Author:
Several million students are enrolled in âforeignâ educational institutions around the world; nearly one million new students enroll in post-secondary educational institutions annually. Proportionate to the size of their populations, China and India contribute to nearly half of this enrolment. Enrolment of students from other countries varies greatly according to the economic status and availability of educational providers in their home countries. Uneven provision of post-secondary education in many developing countries has been the cause of massive âbrain-drainâ since 1960s, and weak intellectual capital formation in those countries.
Beyond access to specialist education, a large proportion of international students are being pushed out of their domestic educational institutions because of very limited capacity of good quality provisions. In India, despite the large size of its intellectual class and scientific manpower, admission to high quality providers of post-secondary education is highly limited. After admissions in the first 20 institutions in each field of study are finished, the remaining institutions are of very poor academic quality. Large scale investment in creating excellent academic institutions in a wide variety of fields of study and learning has simply not happened so far; even when it begins, creating educational institutions of quality takes decades, not years. Worse still, many established educational institutions of post-secondary education (like universities) in the public sector have been allowed to become inefficient, archaic and administrative nightmares.
Therefore, it is not surprising that nearly $10 billion is spent annually by Indian students to study abroad. While a portion of this could be explained as investments by students and their families in future career and income of those students, an increasing number are also going to study abroad for other reasons. Many students are going to Australia to get certificates for preparation as cooks, barbers, beauticians, etc This craze for foreign degree may also hide other motivations like migration.
Yet, it can not be denied that there is now a growing âcrazeâ for foreign degree, irrespective of its quality. The new rich in India are sending their kids to study abroad not because they would like them to have a good career but because it may improve their âvalueâ in the marriage market-place, or in the social networks of their families. It is this craze which incites many agents and intermediaries, who dupe these students to spend large sums of money in very poor quality educational shops. Globalisation is driving people towards new fashions and possessions around the world; foreign degree is one more fashionable item to acquire.
Is it only happening in some parts of India? Is it happening only in India? How are things in this regard in your region or country?
I sure would like to hear from you.
Rajesh Tandon
PRIA’s MobiliseHER team traveled to Bangalore during the week of June, 10 – 14, 2024. The aim of the visit was to gain relevant insights into the civil society ecosystem in Bangalore and meet different organisations to understand the city through a lens of gender and inclusive mobility.
Working at PRIA, often leads us to various cities across the country. Each trip is an opportunity to witness firsthand the challenges and triumphs of different communities.
Mr. Yedukrishnan V has recently joined PRIA after gaining valuable experience in the development sector. Drawing from his journey in the social sector and personal encounters in Kerala, he emphasises the importance of participatory governance and research in empowering marginalised communities.'
