A new forum
Carol Irving

Welcome to e-MAGINED - the Canadian e-Magazine of International Education.

Internationalization has become an important focus of activity for Canadian higher education — and the engagement goes well beyond individual universities and colleges. The world of internationalization in Canada is, in some ways, a crowded one. It involves the representative organizations of the educational institutions — the Association of Universities and Colleges of Canada (AUCC) and the Association of Canadian Community Colleges (ACCC) — and organizations such as the Canadian Bureau for International Education (CBIE) and the Canadian Education Centre Network (CECN). It includes both our provincial and our federal governments — and, as in the case of Ottawa, the involvement of multiple ministries. It involves NGOs such as World University Service of Canada (WUSC), and the private sector. There are a surprisingly large number and variety of players.

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Richard Saunders

Learning about African politics can be an alienating experience for Canadian undergraduates. Most students have little personal connection to or experience with African realities, and the established academic literature on Africa tends to be broadly-cast – its leading themes derivative of wider debates on globalization, restructuring and democratization. As a result, the richness of contemporary African politics, especially those involving the emergence of “new social movements” across the continent, is often inadequately profiled in the classroom.

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Overview of Several Key Findings From an AUCC Survey
Tom Tunney and Robert White

An Association of Universities and Colleges of Canada (AUCC) statement on internationalization and Canadian universities released in 1995 signalled the university community’s commitment to internationalization as “a necessary and vital, and deliberate transformation of how we teach and learn and it is essential to the future quality of higher education in Canada, indeed to the future of Canada.”

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Lourdes Calderon

“Valencia, Barcelona, Prague, Córdoba, Sevilla, Pamplona, Madrid, Toledo, Lisboa, Fátima, Canary Islands, Ronda, Málaga, Paris, Budapest, London, Bratislava…” This may sound like a travel agent’s list of European hot spots, but these are actually the places I have visited during and after my York International Internship Program (YIIP).

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Part I of II
Sodnomtseren Altantsetseg

Higher education in Mongolia is experiencing rapid growth and change. The adoption of the first Education Act in 1991 and the subsequent laws passed in 1995 have brought greater diversity and flexibility in academic programs and contributed to the recognition of Mongolian qualifications overseas. Institutional autonomy or devolution of authority from the government to institutions enabled direct relationships between national and international universities, universities and foreign businesses, universities and foundations, and individuals.

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A Forum for Reflection
Ritu Mathur

Several months ago, I had attended a conference exploring the possibilities of cooperation between India and Canada in the field of education. A Memorandum of Understanding (MoU) had been signed between the governments and institutions of these two countries. I attended this conference in the capacity of an international student from India pursuing graduate studies in Canada. It is a subject on which I have had first-hand experiences. After that day, which was full of general observations, I now sit down to write a personal Memorandum of Understanding. This MoU is simply an attempt to understand my own thoughts, experiences and reflections over the past few years and share them in the hope that they will be understood by others.

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