and what
the government aspires to produce 5000 universities have been doing throughout
PhDs annually in the next few years. history, and the SDGs themselves em-
We also need to learn to make use of the phasise the importance of global cooper-
diaspora, whether it be in the form of ation. Goal 17, for example, talks about
teaching courses, transferring knowl- revitalising the global partnership for
edge and technology, resource genera- sustainable development, and specifically
tion or coming here on short-term basis says that we need to enhance North-
to help build the systems and then assist South and South-South cooperation
from afar. and international support for improving
Improvements to research infrastruc- effective and targeted capacity building in
ture and facilities could also encourage developing countries. These are initiatives
There are more African scientists and engineers in
the West than within the African continent
many Ethiopian researchers to stay that cannot be carried out by the North
within the continent. The Global North or the South alone.
could help in rebuilding universities and The way the SDGs have been
working together with African countries structured recognises the importance of
to build ‘centres of excellence’ at the global cooperation and active participa-
regional, national and even international tion of different stakeholders, including
levels. For instance, when the COVID-19 universities, which are expected to play a
outbreak began, West Africa had a lot of significant part in the success of SDGs.
experience with managing viral outbreaks However, the literature indicates that
from their experiences with the Ebola universities are not pushing as much
virus, from which the West had much to as they should be, in terms of realising
learn. Contributing to centres of scientific these goals. Universities in the North
excellence in African countries is very im- and in the South, in whatever they
portant, and the whole world can benefit do – education, as well as community
from such initiatives. outreach and research – must continue to
learn from each other and collaborate to
What opportunities do you see for find out how to better handle the future
institutions in Europe and the Global demands of humanity. I think the coop-
South to collaborate on the UN Global eration between the North and the South
Sustainable Development Agenda is critical here – we can’t do it without
and the SDGs? each other.You can also read
