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Succeeding in a Globalized World while Preserving Uniqueness: The Case of Quebec CEGEPs

Succeeding in a Globalized World while Preserving Uniqueness: The Case of Quebec CEGEPs. Higher Education Seminar January 15, 2013 Ontario Institute for Studies in Education (OISE) University of Toronto OLIVIER BÉGIN-CAOUETTE, M.A.

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Succeeding in a Globalized World while Preserving Uniqueness: The Case of Quebec CEGEPs

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  1. Succeeding in a Globalized World while Preserving Uniqueness: The Case of Quebec CEGEPs HigherEducationSeminar January 15, 2013 Ontario Institute for Studies in Education (OISE) University of Toronto OLIVIER BÉGIN-CAOUETTE, M.A. PhDstudent in HigherEducation (Comparative, International and DevelopmentEducation)

  2. Outline • Introduction • Globalization • Technicaleducation institutions (TEIs) • TEIs’ internationalization • What are cegeps? • History of Québec internationalization • The current situation • Four contexts/challenges and innovations • Globalization (2 innovations) • Convergence (6 innovations) • Peripherality of internationalization (2 innovations) • Funding (2 innovations) • Conclusion

  3. Introduction • Universities as global actors • The impact of globalization on TEIs (commodification, international students, immigration, continuing education) (Levin, 2001) • Phases in the internationalization process (Raby & Valeau, 2007): recognition (1967), publication (1980), augmentation (1990), institutionalization (2000) • 126% participation growth in study abroad programs between 2000 and 2006 (Institute for International Education, 2006) • 70% of Canadian community colleges have an international office and 82% offer study abroad opportunities (ACCC, 2010).

  4. HISTORY OF CEGEPs One classroom in a classicalcollege Slogan of the Liberal Party of Quebecduring the Quiet Revolution Cégep du Vieux-Montréal The Royal Commission on Education (1961)

  5. What are CEGEPs ? Collège d’Enseignement Général et Professionnel: • 1) Accessibility and quality • First stage of higherlearning(pre-university training) • Gateway to the job market (technical training) • 2) Consolidation of careerchoice • 3) Support for regionaldevelopment A three-fold Mission • 48 cegeps • 162,300 students • 29,110 adults • 8 pre-university programs • 130 technical/vocational programs

  6. Cegep Internationalization

  7. FOUR CONTEXTS/CHALLENGES • Globalization (porosity in spatial scales) • Innovation 1: Transnational collaborations • Innovation 2: Local synergies • Convergence (5 levels, 6 innovations) • Innovation 3: CCTT • Innovation 4: Regionalactivity-basedapproach • Innovation 5: DEC-BAC • Innovation 6: Community of practice • Innovation 7: Decentralization • Innovation 8: Linguisticduality • Peripherality of international affairs • Innovation 9: Academicrationales • Innovation 10: Educative mission statements • Funding • Innovation 11: Teachermobilityprojects • Innovation 12: Exportation of the educative model

  8. GLOBALIZATION 1 FOUR CONTEXTS/CHALLENGES DEF.: Transplanetarity & Suppraterritoriality (Scholte, 2005) • Innovation 1: Transnational collaborations Example: RAINOVA (RegionalApproach to Innovation for VETand Learning Communities)

  9. GLOBALIZATION 2 FOUR CONTEXTS/CHALLENGES • Innovation 2: Local synergies - Cooperationwith businesses, universities and other local organizations Director of Cegep de l’Outaouais, Director of Centers of Youth-Employment and the rector of UQO International studentsat Cégep de Sept-Îles

  10. CONVERGENCE FOUR CONTEXTS/CHALLENGES

  11. CONVERGENCE 1a FOUR CONTEXTS/CHALLENGES Emerging Global Model of Universities Innovation 3: CCTT (CollegeCenters of Technological Transfer)

  12. CONVERGENCE 1b FOUR CONTEXTS/CHALLENGES Emerging Global Model of Universities Innovation 4: Regionalactivity-basedapproach Table 4.Percentage of cégeps giving priority to the following international activities according to theirregion(2010)

  13. CONVERGENCE 2 FOUR CONTEXTS/CHALLENGES PROGRAMMATIC CONVERGENCE (e.g. LMD) Innovation 5: DEC-BAC (3+2)

  14. CONVERGENCE 3 FOUR CONTEXTS/CHALLENGES ORGANIZATIONAL CONVERGENCE Innovation 6 : Community of practice

  15. CONVERGENCE 4-5 FOUR CONTEXTS/CHALLENGES CYBERNETIC (GOVERNANCE) CONVERGENCE: Innovation 7: Decentralization • International activities are lessunder the responsability of a single service or direction thanbefore. • Studentmobility = Academic Office • International cooperation = Services of ContinuingEducation • Research = CCTT • International students = Academic Office, Registrar, Students Services LINGUISTIC CONVERGENCE : Innovation 8: Linguisticduality • 10% of cegeps are Anglophone • 50% of Anglophone and 46% of Francophone cegeps have signedteachermobilityagreements • Francophone cegeps target France, Europe and Latin America • Anglophone cegeps targetAsia, Africa and the United States • 36% of international students come from France • 60% come from Francophone countries (including France)

  16. PERIPHERALITY FOUR CONTEXTS/CHALLENGES Internationalizationis not a priority for most institutions (Raby & Valeau, 2007). Studentmobilityremainslow (ACCC, 2010). • Innovation 9: Academicrationales • Innovation 10: Educativemission statements

  17. FUNDING FOUR CONTEXTS/CHALLENGES • Innovation 11: Teacher mobility (Bégin-Caouette, 2012) • Example: Fellowship for teacher mobility (funded by the Government of Quebec and administered by CégepInternaitonal) Johnson, D. (2006). Comparing the trajectories of educational change and policy transfer in developing countries. Oxford Review of Education, 32(5), 679–696

  18. FUNDING FOUR CONTEXTS/CHALLENGES Shift from AID to TRADE (Altbach & Knight, 2007) and tight budgets. • Innovation 12: Exporting the educative model • Example: Certificate of college education (AEC) • 13% of cegeps • 1,100 students • Middle East and Asia • Business Management, Civil Engineering Technology, Computer Management, Logistics and Freight Transport.

  19. CONCLUSION • How canTEIssucceed in a globalized world whilepreservingtheirspecificity? • RELEVANCE = THINK LOCAL, ACT GLOBAL  • ***Local relevance: • local synergies, regionalactivity-basedaproach, DEC-BAC, etc. • National/Provincial relevance: • community of practice • Global relevance: • research (CCTT), exportingeducative model, transnational collaborations, etc. • (Educational relevance): • academicrationales, educative mission statements, teachermobilityprojects, etc.

  20. ¿QUESTIONS?

  21. REFERENCES • ACCC - Association of Canadian Community Colleges (2010). Internationalize Canadian colleges and institutes: the first national report on mobility and international education. [http://www.accc.ca/english/index.htm]. • Altbach, P.G. & Knight, J. (2007). The Internationalization of Higher Education: Motivations and Realities, Journal of Studies in International Education, 11(3/4), 209-305. • Buhler, P. (2004). Universités et mondialisation, Commentaire, No 106, pp. 345-360. • Bégin-Caouette, O. (2012). The internationalization of in-service teacher training in Quebec cegeps: an institutional perspective, Prospects, 42(1), 41-63. • Bégin-Caouette, O. (2011). Approaches, Rationales, Programs and Strategies in the Internationalization of College Education: The Case of Quebec Cegeps, Major ResearchPaper, University of Ottawa, 50 p. • Bégin-Caouette, O. (2011). Les classements internationaux comme mécanisme de gouvernance de la mondialisation universitaire, Revue canadienne de la mondialisation, 1(2), 60-75. • Boggs, G.R. & Irwin, J. (2007). What Every Community College Leader Needs to Know: Building Leadership for International Education, New Directions for Community Colleges, 138, 25-30. • Cégep International (2011a. Profil des activités internationales des CÉGEPs 2010, [http://www.cegepinternational.qc.ca/fichiers/39291-Profil-des-activites-internationales-des-CÉGEPs-2010.PDF]. • Gacel-Avila, J. (2005). The Internationalisation of Higher Education : A Paradigm for Global Citizenry, Journal of Studies in International Education, 9(2), 121-136. • Johnson, D. (2006). Comparing the trajectories of educational change and policy transfer in developing countries. Oxford Review of Education, 32(5), 679–696. • King, R. (2009). Governing Universities Globally, Gheltenham : Edward Elgar Publishing, p. 150. • Knight, J. (2004). Internationalization Remodeled: Definition, Approaches and Rationales, Journal of Studies in International Education, 8(5), 5-31. • Knight, J. (1999). “Internationalisation of Higher Education” in OECD, Quality and Internationalisation in Higher Education, Paris: OECD, 13-27. • Levin, J.S. (2001). Globalizing the community college, New York: Palgrave, 248 p. • Ministère de l’Éducation (2002). Pour réussir l’internationalisation de l’éducation, plan stratégique, Québec : Gouvernement du Québec. • Olds, K. (2009). « Associations, Network, Alliances, etc : MakingSense of the Emerging Global Higher Education Landscape », Conférence donnée à l’Association internationale des universités, Mexique, 2009. • Raby, R.L. & Valeau, E. (2007). Community College International Education: Looking Back to Forecast the Future, New Directions for Community Colleges, 138, 5-14. • Salmi, J. (2009). Le défi d’établir des universités de rang mondial, Washington : Banque mondiale, 122 p. • Sassen, S. (2009), La globalisation. Une sociologie, nrf essais Éditions Gallimard, Paris. • Scholte, J.A. Globalization a critical introduction, Second Edition, Palgrave, London, 2005, 492 pages. • Usher, A. & Savino, M. (2009). A global survey of international rankings and leagues tables in Tight, M., Mok, K.H., Huisman, J., Morphew, C.C. (Dir.), The Routledge international handbook of higher education, New York : Routledge, pp. 5-15.

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