Tertiary Education in the Context of Globalization Tertiary Education in the Context of Globalization. Translating vision into reality, the case of Mauritius. By Dr Nittin Essoo Director Rushmore Business School Mauritius

Presentation outline The Mauritian tertiary education landscape Rushmore Business School • The vision for Mauritius • Global and regional trends in student mobility Mauritius as a knowledge hub • Conclusion

Tertiary Education Landscape in Mauritius • Public and private providers • National Qualifications Framework • Regulation and quality assurance Tertiary Education Commission Mauritius Qualifications Authority • Degree Awarding Powers • Collaborative partnerships and presence of overseas institutions • Knowledge hub - provision for foreign students

RUSHMORE BUSINESS SCHOOL Overview Private Higher Education Institution founded in 2002 providing academic and professional courses to school leavers, graduates and the business community. All courses are accredited by the Tertiary Education Commission/Mauritius qualifications Authority (MQA) and British Accreditation Council UK (first in Africa) Collaborative provision with British Universities, a French Ecole de Commerce and a number of awarding institutions

RUSHMORE BUSINESS SCHOOL Aim & Mission To be one of the leading institutions of higher education within the Indian Ocean Rim region. •To transfer solutions to management problems through our students, research and consultancy.

Courses Business Courses Hospitality and Tourism Engineering Architecture Built Environment – quantity surveying, construction management Health and Social Sciences Programmes range from Level 4 certificates to PhD.

RUSHMORE BUSINESS SCHOOL Academic Partners

RUSHMORE BUSINESS SCHOOL Business Model • All degrees awarded by British or French partner institutions. • Franchise agreement or fly-in faculty from partner institutions. • All courses are accredited by local regulator. • Some 50 academic staff (FT and PT), 15 administrative staff. • Study abroad semester or academic year for European students. 10% foreign students • Academic output: some 600 graduates to date

Rushmore Campus

Translating vision into reality http://www.investmauritius.com/download/education.wmv

THE VISION Internationalization Increase access for local Knowledge Hub Increase access for local residents

Internationalisation The Vision Internationalisation Knowledge Hub

Global Demand for International Education Out of 152 million students worldwide in 2007, 2.8 million were international students, representing around 4% of the total student population worldwide • Demand for international higher education is set to increase from 1.8 million international students in 2000 to 7.2 million students in 2025 • Asia will represent some 70% of total global demand, of which China and India will be the key growth drivers, representing over half of global demand and Africa will play a major role. • Australia’s share of global demand is set to increase from 3% to 8% with a total forecasted number of around one million students • Offshore programmes in Australia will account for 44% of this total demand • Asia will continue to dominate the global demand for Australian higher education reaching 92% in 2025

• China: 421,100 • India: 153,300 • Republic of Korea: 105,300 Supply Countries (2007) • China: 421,100 • India: 153,300 • Republic of Korea: 105,300 • Germany: 77,500 • Japan: 54,500 • France: 54,000 • Malaysia: 46,500 • Russia: 42,900 These countries account for 37.5% of world’s mobile students. The whole of SADC countries in Africa accounted for 89,000 of mobile students in 2009.

Regional Profiles in Student Mobility Sub-Saharan Africa: about 5.8% of all tertiary education students study Abroad • Central Asia: 5% of world’s mobile students • Arab States: 7% of world’s mobile students • East Asia and the Pacific: 29% of world’s mobile students, of which, China account for 15% • South and West Asia: 9% of world’s mobile students, of which, India is 5.5% • Central and Eastern Europe: 11% of world’s mobile students • Latin America and the Caribbean: 6% of world’s mobile students • North America and Western Europe: 18% of world’s mobile students • Others: around 10% of world’s mobile students

Africa Yet, Sub-Saharan Africa is the region that faces the greatest challenges in the provision of higher education An average annual growth rate of 8.4% compared to 4.3% for the world as a whole. Currently, over 4.8 million students are enrolled in higher education institutions in Sub-Saharan Africa. At the current rate of expansion, it is projected that by 2015 Africa will have twice as many tertiary students as in 2006 i.e. about 18.6 million enrolments in 2015 (World Bank, 2010).

Africa Students from the SADC region are the most mobile in the world. But they tend to stay close to home. In 2009, over 1.5 million SADC students were enrolled in higher education institutions, of that 89,000 studied abroad, which represents almost 6% of tertiary enrolment, compared to 2% worldwide. Almost half of them (48%) went to South Africa. South Africa hosted 61,000 foreign students (known as internationally mobile students), two-thirds of which came from other SADC countries. 69% of internationally mobile students from other parts of sub-Saharan Africa opted to study in Europe or North America

Africa

Explosive growth in SSA 5.0 ISCED 56 Enrolment (million) 4.5 4.0 3.5 3.0 2.5 2.0 1.5 1.0 0.5 0.0 growth: 6.5 % growth: 11.1 4517 % 3769 growth: 8 % 2344 growth: 13.8 % 497 1273 growth: 10.3 % 196 1970 1980 1990 2000 2010 GED 2009: update with GED2010

GGER for tertiary education in sub- Saharan Africa Saharan Africa 25 20 15 10 5 GER ISCED 56 Malawi Central Niger Chad Tanzania Eritrea Angola Burundi Madagascar Ethiopia Kenya Lesotho Swaziland Uganda Democratic Mali Côte d’Ivoire Botswana Cameroon Senegal Namibia Ghana Guinea Benin Togo Cape Verde Mauritius GED 2010:UIS

The global share of mobile students is relatively stable Number of mobile students from a given region as a percentage of tertiary enrolment in that region (outbound mobility ratio), 1999 and 2007

Outbound mobility ratio by country 60 50 40 30 20 10 Outbound mobility ratio (%) Ghana Uganda Malawi Tanzania Mauritius Lesotho Botswana South Africa

Why Mauritius? • Cost of living • Hospitable and vibrant nation • Safe and secure environment – low crime rate • Multi-cultural environment • Bi-lingual or multi-lingual society • Enriching Student experience • Possibilities for internships and occupational permits in the medium term Presence of brand institutions with relatively low tuition fees Mauritius has more to offer

Conclusion International student mobility is changing the global higher education landscape. • Increasing number of students going abroad to pursue tertiary education. Africa’s growth rate in terms of mobile students growing faster than elsewhere in the world. • A large number of African students go to South Africa for studies. • Visa Schemes and immigration procedures seem to play an increasingly important role in the decision process – students not only seeking employment but (temporary) residency. • Countries which facilitate the arrival and integration of international students through these schemes will be more competitive. • “Student Experience” is an important motivational factor. • Cost of higher education will prove to be a competitive edge. Mauritius seems to satisfy most of the criteria. Brand Universities need to consider establishing presence in SSA beyond the traditional franchise model.

Information Sources • UNESCO Institute for Statistics: Global Education Digest (2009) • “Global Student Mobility 2025”. Bohm, Davis, Meares and Pearce (2002) • “International Student Mobility”. World Education News and Reviews (2007)

Study in Mauritius The new Sub- Saharan African knowledge hub