global education: asian universities’ pursuit towards
TRANSCRIPT
GLOBAL EDUCATION: ASIAN UNIVERSITIES’ PURSUIT TOWARDS INTERNATIONALIZATION,
The Philippine Experience
by Professor Ma. Crisanta N. Flores, Ph.D.Director, Office of Extension Coordination
University of the Philippines Diliman, Quezon City, Philippines 1101
In a world that is highly IT and consumerist, education has become a big business in a knowledge-based economy where knowledge is considered a “weightless commodity”. There is an unprecedented growth in the number of students wanting to pursue higher education overseas. Hence, the fierce battle among universities to attract the market (more than 2.5 million young people study overseas).
Since English is the international lingua franca, non-English speaking institutions of learning in Europe and Asia have revitalized their programs to include course offerings in English. French Universities now offer a significant number of degree programs in English. In China, 175 million people study English. Koreans come to the Philippines for Intensive English Program which is cheapest in the region. South Korea is building 10 “English villages” like Western communities where children can learn to communicate in English. One such example is the ‘English-only town’ soon to open on Cheju Island in 2010.
Brief Description of the Global Educational Landscape
In recent times, Asian universities in Singapore, Japan, Malaysia and India have attracted very good students from different parts of the globe. It is no longer a monopoly of the old best universities like Harvard, Yale, Cambridge and Oxford. To date, China is spending millions in building and improving their universities so that their own student population need not leave their country. Malaysia expects double the number of 100,000 foreign students it received this year by 2010. Malaysian and Thailand universities have been prime movers of institutional restructuring in higher education with its thrust towards corporatization. Malaysian Universities are very active in their joint-degree and/or twinning programs with British universities making their students internationally marketable.
The US has suffered setbacks in its share of foreign students after the 9/11 incident which led to tighter student visa restrictions. US foreign students only amounted to 17% between 2000 and 2005 compared to France’s 81% and Japans’ 108%. European universities have become less attractive to foreign students especially from Asia because of the expensive Euro. Lately, the European Union has been very aggressive in Asia in its promotion of universities and colleges with scholarship packages and other enticements. Under its banner of a United Europe where everything is standardized from its banking system, currency to a common market, the new European Higher Education Area is now also on its way towards standardization. In the Philippines, among European countries, it is France through its French Embassy which vigorously promotes and advertises its French universities through international education fairs. Spain and Germany are next with scholarship packages in the graduate level.
Internationalization of Higher Education
Internationalization of Higher Education must not be confused with Global Education. Although mutually exclusive, they work towards the same direction. Global Education can be understood in 2 ways: it may refer to the Global Education Landscape or it may also refer to the economic aspect of education where foreign students are considered part of the market forces. Internationalization of Higher Education is a response to Global Education but focuses principally on academic growth of universities and institutions rather than on its economic aspect of growth.
− 215 −
A survey conducted by the International Association of Universities listed Student and Faculty Mobility as one of the most important component of Internationalization. Student, staff and teacher development, academic standards and quality assurance and international research collaboration are ranked as the 3 most important benefits of internationalization. Distance Education and the use of ICTs are noted as the key areas for new developments.
What makes an International or Global University?
Since the most common indicator of Internationalization is the number of foreign students a university has, there is a strong pursuit to attract foreign students as well as to forge international linkages with (ideally) prestigious foreign universities to boost the international character of a university. Institutions of higher education all over the world compete to attain the status of an international or global university.
Asian Universities as International/Global Universities
While US recognizes the fierce competition against Asian Universities such as NUS, Peking University, University of Tokyo in attracting the good, intelligent foreign students, Asian universities should continue to improve and rethink its own model for internationalization which is still very much informed by the Western paradigm. World Rankings is still the most influential indicator of an internationalized/globalized university. Leaders of universities quake at any change in their ranking every year. Asian Universities should go beyond the study of English language alone. Even if it is the international lingua franca, we should push for the strong disciplines we have in the region such as Marine Science studies, Digital Technology, Volcanology, and even Asian Philosophy and Arts.
The true test of a university as globalized is not only the number of foreign students a university has but if: (1) its international programs offered are enrolled in by foreign students; (2) there are a number of international organizations created with actual foreign membership; (3) research collaborations are published jointly by partner universities; and (4) if these international programs are sustained through the years.
In the survey conducted by the International Association of Universities, Asian respondents were the only ones who were not affected by the brain drain. Surprisingly, the North American, European, Middle Eastern and African respondents fear the effect of brain drain due to internationalization. This is a good sign that Asians intend to return to their country of origin in spite of foreign education. Joint-degree programs and or twinning programs also help ensure Asian students’ stay in their home universities at the end of the program while earning international degrees.
Internationalization and the Philippine Experience
As early as 2000, the Commission on Higher Education in the Philippines issued Memorandum Order No.1 (Policies and Guidelines in the Implementation of International Linkages and Twinning Programs). The Memorandum supports strongly international linkages as well as networking and consortium agreements. It also fully supports the institutional membership to prestigious foreign academic associations and organizations.
Philippine Universities are favorite destinations of mostly Korean students wanting to learn the English Language. According to Korean university administrators, what makes English language instruction in the Philippines popular to them is because of the following: cheap tuition fee, low standard of living, and Korean students do not get intimidated by the English language used by Filipino instructors compared to the English spoken by the native white speakers.
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Many Philippine Universities are reactive to internationalization as a bandwagon but have not fully understood this concept and phenomenon. English as the social capital of most Philippine Universities is seen as the principal requirement of internationalization. Philippine Universities should expand their linkages to include not only English language training but more importantly academic exchange in the field of science and ICT.
The oldest 2 universities in Asia are found in the Philippines. The University of San Carlos and the University of Santo Tomas were established in the early 1600s. These two universities should teach us the wisdom of the ages as well as their sustainability through the centuries.
The University of the Philippines
The University of the Philippines (UP) is now celebrating its Centennial Year. 100 Years ago, we were established under the American Colonial Regime. As products of early American period, UP graduates were sent to the US on a pensionado system in the early 20s and as Fulbirght scholars after World War 2.
But UP has been able to shed off its colonial yoke and has produced several presidents of the republic including current President Gloria Macapagal Arroyo. In the 1980s, many UP graduates went to Japan on a Monbusho and Hitachi scholarship especially in the field of engineering and science. During the same decade, many also went to Australia, London, Germany to earn their Phds in the fields of Business, Economics, and Social Sciences. In the 1990s to present, a significant number has proceeded to France and Spain for their graduate studies. Fortunately, many of these graduates came back to UP to serve the university as faculty members.
UP system is composed of 7 campuses and UP Diliman (UPD) is the flagship or the main campus. To date, it has the highest number of partner universities, it being the main campus with the most comprehensive course offerings.
UPD has 237 programs in English. Since many flock to UP for the Intensive English Program, which is offered both by the Department of English of the College of Arts and Letters and another by the College of Education. UPD has the Asian Center offering Japanese, Korean, Chinese Studies; the Institute of Islamic Studies; the Department of European Languages offering courses in Spanish, French, German/Deutz, Russian, Italian, and Portuguese, and soon, Polish language shall be offered as well. Meanwhile, the Department of Linguistics is offering language courses in Bahasa Indonesia, Bahasa Malay, Korean and Nihongo. The MA degree program in International Studies is offered by the Department of Political Science of the College of Social Sciences and Philosophy, while the Center for International Studies offers Special Topics on Global Studies for graduate students.
UPD has multicultural student bodies, international student organizations or clubs. We have the following international student organizations: UP-Tomo Kai, UP Arirang, Le Club Francais, International Club of UP, HPAIR, Euro, Criculo-Hispanico, Piccola Italia, Deutscher Verein, etc.
Recommendations: Policies, Activities to Promote Internationalization of Higher Education
With all the concepts and concerns discussed, here are some recommendations:
1. UP should not sit on its laurels, it being recognized as the best university in the Philippines. It should take seriously surveys or ranking of Universities in Asia and in the World because internationally minded-students always refer to these surveys when they choose to study overseas.
2. While world rankings or surveys is good (Webometrics, Times, Newsweek, etc.) because it improves universities, it must not allow competition however to override the benefits
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of real cooperation and partnership based on research and academic exchange, especially among Asian universities.
3. Asian universities and UP should vigorously pursue new ways of linkages such as twinning programs or joint degree that will redound to the mutual benefit of partner universities.
4. Asian universities and UP should be aggressive in promoting and advertising its strong course offerings and international programs in the global education market not only for profit but more so, for its pursuit towards internationalization of its higher education.
In summary, what we, in UP Diliman can offer to prospective foreign students in Asia and elsewhere, are the following: (1) it is a comprehensive university with many centers of excellence and having 237 programs offered in English; (2) it has international programs, centers and multicultural student bodies; (3) most importantly, the tuition fee is cheap; (4) the standard of living in the Philippines is very low; and (5) people from almost all walks of life in the Philippines understand English.
Focusing on our strengths in the Asian region, academic and economic, Asian universities will continue building on its strong foundation in this era of globalization and internationalization.
XXX
Sources:
Articles
“Global Educational Race,” Newsweek, August 20 & 27, 2007, Vol. CL No. 8/9.
Knight, Jane. Internationalization of Higher Education Practices and Priorities: 2003 IAU Survey Report. France: International Association of Universities, 2003. http://www.unesco.org/iau/internationalization/pdf/Internationalisation-en.pdf
Mok, Ka Ho. “Questing for Internationalization of Universities in Asia: Critical Reflections,” Journal of Studies in International Education, 2007, Vol. 11, No. 3-4, 433-454 (http://www.jsi.sagepub.com).
Yamauchi, Naoto. “Japan should Take a Leadership Role in Globalizing Asian Universities,” Research Institute of Economy, Trade and Industry, Column 0166. http://www.rieti.go.jp/en/columns/a01_0219.html
Guidebooks/ Bulletins Chulalongkorn University, 2006.
National University of Singapore, 2006-2007. Seoul National University, 2006. Tokyo University, 2006. Universiti Kebangsaan Malaysia, 2007.
University of Indonesia, 2006.
Websitehttp://www.ched.gov.ph http://www.webometrics.info
− 218 −
GLO
BA
L E
DU
CA
TIO
N:
AS
IAN
UN
IVE
RS
ITIE
S’
PU
RS
UIT
T
OW
AR
DS
INT
ER
NA
TIO
NA
LIZ
AT
ION
,Th
e Ph
ilipp
ine
Expe
rien
ce
by P
rofe
ssor
Ma.
Cris
anta
N. F
lore
s, P
h.D
.,D
irect
or o
f Offi
ce o
f Ext
ensi
on C
oord
inat
ion
Uni
vers
ity o
f the
Phi
lippi
nes
Dili
man
, Que
zon
City
, Phi
lippi
nes
1101
mar
otflo
res@
gmai
l.com
The
re is
an
unpr
eced
ente
d gr
owth
in th
e nu
mbe
r of
st
uden
ts w
antin
g to
pur
sue
high
er e
duca
tion
over
seas
. H
ence
, the
fier
ce b
attle
am
ong
univ
ersi
ties t
o at
trac
t th
e m
arke
t. M
ore
than
2.5
m
illio
n yo
ung
peop
le st
udy
over
seas
.(N
ewsw
eek
Aug
07)
AS
IAN
UN
IVE
RS
ITIE
S’
PU
RS
UIT
TO
WA
RD
S
I NT
ER
NA
TI O
NA
L IZ
AT
I ON
,T h
e P h
i l ip p
i ne
E xp e
r ie n
c e
In a
wor
ld th
at is
hig
hly
IT a
nd
cons
umer
ist,
educ
atio
n ha
s be
com
e a
big
busi
ness
in a
K
now
ledg
e-ba
sed
econ
omy
whe
re k
now
ledg
e is
con
side
red
a “w
eigh
tless
com
mod
ity”.
− 219 −
Brief
Des
crip
tion
o f t h
e Gl o
b al
Ed u
c at i o
n al
L an d
s ca p
e
The
US
has s
uffe
red
setb
acks
in it
s sha
re o
f fo
reig
n st
uden
ts a
fter
the
9/11
inci
dent
whi
ch le
d to
tig
hter
stud
ent v
isa
rest
rict
ions
. US
fore
ign
stud
ents
onl
y am
ount
ed
to 1
7% b
etw
een
2000
and
20
05 c
ompa
red
to
Fran
ce’s
81%
and
Ja
pans
’108
%.
Sinc
e E
nglis
h is
the
inte
rnat
iona
llingua
franca
, non
-Eng
lish
spea
king
inst
itutio
ns o
f le
arni
ng in
Eur
ope
and
Asi
a ha
ve r
evita
lized
thei
r pr
ogra
ms t
o in
clud
e co
urse
off
erin
gs in
Eng
lish.
In r
ecen
t tim
es, A
sian
un
iver
sitie
s in
Sing
apor
e, J
apan
, M
alay
sia
and
Indi
a ha
ve a
ttra
cted
ver
y go
od st
uden
ts fr
om
diff
eren
t par
ts o
f the
gl
obe.
− 220 −
Und
er it
s ban
ner
of a
Uni
ted
Eur
ope
whe
re e
very
thin
g is
stan
dard
ized
from
its
bank
ing
syst
em, c
urre
ncy
to a
com
mon
mar
ket,
the
new
Eur
opea
n H
ighe
r E
duca
tion
Are
a is
now
al
so o
n its
way
tow
ards
st
anda
rdiz
atio
n.
Inte
rnat
iona
lizat
ion
of H
ighe
r E
duca
tion
mus
t not
be
conf
used
with
Glo
bal
Edu
catio
n. A
lthou
gh m
utua
lly
excl
usiv
e, th
ey w
ork
tow
ards
th
e sa
me
dire
ctio
n.
Eur
opea
n un
iver
sitie
s ha
ve b
ecom
e le
ss
attr
activ
e to
fore
ign
stud
ents
esp
ecia
lly
from
Asi
a be
caus
e of
the
expe
nsiv
e E
uro.
Lat
ely,
the
Eur
opea
n U
nion
has
be
en v
ery
aggr
essi
ve in
Asi
a in
its
prom
otio
n of
uni
vers
ities
and
col
lege
s w
ith s
chol
arsh
ip p
acka
ges
and
othe
r en
ticem
ents
suc
h as
the
ER
ASM
US
(Eur
opea
n C
omm
unity
Act
ion
Sche
me
for t
he M
obili
ty o
f Uni
vers
ity S
tude
nts)
an
d th
e E
RA
SMU
S M
UN
DU
S.
I nt e
r na t
i on a
l i za t
i on
o f H
i gh e
r Ed u
catio
n
− 221 −
Inte
rnat
iona
lizat
ion
of H
ighe
r E
duca
tion
is a
resp
onse
to
Glo
bal E
duca
tion
but
focu
ses
prin
cipa
lly o
n ac
adem
ic g
row
th o
f un
iver
sitie
s an
d in
stitu
tions
ra
ther
than
on
its e
cono
mic
as
pect
of g
row
th.
1.st
uden
t, st
aff a
nd te
ache
r de
velo
pmen
t,
2.ac
adem
ic s
tand
ards
and
qua
lity
assu
ranc
e an
d
3.in
tern
atio
nal r
esea
rch
colla
bora
tion
3 m
ost i
mpo
rtan
t ben
efits
of
inte
rnat
iona
lizat
ion:
1.It
may
refe
r to
the
Glo
bal
Edu
catio
n L
ands
cape
or
2.It
may
als
o re
fer t
o th
e ec
onom
ic a
spec
t of e
duca
tion
whe
re fo
reig
n st
uden
ts a
re
cons
ider
ed p
art o
f the
mar
ket
forc
es.
Glo
bal E
duca
tion
can
be u
nder
stoo
d in
tw
o w
ays:
A s
urve
y co
nduc
ted
by th
e In
tern
atio
nal A
ssoc
iatio
n of
U
nive
rsiti
es li
sted
Stud
ent a
nd F
acul
ty M
obili
ty
as o
ne o
f the
mos
t im
port
ant
com
pone
nt o
f In
tern
atio
naliz
atio
n.
− 222 −
Wha
t mak
es a
n In
tern
a ti o
n al o
r G
l ob a
lU
n iv e
r si t y
?
Inst
itutio
ns o
f hig
her
educ
atio
n al
l ove
r the
w
orld
com
pete
to a
ttai
n th
e st
atus
of a
n in
tern
atio
nal o
r glo
bal
univ
ersi
ty.
Dis
tanc
e E
duca
tion
and
the
use
of I
CT
sar
e no
ted
as th
e ke
y ar
eas
for n
ew
deve
lopm
ents
.
Sinc
e th
e m
ost c
omm
on in
dica
tor o
f In
tern
atio
naliz
atio
n is
the
num
ber
of fo
reig
n st
uden
ts a
uni
vers
ity
has,
ther
e is
a s
tron
g pu
rsui
t to
attr
act f
orei
gn s
tude
nts
as w
ell a
s to
forg
e in
tern
atio
nal l
inka
ges
with
(ide
ally
) pre
stig
ious
fore
ign
univ
ersi
ties
to b
oost
the
inte
rnat
iona
l cha
ract
er o
f a
univ
ersi
ty.
− 223 −
Asi
an u
nive
rsiti
es s
houl
d co
ntin
ue to
impr
ove
and
reth
ink
its o
wn
mod
el fo
r in
tern
atio
naliz
atio
n w
hich
is
still
ver
y m
uch
info
rmed
by
the
Wes
tern
par
adig
m.
Asi
an U
nive
rsiti
es s
houl
d go
bey
ond
the
stud
y of
Eng
lish
lang
uage
al
one
even
if it
is th
e in
tern
atio
nal
lingu
a fr
anca
, we
shou
ld p
ush
for
the
stro
ng d
isci
plin
es w
e ha
ve in
th
e re
gion
suc
h as
Mar
ine
Scie
nce
stud
ies,
Dig
ital T
echn
olog
y,
Vol
cano
logy
, and
eve
n A
sian
Ph
iloso
phy
and
Art
s.
Asia
n U
nive
rsiti
es a
s In
tern
atio
n al / G
l ob a
lU
n iv e
r si t i
e s
Wor
ld R
anki
ngs
is s
till t
he m
ost
influ
entia
l ind
icat
or o
f an
inte
rnat
iona
lized
/glo
baliz
edun
iver
sity
. Lea
ders
of u
nive
rsiti
es
quak
e at
any
cha
nge
in th
eir
rank
ing
ever
y ye
ar.
− 224 −
1.It
s in
tern
atio
nal p
rogr
ams
offe
red
are
enro
lled
in b
y fo
reig
n st
uden
ts.
2.T
he n
umbe
r of i
nter
natio
nal
orga
niza
tions
are
cre
ated
with
act
ual
fore
ign
mem
bers
hip.
3.R
esea
rch
colla
bora
tions
are
pub
lishe
d jo
intly
by
part
ner u
nive
rsiti
es; a
nd
4.In
tern
atio
nal p
rogr
ams
are
sust
aine
d th
roug
h th
e ye
ars.
I nte
r nat
iona
liza t
ion
and
the P
hil i p
p in e
E
x pe r
i e nc e
The
true
test
of a
uni
vers
ity a
s gl
obal
ized
is n
ot o
nly
the
num
ber o
f for
eign
stu
dent
s a
univ
ersi
ty h
as b
ut if
:
In th
e su
rvey
con
duct
ed b
y th
e In
tern
atio
nal A
ssoc
iatio
n of
U
nive
rsiti
es, A
sian
re
spon
dent
s w
ere
the
only
one
s w
ho w
ere
not a
ffect
ed b
y th
e br
ain
drai
n.
− 225 −
Phili
ppin
e U
nive
rsiti
es a
re
favo
rite
des
tinat
ion
of m
ostly
K
orea
n st
uden
ts w
antin
g to
le
arn
the
Eng
lish
Lan
guag
e.
Man
y Ph
ilipp
ine
Uni
vers
ities
ar
e re
activ
e to
in
tern
atio
naliz
atio
n as
a
band
wag
on b
ut h
ave
not
fully
und
erst
ood
this
co
ncep
t and
phe
nom
enon
.
As
early
as
2000
, the
Com
mis
sion
on
Hig
her E
duca
tion
in th
e Ph
ilipp
ines
issu
ed
Mem
oran
dum
Ord
er N
o.1
(Pol
icie
s an
d G
uide
lines
in th
e Im
plem
enta
tion
of
Inte
rnat
iona
l Lin
kage
s an
d T
win
ning
Pro
gram
s).
1.ch
eap
tuiti
on fe
e
2.lo
w s
tand
ard
of li
ving
3.K
orea
n st
uden
ts d
o no
t get
in
timid
ated
by
the
Eng
lish
lang
uage
us
ed b
y Fi
lipin
o in
stru
ctor
s co
mpa
red
to th
e E
nglis
h sp
oken
by
the
nativ
e w
hite
spe
aker
s.
Rea
sons
why
Eng
lish
inst
ruct
ion
in th
e Ph
ilipp
ines
is p
opul
ar a
mon
g K
orea
ns
− 226 −
1.U
nive
rsity
of S
an C
arlo
s (C
ebu)
2.U
nive
rsity
of S
anto
Tom
as(M
anila
)
Tw
o ol
dest
uni
vers
ities
in A
sia
esta
blis
hed
in th
e Ph
ilipp
ines
:
Uni
vers
ity o
f San
to T
omas
(M
anila
)
Phili
ppin
e U
nive
rsiti
es s
houl
d ex
pand
thei
r lin
kage
s to
in
clud
e no
t onl
y E
nglis
h la
ngua
ge tr
aini
ng b
ut m
ore
impo
rtan
tly a
cade
mic
ex
chan
ge in
the
field
of s
cien
ce
and
ICT
.
Uni
vers
ity o
f San
Car
los
(Ceb
u)
− 227 −
The
Uni
vers
ity o
f the
Ph
ilipp
ines
(UP)
is n
ow
cele
brat
ing
its C
ente
nnia
l Y
ear.
100
Yea
rs a
go, w
e w
ere
esta
blis
hed
unde
r the
A
mer
ican
Col
onia
l Reg
ime.
A
s pr
oduc
ts o
f ear
ly A
mer
ican
pe
riod
, UP
grad
uate
s w
ere
sent
to th
e U
S on
a
pens
iona
dosy
stem
in th
e ea
rly 2
0s a
nd a
s Fu
lbir
ght
scho
lars
afte
r Wor
ld W
ar 2
.
Man
y of
thes
e gr
adua
tes
cam
e ba
ck to
UP
to
serv
e th
e un
iver
sity
as
facu
lty m
embe
rs.
The U
nive
rsity
of
the P
h il i p
p in e
s
UP
has
prod
uced
sev
eral
pre
side
nts
of th
e re
publ
ic in
clud
ing
curr
ent
Pres
iden
t Glo
ria
Mac
apag
alA
rroy
o.In
the
1980
s, m
any
UP
grad
uate
s w
ent t
o Ja
pan
on a
Mom
bush
oan
d H
itach
i sch
olar
ship
esp
ecia
lly
in th
e fie
ld o
f eng
inee
ring
and
sc
ienc
e.M
any
also
wen
t to
Aus
tral
ia, L
ondo
n,
Ger
man
y to
ear
n th
eir P
hds
in th
e fie
lds
of B
usin
ess,
Eco
nom
ics,
an
d So
cial
Sci
ence
s.
− 228 −
UP
syst
em is
com
pose
d of
7
cam
puse
s an
d U
P D
ilim
anis
the
flags
hip
or th
e m
ain
cam
pus.
To
date
, it h
as
the
high
est n
umbe
r of
part
ner u
nive
rsiti
es, i
t be
ing
the
mai
n ca
mpu
s w
ith th
e m
ost
com
preh
ensi
ve c
ours
e of
feri
ngs.
4. D
epar
tmen
t of L
ingu
istic
s:
lang
uage
cou
rses
in B
ahas
aIn
done
sia,
Bah
asa
Mal
ay,
Kor
ean
and
Nih
ongo
5. D
epar
tmen
t of P
oliti
cal
Scie
nce:
MA
deg
ree
prog
ram
in
Int
erna
tiona
l Stu
dies
;6.
Cen
ter f
or I
nter
natio
nal
Stud
ies:
Spe
cial
Top
ics
on
Glo
bal S
tudi
es fo
r gra
duat
e st
uden
ts.
Cou
rse
offe
ring
s in
var
ious
UPD
de
part
men
ts a
nd in
stitu
tes:
Bec
ause
of t
he e
xpos
ure
to
fore
ign
stud
ies
and
scho
lars
hips
, the
Offi
ce o
f In
stitu
tiona
l Lin
kage
s (O
IL)
in U
P w
as a
lread
y in
pla
ce.
1.A
sian
Cen
ter :
Jap
anes
e,
Kor
ean,
Chi
nese
Stu
dies
2.In
stitu
te o
f Isl
amic
Stu
dies
3.D
epar
tmen
t of E
urop
ean
Lan
guag
es: l
angu
age
cour
ses
in S
pani
sh, F
renc
h,
Ger
man
/Deu
tz, R
ussi
an,
Ital
ian,
and
Por
tugu
ese,
and
Po
lish
lang
uage
(exp
ecte
d so
on)
Cou
rse
offe
ring
s in
var
ious
UPD
de
part
men
ts a
nd in
stitu
tes:
− 229 −
UP-
Tom
oK
ai, U
P A
rira
ng,
Le
Clu
b Fr
anca
is,
Inte
rnat
iona
l Clu
b of
UP,
H
PAIR
, Eur
o, C
ircu
lo-
His
pani
co, P
icco
laIt
alia
, D
euts
cher
Ver
ein
Inte
rnat
iona
l stu
dent
or
gani
zatio
ns/c
lubs
in U
PD :
Inte
rnat
iona
l stu
dent
or
gani
zatio
ns/c
lubs
in U
PD :
UPD
has
mul
ticul
tura
l st
uden
t bod
ies,
in
tern
atio
nal s
tude
nt
orga
niza
tions
or c
lubs
.
Inte
rnat
iona
l stu
dent
or
gani
zatio
ns/c
lubs
in U
PD :
− 230 −
Phili
ppin
e U
nive
rsiti
es li
ke
UPD
shou
ld ta
ke se
rious
ly
surv
eys o
r ran
king
of
Uni
vers
ities
in A
sia
and
in
the
Wor
ld b
ecau
se
inte
rnat
iona
lly m
inde
d-st
uden
ts a
lway
s ref
er to
th
ese
surv
eys w
hen
they
ch
oose
to st
udy
over
seas
.
Asi
an u
nive
rsiti
es a
nd U
P sh
ould
vig
orou
sly
purs
ue
new
way
s of
link
ages
su
ch a
s tw
inni
ngpr
ogra
ms
or jo
int d
egre
e pr
ogra
ms
that
will
re
doun
d to
the
mut
ual
bene
fit o
f par
tner
un
iver
sitie
s.
Reco
mm
enda
tions
(Po l
i c ie s
, A
c ti v
i t ie s
t o P
r om
o te
I nt e
r nat
iona
lizat
ion
of
Hig
her E
duca
tion)
But w
hile
wor
ld ra
nkin
gs o
r sur
veys
is
good
bec
ause
it im
prov
es
univ
ersit
ies,i
t mus
t not
allo
w
com
petit
ion
how
ever
to o
verr
ide
the
bene
fits o
f rea
l coo
pera
tion
and
partn
ersh
ip b
ased
on
rese
arch
an
d ac
adem
ic ex
chan
ge, e
spec
ially
amon
g A
sian
univ
ersit
ies.
− 231 −
In su
mm
ary,
UP
Dili
man
has a
com
para
tive
adva
ntag
e in
capt
urin
g in
tern
atio
nal s
tude
nts
beca
use o
f the
follo
win
g re
ason
s:
2.
It�h as�international�
programs,�centers�
a nd�multicultural�
student�bodies.
UPD
shou
ld b
e ag
gres
sive
in
prom
otin
g an
d ad
verti
sing
its
elf i
n th
e gl
obal
edu
catio
n m
arke
t not
onl
y fo
r pro
fit
but m
ore
so, f
or it
s pur
suit
tow
ards
inte
rnat
iona
lizat
ion
of it
s hig
her e
duca
tion.
1.It�is�a�comprehensive�
university�with�many�
centers�of�excellence�and�
237�programs�offered�in�
English.
− 232 −
4.
The�standard�of�living�
in�the�Philippines�is�
v ery�low.
F oc u
s i ng
o n o
u r s t
r en g
t hs i
n t h
e As i a
n r e
g io n
, a c
a de m
i c a n
d e c
o no m
i c ,
As i a
n u n
i ve r
s i ti e s
wi l l
c o
n ti n
u e b
uild
ing
on it
s st
rong
foun
datio
n in
this
era
of g
loba
lizat
ion
and
inte
rnat
iona
lizat
ion.
3.Most�importantly,�the�
tuition�fee�is�cheap�
compared�to�other�private�
colleges�here�and�abroad.
5.�
People�from�almost�all�
walks�of�life�in�the�
Philippines�
understand�English.
− 233 −
GLO
BA
L E
DU
CA
TIO
N:
AS
IAN
UN
IVE
RS
ITIE
S’
PU
RS
UIT
T
OW
AR
DS
INT
ER
NA
TIO
NA
LIZ
AT
ION
,Th
e Ph
ilipp
ine
Expe
rien
ce
by P
rofe
ssor
Ma.
Cris
anta
N. F
lore
s, P
h.D
.,D
irect
or o
f Offi
ce o
f Ext
ensi
on C
oord
inat
ion
Uni
vers
ity o
f the
Phi
lippi
nes
Dili
man
, Que
zon
City
, Phi
lippi
nes
1101
mar
otflo
res@
gmai
l.com
− 234 −