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This paper offers insight from an informal cross-cultural mentoring experience of course development in higher education framed by the UNESCO Chair on Open Technologies for Open Educational Resources and Open Learning project. The Open Education for a Better World is a tuition-free international online mentoring program established to unlock the potential of open education in achieving the United Nation Sustainable Development Goals. Drawing from mentor/protégé conversations and reflections and examining the experiences of mentoring in the development of an online course for Indian teacher education faculty development, the authors illuminate a pathway toward building professional relationships and professional learning beyond borders and boundaries. This paper describes how mentorship can develop digital competencies foundational for transferring tacit knowledge about planning, designing, recording, implementing, and evaluating teaching and learning in education. Explicit knowledge-building for professional learning within a supportive mentoring relationship is explored.

Taking the United Nations' Sustainable Development Goal 4 (SDG4 - quality and equity in education and lifelong learning opportunities for all by 2030) as a global education policy, this article investigates the accompanying consensus politics. It shows how political consensus among 193 UNESCO member states over the national implementation of SDG4 indicators was convened into a measurable commitment to the production, utilisation, and sharing of education data, a technical one. It argues that, the Technical Cooperation Group (TCG), a political Initiative from the UNESCO Institute for Statistics (UIS), made instrumental use of indicators (thus data) to formulate and put into practice a global set of policy values dubbed collectively here as experimentality. Experimentality being inherently topological (working in spatiotemporal configurations), these values helped TCG think and act in topologically reflexive ways. That is, they enabled the formulation and putting into practice of spatiotemporal frames critical to bringing the global and the national together into collaborations for SDG4. Advancing the cross-disciplinary notion of experimentality and a topological semiotic approach to policy culture, this paper adds a value-focused perspective to the mobilities research on global education policy. A large corpus of web materials made official by TCG constitutes the empirical basis.

Although in the educational context the virtual exchange practices have become popular since pandemic, there is a need to examine and provide more evidences and lessons learned from this kind of international experiences in order to advance in teaching on line and to train students how to be efficient when working in virtual teams. This paper studies the results of a virtual collaboration among three universities in two different countries (Peru and India). It discusses the methodologies and pedagogies of Collaborative Online International Learning (COIL) and global virtual team (GVT) and presents an instrument that was developed to understand student's needs and interests in several aspects (work in international teams, acquisition of intercultural knowledge and skills). A survey was applied to 77 students in Peru and India. The results showed the development of students' communication and collaboration skills as well as cross-cultural understanding and appreciation of other cultures. Despite the challenges that appeared during the project such as time difference, schedule, language barriers and engagement of some team members, students appreciated the opportunity to engage with peers from another country and to learn more about their culture. The COIL methodology, in contrast to GVT method, offers students more holistic and transformative learning experience supported and guided by lecturers. Trained faculty and awareness of COIL pedagogy characteristics and its implications are critical to a student's success.

India's relations with the Latin American countries have been traditionally friendly and interaction with them is close both at bilateral and multilateral level. India's collaboration with Latin American countries has resulted in different kinds of outputs, including joint publications, technology development, technology transfer, improvised products and processes. The joint research output emanating out of research collaboration is an important source of information for mapping India's collaboration with Latin America, and its impact on different fields. This paper attempts to study the research collaboration of India with Latin America, with the following objectives: (i) To study the nature of Indian collaboration with Latin American countries in S&T, as reflected in co-authored research papers, (ii) To identify the specific subject areas of Indian collaboration with Latin America, (iii) To study the impact of Indian collaborative research with Latin America in different fields, and (iv) To identify the major Indian institutions involved in this collaborative research with institutions in Latin America. [ABSTRACT FROM AUTHOR]

The IBSA forum is an important collaboration of India-Brazil-South Africa to address the social developmental challenges of developing countries through South-South Cooperation. All three countries share same colonial history and at present have developing economies and struggling to provide best public services to their citizens through the appropriate policy planning and introduction of welfare schemes. In the field of education, all these countries are facing problem in the expansion of access of education for all due to the challenges such as high number of out of school children, high drop-out rate, high repetition rates etc. To tackle these problems, appropriate education policies on free and compulsory education have been implemented in these countries. Besides these education policies, these countries have started many compensatory programmes to address the major challenges in the goal of universal elementary education. One of the most important compensatory programmes in these countries is school meal programme. In all the three countries, school meal programmes have been started with dual purpose of keeping the children in the school and improving their nutritional status. This paper is an attempt to review the school meal programmes of IBSA countries to highlight their impact on the health and educational attainment of children especially children from the disadvantaged sections of the society.

India, as a developing nation, is consistently progressing in the education field. While Indian higher education has expanded tremendously in terms of enrolment, the country has failed to produce an adequate number of world-class universities. Researchers have analysed challenges like demand-supply gap, lack of quality research and innovation, inadequate infrastructure, shortage of quality faculty, etc. Worldwide higher education policies have been transformed by various internationalisation processes that operate in a constant flux of globalisation. Given the projected demand for massification and quality improvements needed, internationalisation of higher education has become an important national goal in India. This paper conceptualises the importance of foreign partnerships in the Indian higher education sector. It delineates major challenges for the foreign enterprises to enter the Indian higher education market and highlights some recent developments on policy initiatives and schemes initiated by the Indian government to bring higher education at par with international standards. Specific hindrances of foreign partnerships in the higher education sector have also been discussed. In conclusion, this paper critically argues for formulating useful regulatory guidelines for foreign partnerships by fostering research on understanding the policy and management of the Indian higher education system.

Writing reflects some of the different characteristics of the language being used and of the people who are communicating. The present paper focusses on the internal written communication in international and inter-disciplinary research projects. Using a case study of an international public health research project, it argues that the authorship and the languages used in internal project communication are not neutral but help to generate or reinforce power hierarchies. Within research partnerships, language thus raises ethical issues that have so far been neglected. Current ethics guidelines often focus on interactions between scientists and participants of social research and clinical trials, with less attention paid to the interactions among the scientists themselves. Describing all the different project phases based on writing within a research project, the paper distinguishes different influences on the distribution of power that emerge through a focus on written communication. The focus of the present paper is to illuminate the issues of ethics, power and the dimensions of hierarchy, physical location and native versus non-native English speakers that arise from paying attention to such communications.

Seamless learning has a significance that has been increasing in recent years, and an increasing number of studies on the subject in the literature draws attention. This study aimed to examine the research on seamless learning between 1996 and 2020 with the bibliometric analysis method. The Scopus database was used in the collection of the data. After various screening processes, a total of 389 publications were included in the analysis. Descriptive analysis and bibliometric analysis were used in the analysis of the data. The distribution of publications by years, types of publications, sources, and languages were analyzed in the research. Additionally, visual maps were created with analyses of co-author, cocitation, and co-word. At the end of the study, it was seen that there has been an increase in the number of publications from the past to the present, articles and papers were predominant, and that most of the studies were carried out in English. As a result of bibliometric analysis, it was concluded that the most efficient countries in seamless learning were the United Kingdom, the United States, and Singapore. Also, it has been determined that the National Institute of Education, Center for International Education and Exchange, and Kyushu University institutions are dominant. The most frequently mentioned authors cited in studies in many different fields are M. Sharples, L.-H. Wong, and H. Ogata. According to the co-word analysis, the keywords seamless learning, mobile learning, ubiquitous learning, and mobile-assisted language learning stand out in the field of seamless learning.

This paper reports on an international collaborative project working with deaf learners of English literacy (19-28 years old) in five locations in India: Indore; Vadadora; Comibatore; Pattambi; and Thrissur. Indian Sign Language (ISL) was the language of instruction. The project drew on a social practices view of literacy. Deaf peer tutors were trained in creating lessons using authentic materials: texts collected from students' everyday lives. Tutors and students shared content via an online teaching resource. In the paper, the authors draw on notes from the training, tutor and student data, to clarify the strengths and challenges of this approach. Real literacies were used fruitfully, but authentic texts could be complex and grammar lessons were often unrelated to these texts. This challenged our assumptions about the applicability of the real literacies concept to pedagogy. Nevertheless, the study confirms the value of an approach that privileges ISL, peer tuition and online materials.

Delivering a project has several challenges to be addressed, and to mitigate them, multiple approaches have arisen and suggested as best practices to stakeholders' satisfaction. This research presents a proposal to manage communication inside a virtual project team, adapting concepts from traditional and agile approaches into a hybrid framework, created using the action research spiral approach to evaluate the performance. It was possible to implement three action-research cycles, considering the spiral approach, starting will a diagnosis of the team, followed by action planning and implementation in a two month cycle, finishing with evaluation of the results and collection of feedbacks and potentials improvements. This paper describes all the process, tools and communication structure implemented in a product development project team of an industrial company for a period of six months. The results show that the team became project oriented, increasing trust among members and the alignment of dependencies between areas.

Free and compulsory primary education remains a priority area in the international policy perspective, starting from the Universal Declaration of Human Rights, 1948 to the formulation of Sustainable Development Goals in 2015. Under the impact of globalization, an impressive expansion in the access to primary education has been observed in recent decades and the global trends in enrolment rates across the developing world have attested this fact. However, many developing countries, such as India, Brazil and South Africa (IBSA), are still struggling with the goal of quality primary education for all. The IBSA countries are emerging economies and very proactive in addressing past inequalities prevalent in their countries. With the cooperation of international organizations, national policy planning and other initiatives, these countries have performed quite well in the educational attainment. But even today, these countries have not achieved the goal of quality primary education for all. This paper reviews the attainment of free and compulsory primary education in these countries, along with the challenges faced in the achievement of universal primary education. These challenges may hinder the progress of these countries towards the achievement of Sustainable Development Goal.

This paper explores equity challenges common to short-term cross-cultural research partnerships. We focus on a project-based activity in which U.S. undergraduate students and college faculty taught middle-school students in Goa, India how to make podcasts about complex environmental problems. Project team members conducted a collaborative auto-ethnography focused on questions of power, leadership, collaboration, and equity, and examined exit interview photo elicitation data to identify the core challenges of ethical and equitable short-term cross-cultural research and programming. Our use of photographs as conversation prompts helped to highlight contradictions and asymmetries along axes of power, cultural imperialism, knower-knowledge, age, race/ethnicity, social class, and gender. We reflect on possibilities for educational research that rejects a "voluntourism" model and moves, if imperfectly, toward more equitable international collaborations.

Public engagement is recognised as having an increasingly important role in the changing landscape of higher education in the United Kingdom (UK), and is promoted as a 'pathway to impact' by many higher education funding bodies. However, there is limited evidence to support the outreach and impact gained by higher education institutes that undertake international public engagement activities. Similarly, little is known about higher education staff and student's experiences of participating in such public engagement activities. This study focusses on a Global Festival of Learning (GFoL) in delivering public engagement on an international stage through an integrated approach involving the fusion of education, research, and professional practice, and the perceived impact on staff and students. This paper proposes an adaptive model for public engagement founded on five strategic public engagement areas that can be transferred to other higher education institutes with an interest in developing their international outreach and impact.

In 2016 Georgia Southern University Institute for Interdisciplinary STEM Education (i 2 STEM e ) was approached by a collaborative group of educators from India now living in the US. They noticed a need for teachers in India to have access to the Interdisciplinary STEM Education pedagogical techniques through focused professional development. Over the course of the next two years, the partnership developed and in September 2016 the first group of educators in India was given a professional development opportunity around the concepts of Authentic Teaching, including place-based education, problem based learning, and project based learning. This paper will discuss the approach the educators delivering the professional development took, the barriers and successes to implementing professional development in a new cultural setting, and the next steps to be taken. It is hoped that this information will provide future providers of PD, who are working outside their country of residence, with insights and ideas on working with a culturally different and diverse educational setting.

Cross-national research partnerships require careful consideration if they are to be equitable, generative, and sustainable. This field reflection focuses on the collaborative work between the Tata Institute of Social Sciences (TISS) in Mumbai, India and the University of Pennsylvania Graduate School of Education (Penn GSE) in the United States by presenting excerpts from an interview with Dr. Venkatesh Kumar (TISS) and Dr. Sharon Ravitch (Penn GSE). Kumar and Ravitch reflect on the participatory approaches to research, practice, and partnership that guide their applied work in India. Furthermore, Kumar and Ravitch consider their own processes of learning and unlearning as well as the ways that their partnership is enhanced through deliberately centralizing multiple perspectives.

The U.S. ambassador to India, in an interview with "The Chronicle" last week, criticized the opposition of some Indian government officials and politicians to legislation that would allow U.S. and other foreign universities to establish campuses or programs in the country. He spoke favorably, however, about India's willingness to take on half of the financial and administrative responsibility in running the Fulbright educational-exchange program. The new Fulbright agreement, recently signed by the two governments, doubles the total amount of scholarships awarded annually to Indians and Americans, to $5-million, said David C. Mulford, U.S. ambassador to India since 2004. The numbers of students awarded scholarships in India and the United States, about 100 in all, will double as well, effective immediately. For the first time, India will make a financial contribution to the scholarships, which have been renamed the Fulbright-Jawaharlal Nehru Scholarships and Grants. The new agreement also allows both countries to raise funds from private sources to expand the student-exchange program.

This paper is an attempt to examine the relationship between higher education and economic growth by taking a country case of the Republic of Korea and comparing this with the Republic of India to show how political educational decisions impact economic growth. Even though both countries began as relatively underdeveloped economies at the time of independence in the 1940s, this literature study shows that these two countries took different trajectories in organizing their higher education systems. Korea's strategic and sustained investment in education (along with the private sector) has eventually helped the economy to soar. India's economy, on the other hand, is still held back from strategizing and channeling its resources for the development of higher education in general. India appears to have been fallen prey to a competency trap of the general presumption among many policy makers that secondary and higher education may not be as necessary for economic growth. As a result, the economy will continue to suffer until the political commitment shifts toward investing in higher education and working with the private sector of vast potentials.

Existing literatures have discussed both ethical issues in visual research with young people, and the problems associated with applying 'universal' ethical guidelines across varied cultural contexts. There has been little consideration, however, of specific issues raised in projects where visual research is being conducted with young people simultaneously in multiple national contexts. This paper contributes to knowledge in this area. We reflect on our experiences of planning and conducting the International CYCLES project involving photo elicitation with young people in Bangladesh, Brazil, India, Japan, New Zealand, South Africa and the UK. While some issues such as varying access to technology for taking and sharing photos and diverse cultural sensitivities around the use of photography were anticipated in advance, others were more unexpected. Balancing the need for methods to be appropriate, ethical and feasible within each setting with the desire for sufficient consistency across the project is challenging. We argue that an 'ethics in context' approach and an attitude of 'methodological immaturity' is critical in international visual research projects with young people.

International cooperation and collaborations played an important role in the economic and educational development of several countries. In the 1950s and 1960s external aid was an important modality to establish cooperation between countries, especially between developing and developed countries. Cross-border activities in higher education used to take place mostly through cooperation projects and academic exchange programmes. The political returns to aid declined during the post-cold war period. Therefore, incentives to extend aid declined and markets and trade became more accepted modes of cooperation and collaboration in all sectors including education. International collaborations of today are very often motivated by economic incentives and are mediated through markets. The franchising and twinning arrangements, establishment of branch campuses, and promotion of cross-border student mobility are examples of market-based collaborative efforts in higher education. This paper discusses Indian cooperation and collaborations with foreign institutions focusing also on such efforts among the BRICS countries. It argues that the collaboration efforts among the BRICS countries may be more influenced by government-to-government efforts than mediated by markets. The paper shows that the BRICS countries at present are more engaged in cooperation and collaborations in higher education with developed countries. Collaborations among the BRICS countries are rather limited and are still at the nascent stages. Therefore, government initiatives and public action are needed at this stage to promote cooperation and expand collaboration in higher education among BRICS countries.

During the last decade education worldwide has experienced massive changes ranging from domestic market inauguration to the internationalization. In due course of time, there has been a great urge for restructuring the education system to make it internationally comparable ensuring economic benefit. The developed countries have dominated through the process and have been able to reap the benefit of internationalization of higher education. It is to be noted that the developing countries are forced to accept the negotiation of the developed countries to get support in turn. At the same time it may also be noted that there exists an inverse relationship between domestic gross enrolment ratio (GER) and outward mobility ratio (OMR) and the other developing countries have resorted to importing education services to supplement their domestic capacity. The present paper articulates the current nature of the internationalization of higher education through analyzing the indicators related to it. The paper establishes the inverse relationship between GER and OMR. It also attempts to provide policy implication by highlighting facts related to the process.

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This paper shares an innovative methodology to 'co-create' a curriculum with eleven international community development organisations from seven countries to prepare undergraduate students for international work-integrated learning activities. The co-creation process was complex, messy, and always evolving. Here we reflect on and document the process, identifying three key methodological principles that might guide the co-creation process for others. These principles embrace the unpredictable, emotional, and personal reality of bringing together diverse ideas and perspectives, as well as opening up possibilities for more creative ways of communicating and listening to what is seen, heard, and felt.

Interdisciplinary scholarship in recent years has begun to pay attention to the state (re) formation in India under neoliberal conditions. The particularities of this transformation have arisen from the points of re-imagination of the relationship between the post-colonial state and global capital. Working through the contradictions and conflicts embedded in the social life of policy, this paper examines two policy initiatives: the Right to Education (RTE) Act (2009) and the Foreign Institutions Entry, Operations and Regulation Bill (2010). The overlaps, differences and tensions around the two policies allow for a perspective that understands the changing role of education in the transformation of the state.

The aim of this research is to present the determinants of students' perceptions of quality and experience of study at international branch campuses in Malaysia, a country that is set to become an academic hub in Asia. This study used a multi-method approach for data collection. The respondents comprised 245 students (both undergraduate and postgraduate) from six renowned international branch campuses operating in the country--three from Australia, two from the UK and one from India. In addition, a total of 21 face-to-face interviews were conducted after the survey. The results revealed that across the seven dimensions examined concerning education and non-education qualities--university reputation/image, programme quality, lecturers and teaching quality, student learning environment, effective use of technology, counselling and academic advising support, and social life (direct/indirect) facilities--the students were largely satisfied. The paper adds to the existing body of research on higher education service quality, particularly on students' perceptions and expectations of international branch campuses.

"E(Lab)orating Performance" is a transnational collaborative teaching and learning project involving Massey University (New Zealand), University of Cape Town (South Africa), UWC Mahindra College (India), and University of the Witwatersrand (South Africa). The project was devised to facilitate creative engagements between students and educators in theatre and performance classrooms at the participating institutions. By using online platforms to create transnational teaching and learning spaces, the project explored the affordances and the limitations of blended learning approaches to "live" disciplines like Theatre and Performance Studies. In addition to exploring aspects of blended learning, the project was guided by an assumption that it might facilitate transnational cultural citizenship, through which participating students and educators might develop cosmopolitan engagements and openness to cultural differences. This paper critically examines the "E(Lab)orating Performance" project by providing an overview, a reflection on its various "productive mistranslations", and a consideration of its effectiveness as a teaching and learning initiative.

Vietnam is a key player in India's Act East Policy and is distressed due to China's overarching position in the South China Sea. China's expanding infrastructural investments in India's periphery have led to a regional security dilemma in Indian Ocean Region. India is steered to pursue opportunities to counter China in the latter's periphery, to which Vietnam fits as an apt ally. Hence, this paper examines the heightened need for realigning India's Vietnam policy in line with United Nations Sustainable Development Goals and explains how bilateral cooperation through sustainable trade, renewable energy production, and green investments can offer a "counter" to Chinese expansion in Indo-Pacific and its Belt and Road Initiative. This paper uses the theoretical framework of Balance of Power to enumerate how geostrategic policy decisions in India-Vietnam bilateral relations can create a "counterbalance" to the Chinese investments in India's neighborhood, especially in Pakistan. [ABSTRACT FROM AUTHOR]

International education can be seen as a kind of litmus test in interrogating the place of education, power, and ideology in a globalized economy. In this paper, the authors detail the development of international education both with respect to character and credentials, and identify its putative links with elite higher education. How then might this educational path feed into global class recruitment? If one accepts that significant aspects of class structuration develop out of economic relations, then clearly the plausibility of concepts like that of a transnational ruling class will depend upon global economic developments. Here there are two theoretically competing accounts of economic globalization which have a bearing on the issue of social class; the first relates to the ideology and practice of neoliberalism, which gives some plausibility to the emergence of a transnational ruling class, while the second sees economic globalization as fundamentally about imperialism--that is, a competition between nations for fundamental economic advantage across the globe. In this case the focus remains, as it has traditionally, on the construction of national class systems. (Contains 7 notes.)

The Indo-Pacific region is believed to be of immense strategic significance given the dynamism of the region in propelling economic growth and cooperation between nations. However, the region has attracted significant attention from major powers and is being reimagined as a contested geo-political space. The emergence of the term has led to a restructuring of the popular perception in which the world has traditionally and strategically perceived this geographical area. This paper delves into the manner in which the India and Australia as important actors in the region conceptualize the 'Indo-Pacific' and how it has shaped India-Australia relations. [ABSTRACT FROM AUTHOR]

This paper examines the potential of minilateralism in the context of the Arab Gulf states, given changes in the global geopolitical environment. As major powers such as the United States and China vie for security and economic opportunities, the Gulf will play a crucial role. Unlike the Cold War's simple bipolar order, the 2020s are likely to involve less formal and more dynamic arrangements, termed 'minilateralism'. This paper details the sources, nature, and scope of minilateralism, comparing it to multilateralism, and considering its strengths and weaknesses. It then examines why minilateralism is potentially appealing to Gulf leaderships and looks at possible cases and modes of minilateralism that may emerge in and around the Gulf, including India's proposed Arabian-Mediterranean Corridor and the Quadrilateral Security Dialogue. The paper's conclusions are tentative, but there is evidence that the Gulf states are revisiting their foreign policies and beginning to adopt minilateral arrangements. [ABSTRACT FROM AUTHOR]

India views the Indian Ocean as an embodiment of its strategic presence in the region. India has realized the strategic importance of the Indian Ocean since its independence and is keenly interested in maintaining sustainable maritime operations. This strategic importance of the Indian Ocean has diversified India's national security objectives intertwined with its national interests. On top of that, the US has strengthened its relations with India in the last two decades; as a result, the Indo-US partnership is deemed to help India in becoming a pre-eminent maritime power in the Indian Ocean region. This has expanded India's role as a net security provider in the Indian Ocean region. In this sense, Indo-US. strategic cooperation and bilateral agreements have granted the former an exceptional strategic role in the latter's strategic calculus and security interests in the Indian Ocean region. Moreover, the US strongly supports India's military rise in the India Ocean region as a rightful Chinese competitor. China is not ready to accept the Indian naval exceptionalism. In response to Indian engagement in the Indo-Pacific region, China is increasing its naval presence in the Indian Ocean region. This paper attempts to explore linkages between India's naval rise in the Indian Ocean region due to Indo-US strategic partnership. Both powers have made a strategic handshake to contain rising China. In addition, the paper also explores the implications of India's naval ambitions in the Indian Ocean region and its implications for strategic stability and Pakistan. [ABSTRACT FROM AUTHOR]

The author discusses his participation in a conference on marketing held at the Indian Institute of Management in Lucknow, India and a common theme expressed by speakers at the event of the need for collaboration in marketing research education between developed and developing countries. A research methodology forum to be sponsored by the publication to be held in London, England in November 2012 is announced. An obituary is presented for social scientists Roger Jowell. An introduction is presented to the articles published in this issue including "Researching Children: Are we getting it right?," "Using supermarket loyalty card data to analyze the impact of promotions" and "How respondents use verbal and numeric rating scales."