Analysis Of Internationalization Of Higher Education In Latin America And The Caribbean

Internationalization of Higher Education in Latin America and the Caribbean is one of the emerging and important issues in national policy agendas in the last two decades. Given the recent developments in Argentina, Brazil, Chile, Colombia, and Mexico it is possible to talk about a regional approach in the subcontinent, with common features shared by countries but at the same time with subtle differences among countries.

In short, the Latin America and the Caribbean strategy for internationalizing higher education has stable legal basis which sets up common rules for quality assurance systems, recognition of foreign degrees, and grants HEIs the principle of autonomy for self-government. Equally important, it also has long-term academic,
International mobility, academic collaboration, and international outreach in Latin America has been centered from a south - north perspective, relying on developed world partners, a situation that could be labeled by many as a neocolonialism dependence on higher education. In order to diversify the political agenda as well as assume a relevant global role, the region must establish new initiatives for intensifying south - south and north - south collaboration, including unknown regions such as Africa, Middle East, South West Asia, and within the
Countries have been implementing actions for human resources development abroad and international academic collaboration as the only cornerstones for promoting internationalization at home and abroad. In order to instill an international dimension in teaching, research, and extension, countries must devise programs towards curriculum development, foreign language skills (especially English), and social engagement in local communities. In addition, countries must keep investing on outward mobility and academic collaboration but diversifying partners, articulating initiatives nationwide, and assessing its real impact on local academic communities.

Additionally, national actors must strive for attracting a considerably larger number of international students and scholars, through a combination of international academic programs taught in English, scholarship programs, diversifying academic services including Spanish/Portuguese language courses, and cultural diplomacy. National policies for advanced human capital repatriation should be prioritized as an essential action for reducing