118 research outputs found
Shaping an ASEM (Higher) Education Area: Hybrid Sectoral Regionalism from Within
No full textThere is now a growing literature on regions and regionalisms, and on the role of the higher education sector in regional projects, such as Europe. The main thrust of this chapter is to bring these two into conversation with each other through examining how a region and sector relate to each other in terms of the consequences of sectoral cooperation for the region, on the one hand, and of regional cooperation on the sector, on the other. My entry point is the construction of a new ‘regional sectoral space’ between Asia and Europe, designated as an Asia–Europe Meeting (ASEM) Education Area by the ASEM Ministers of Education in 2011. In particular, the chapter seeks answers to the following questions: How and through what process has the ASEM education process emerged as a region-building project? How and why was higher education made a key priority on the ASEM education agenda? Three aspects to this distinctive regionalizing process will be developed in this chapter. The first is that the ASEM Education Area is a hybrid in that it develops traits from novel combinations of the Bologna Process, on the one hand, and Asian experiences on the other, through its regional educational cooperation activities. The second is that it is sectoral. That is, it refers to those processes in the higher education sector which are distinct from, and thus different to, ASEM cooperation in other sectors (such as trade, public health, environment, transport or security). The third, regionalism from within, is used to explain the distinct features of the ASEM education process that have been shaped by the national interests of member countries and the inter-subjective knowledge which has emerged from within the community of actors who are endogenous to the higher education sector
The Bologna Process Goes East? from “Third Countries” to Prioritizing Inter-regional Cooperation Between the ASEAN and EU
No full text'Nordic added value’:a floating signifier and a mechanism for Nordic higher education regionalism
Full text linkThis paper contributes to the theoretical debate over a global upsurge in higher education (HE) regionalisms which pursue different region-building processes and create policy spaces beyond national boundaries. Focusing on the Nordic countries, the paper studies parallel processes of intra-Nordic and European HE and research cooperation. Although individual Nordic countries opt for different kinds of relationships with the European Union (EU), they have participated in the Europeanisation process of HE and research while intensifying their Nordic regional identity. Drawing on spatial logics in European integration and HE regionalism theories, the concept of ‘Nordic added value’ (NAV) and three Nordic flagship programmes, this paper addresses two questions: What are the links and outcomes of parallel regionalising processes of the EU-Nordic and intra-Nordic cooperation in HE and research? How has ‘Nordic added value’ been utilised to strengthen Nordic HE regionalism?The paper argues that spatial logics provide new and holistic understandings of rationales for region-building processes, whereas NAV, being a floating signifier, generates regionalising ideas and functions as a distinctive mechanism of Nordic HE regionalism. Both spatial logics and NAV render opportunities for Nordic regional imaginaries, identity-building and Nordic-EU mutual policy learning
South-South development cooperation and the socio-spatial reconfiguration of Latin America-Caribbean regionalisms: university education in the Brazil-Venezuela ‘Special Border Regime’
Full text linkThis chapter approaches the changing geometries of Latin America–Caribbean regionalisms through the lens of South-South cooperation and the role of university education in the construction of a Brazil–Venezuela cross-border sub-region termed ‘Special Border Regime’. Within the general reintensification of South–South cooperation in the geographical area, I concentrate on the Brazil–Venezuela official development cooperation between 2003 and 2015 and the transformation of the Southern Common Market (MERCOSUR) in relation to the Bolivarian Alliance for the Peoples of Our America – Peoples’ Trade Agreement (ALBA-TCP), to argue that a South–South cooperation counter-space is being produced in which university education is sought to be re-established as a fundamental right and state responsibility
Learning about and from Normative Power China in International Education Cooperation
No full textThis chapter explains different forms of normative power and expands the conceptual understanding of the normative power approach to studying international higher education cooperation. ‘Normative Power’ is often understood as the ability to shape conceptions of the ‘normal’ in international relations (Manners, 2002), a concept underexplored in higher education research. Drawing on the Asia-Europe Meeting (ASEM) education process, which has convened 51 Asian and European countries alongside the European Union (EU) and the Asian Secretariat since 2008, this paper investigates how the European partners promote the Bologna Process standards and norms to the Association of Southeast Asian Nations (ASEAN). However, normative power is not exclusive to Europe; China’s Belt and Road Initiative’s (BRI) education program, initiated in 2013, has also exerted a distinct form of normative power and influence on ASEAN’s higher education systems. By analyzing the ASEM education process and the BRI education program, this paper examines the constituents of normative power, its practice, the key differences between 'Normative Power Europe' and 'Normative Power China,' and the outcomes generated in EU-ASEAN and China-ASEAN collaborations. The author argues that the EU’s and China’s normative power in higher education cooperation is not defined solely by the norms they seek to diffuse but also by the underlying logic guiding their actions and the outcomes produced through processes of interactions. The paper also sheds light on lessons that can be learned about how China wields its normative power in comparison with the EU and how ASEAN engages with various powerful partners. </p
From the village to the city : migration strategies of economic child migrants in Vietnam : the case of underage tailors in Ho Chi Minh City
No full textLa croissance économique du Vietnam depuis la politique de Doimoi (Renouveau) en 1986a créé un contexte favorable à l’extension du phénomène des migrations de travail. Les enfants migrants économiques sont de plus en plus visibles dans les ateliers privés de production industrielle, surtout dans les ateliers de couture à Ho Chi Minh ville. En essayant de répondre aux questions pourquoi les enfants migrent et acceptent de vivre et de travailler dans un environnement défavorable, cette thèse analyse la migration des enfants, comme acteurs dans la mise en œuvre de stratégie pour le travail ; elle analyse aussi les stratégies des différents acteurs impliqués dans la migration des enfants pour le travail. Elle part de deux interrogations : d’une part, la stratégie de subsistance et de développement des foyers villageois, surtout des foyers pauvres dans le contexte de changements socio-économiques au Vietnam et, d’autre part, la diversité des logiques migratoires des enfants, intéressés non seulement par les revenus de la migration mais aussi par la recherche de leur autonomie. La thèse cherche surtout à rester centrée sur les propres attentes des enfants en dévoilant la façon dont ils s’engagent dans des relations de dette vis-à-vis de leurs parents et de leurs employeurs. Bien que les enfants migrants soient considérés comme acteurs stratégiques de leur migration de travail, ils sont toujours victimes des exploitations. Cette réalité nous conduit à une réflexion sur leur futur incertain. La relation entre le développement économique et le développement social et humain est, dans ce cas, la grande question posée à des pays en développement.In the context of expedited labor migration since the Doimoi (Renovation) policies in 1986, economic child migrants are becoming more visible in the private industrial production workshops, especially in the garment sector in Ho Chi Minh City. Aiming to answer the question: why children migrate and agree to live and work in an unfavorable environment, the thesis analyzes the child labor migration by considering children as actors implementing the strategies. In addition to that, it scrutinizes the other actors involved in migrant working children. Therefore, the thesis focuses on two issues: on the one hand, the strategies for subsistence and development of rural households, particularly the poor households in the context of socio-economic changes in Vietnam. On the other hand, the study examines the diversity of the rationales and logic behind children migration: not solely their interests in income generation but also their search for autonomy. Their personal expectations from labor migration are also investigated. Moreover, the findings on how they are engaged to the debt - related issues with their parents and employers are revealed. Although economic child migrants are considered as strategic actors responsible for their migration, children are always the victims of exploitation. This reality makes us think about the sources of social supports regarding to the supports from government and government organizations. Additionally, the unguaranteed future of these children needs more concerns
Unintended Outcomes of the EHEA and ASEAN: Peripheral Members and Their Façade Conformity
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The Bologna and ASEM Education Processes: Comparing Governance Models and Outcomes
No full textThe Bologna Process (BP) and the ASEM Education Process (AEP) have been recognised as outstanding examples of regional and inter-regional higher education projects. Despite their different histories, governance structures and trajectories of development, today each process brings together some 50 countries and a dozen of international organisations in a sectoral space that shapes the global higher education landscape. This article reviews and explains the governance models and outcomes of regional higher education cooperation by analysing the causes of major differences and similarities of the two processes. By comparing some key features, this contribution aims at enhancing the understanding of the two large-scale regional projects and improving the collaborative practices in the future
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