Bibliographic record
Abstract
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. …
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.004 |
| Science and technology studies | 0.006 | 0.012 |
| Scholarly communication | 0.011 | 0.006 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.002 | 0.007 |
| Insufficient payload (model declined to judge) | 0.010 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".