This paper seeks to situate the problem of internationalization and globalization within the contextual configuration of symbiotic relationships. But first and foremost, let me quickly mention that internationalization and globalization of education is an initiative that must be created so as to educate, involve and acquaint students as well as managers of education regarding various issues and challenges facing the global community.
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Canada is in some respects the “unknown partner” for other North American colleagues. A substantial amount of collaborative activities are already taking place between U.S. and Mexican institutions. While a great deal of interest in Canadian institutions exists in both of the other North American countries, there are important differences between the higher education systems in the three countries. Knowledge of the Canadian system outside of Canada remains quite limited. Some Canadian colleagues half jokingly express that they also have difficulty understanding the way the system works.
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Foreign Students
While the government has not taken significant measures in this area, the number of foreign students tripled between 2000 and 2003. Three forms of recruiting foreign students exist in Mongolia: establishing a memorandum of understanding or agreement of exchange; setting up a branch or twin program; and offering special programs for foreign students.
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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.