Notice bibliographique
Résumé
Education is an important component of soft-power diplomacy. The Delores report of the International Commission on Education for the 21st Century1 emphasizes the immense potential of higher education to use globalization as a tool for bridging the knowledge gap and enrich the dialogue between peoples and cultures. Exposure of the youth to a liberal environment and a pluralistic democracy like India promotes the cause of human rights and democracy. Capacity building is the biggest challenge for the development of the poorer countries of the South. India, with its unique location and a long tradition of knowledge power, can play a useful part in capacity building in these countries.The quality of education offered by a state has become an important barometer of its standing in the international arena. Can a nation seek a place at the high table without internationalization of its higher education? It is hardly surprising that USA, the sole superpower, has also been the leading education power since the end of World War II. Recognizing the importance of education in the international power hierarchy and its role in the pursuit of national interests, developed countries, particularly USA, UK, France, Australia, Canada and Germany, have given renewed emphasis to internationalization of higher education, actively supporting the efforts of their universities to recruit foreign students. In Asia, China, Korea, Japan and Singapore have also stepped up their efforts to attract students from abroad.It is estimated that the demand for international education would increase fourfold over two decades, from 1.8 million students in 2002 to 7.2 million by 2025. The global education market is estimated to be worth US$ 2.2 trillion. Table 1 provides a brief summary of the foreign students studying in various countries and their contribution to the economy and employment.Education Diplomacy Around the WorldUSAIt is seen from Table 1 that the USA is the most preferred education destination in the world. Education diplomacy has been one of the bright spots in the United States' somewhat dismal record of foreign policy. USA has attracted bright immigrants from every part of the world through its campuses. Internationalization of higher education has played a significant role in making the US the number one knowledge power of the world. US universities have been able to create highly influential alumni networks all over the world that have been instrumental in promoting US foreign policy goals and commercial interests. The President of Taiwan was able to visit USA to attend an alumni function,2 which would otherwise not have been possible because of the United States' 'One China' policy.The economic faculties and US education have deeply influenced the economic thinking and policies of most of the nations and international institutions like the World Bank, IMF, etc. Education diplomacy has been a major asset in the field of intelligence as well. The alumni networks have been successfully used for certain diplomatic objectives. The alumni have also contributed generously to their alma mater. For example, in 2011, Ratan Tata donated $50 million to Harvard Business School; Anand Mahindra donated $10 million to Harvard for its Humanities Center.EuropeThe UK too has effectively leveraged the alumni network of foreign students for promoting its commercial, political and economic interests and for attracting talent to provide it a competitive edge. Many scholarship programmes are available for higher studies in the UK through British Council offices all over the world.3 Australia and Canada have accorded high priority to attracting foreign students particularly from the Afro-Asian region. Their numbers have risen rapidly in the last ten years. They have also made significant contributions to the economy and employment generation and have been a major source of quality migration.In France, foreign students constitute approximately 12 per cent of students in higher education. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».