Global Education Partnerships

Just came across a significant policy development out of #Beijing: Mandatory AI education for ALL primary and secondary students starting Sept 1, 2025. This includes children as young as 6, receiving at least 8 hours annually. This is truly a massive move – requiring substantial changes in school infrastructure, teacher training, and curriculum integration across subjects. It clearly underscores #China's strategic push to cultivate AI skills from the ground up and potentially gain a competitive edge in the global AI race. For me, this raises critical questions about the future of #education and the #FutureOfWork. What are the implications of introducing AI concepts at such a foundational age (6+)? How does this potentially impact global #SkillsGap dynamics? And what does it mean for childhood development and the evolving role of educators? I'm genuinely interested in hearing the diverse perspectives from this network on this development. What are your initial reactions – do you see this as brilliant preparation for the future, or does it raise concerns about pace or approach? Let's discuss in the comments. #AIinEducation #EducationPolicy #EdTech #WorkforceDevelopment

China’s Reforms to Transnational Education (TNE) Policy Not everyone spends a Friday evening at a Ministry of Education policy briefing - but this one was worth it. This evening, China’s Ministry of Education announced a series of reforms to its transnational education (TNE) policies, signalling a stronger commitment to attracting international higher education partners. These measures are designed to make the system more transparent, and effective, while creating new opportunities for collaboration. Key Updates 1. Relaxation of Restrictions - Enrolment quotas for joint programmes have been removed. Flexibility now extends beyond the 4+0 model to include 3+1 and other exchange formats, with multiple applications permitted in the same approval cycle. 2. Transparency and Guidance - Nationwide policy briefings, standardised model agreements, and clearer communication channels are being introduced to better support both Chinese and overseas institutions. 3. Streamlined Approval Process - A single-round review process has replaced the previously repeated supplementary submissions, with clear feedback provided for resubmissions. 4. Defined Timelines - The Ministry of Education has committed to issuing decisions within 45 working days, with recent approvals averaging around two months. 5. Enhanced Partner Matching - The phased launch of a digital “Smart Platform” offers AI-enabled matching, comparative analysis, and a database of international partnership intentions. Leading Chinese universities are also being granted greater autonomy in TNE. For UK universities I think this is a timely moment to revisit engagement strategies in China and explore fresh models of partnership. For example: • To review existing partnerships and explore more flexible models of cooperation; • To accelerate partnership approvals; • To engage with Chinese universities on a more transparent and strategic footing. These reforms underscore China’s determination to position itself as a more attractive partner for high-quality educational collaboration. For UK universities, the challenge, and opportunity, lies in moving beyond transactional arrangements to develop more resilient, sustainable models of cooperation. Success will depend not only on agility in responding to policy shifts, but also on long-term commitment, cultural understanding, and a willingness to co-create value with Chinese partners. How should UK universities adapt their strategies in light of these reforms? Eduardo Ramos Griff Ryan Alexis Brown Kevin Prest Chen Zhao Nick Thomas Amy Baker Chris Rawlings Eilidh Hamilton Leighton Ernsberger Jazreel Goh Sonia Wong Persson Susan Welburn Xiaoxiao Liu Ian Jones Mark Hertlein Duncan Hepworth Janet B. Ilieva Polly Nash Jacqui Jenkins Sirin Myles Nigel Harkness Steven McGuire Richard Follett Li Li Paul Rowe

Two years ago, I moved to Austria with curiosity in my heart and a question in my mind: What if Austrian and Indian universities could do more together? This week, that “what if” felt more real than ever. TU Austria (a network of TU Wien, TU Graz, and Montanuniversität Leoben) this week has launched a powerful initiative with India, supported by €5 million in funding from the Austrian Federal Ministry of Science, Research and Economy. This isn't just another exchange program. It’s a strategic bridge — rooted in academic diplomacy, built on trust and excellence, and aimed at addressing the global challenges of our time: 📌 Circular economy 📌 Climate-neutral technologies 📌 Sustainable infrastructure 📌 AI and digitalization As someone who has worked for a decade at the intersection of academia, innovation, and international collaboration — from Indian universities to top US institutions, and now actively engaging with Austrian universities — I see this as a defining moment. A moment to: 🎯 Co-create joint research labs 🎯 Launch PhD exchange programs with dual supervision 🎯 Design transdisciplinary academic-industry clusters between Austria and India 🎯 Develop curriculum and mobility models for the future of STEM education This is where I’d love to contribute — as a consultant and bridge-builder for universities in both countries. Helping map opportunities, facilitate strategic dialogues, and enable world-class programs that serve both nations — and the planet. 📢 To university leaders, deans, researchers, and innovation offices — let’s talk. Because when two strong academic cultures come together, we don’t just exchange students. We exchange futures. Read more about the initiative: https://lnkd.in/dfvprh4U (English summary also available via TU Austria) #AustriaIndia #AcademicDiplomacy #JointResearch #HigherEducation #CircularEconomy #GlobalCollaboration #TUAustria #InnovationBridges

Have you ever participated in a cross-cultural simulation? Our students at Imperial Business School have been engaging in a cultural simulation as part of Values Day. Cross-cultural simulation activities require participants (divided into 2 groups) to role play and learn one of two assigned cultural norms. They then send groups of visitors to each other’s cultures to engage and interact, with a debrief to their own group after each visit. At the end of the session, we debrief and discuss the following questions: ❓What was it like to visit the other culture? ❓What was it like to have people visit your culture? ❓What adjectives would you use to describe the other culture? Wondering what the commons takeaways for students from engaging in this are? Well, participants expressed… 👉🏽 how quickly they formed an in-group with people of their own culture. They had a short period of time to learn their cultural norms and even within such a short time, they bonded and felt the need to preserve their own cultural norms. 👉🏽 how isolating and uncomfortable it felt to be part of the out-group visiting the other culture when they didn’t know what the expected norms were. 👉🏽 how after every group that visited the other culture, their descriptions of the other culture progressively moved from being descriptive generalizations to judgmental stereotypes. This teaching activity provides an effective way to get participants to reflect deeply on how cultural norms form, how they are upheld and what inclusion/ exclusion looks and feels like. One thing is very clear - participants have a lot of fun engaging in this activity! Energy levels are high ⚡️ and reflections are deep 🧠! And that is exactly what educators hope an effective teaching intervention achieves 🙌🏾 ❓Can you relate to some of the participants takeaways as you have engaged with a new culture of a different country/ organisation/ institution? #FridayFocus #IBValues Sankalp Chaturvedi Maria Farkas Billee-Jean Smith

👀 What’s Your Eye Contact Saying at Work—And Who’s Misreading It? Averted eyes. Passionate hand gestures. A quiet tone. In a multicultural workplace, these aren’t just quirks—they're potential landmines. Your team may be misjudging one another without even knowing it. Let’s fix that.👇🏽 💬 Here’s the challenge: What feels “normal” to one person might seem aggressive, disengaged, or even disrespectful to someone else, all because of cultural norms around nonverbal behavior. Misreading these cues can lead to tension, bias, and broken trust. But it doesn’t have to be that way. 🔑 4 Strategies to Improve Nonverbal, Cross-Cultural Communication in Your Workplace: 1️⃣ Know Your Audience Understand cultural style preferences. For example, some individuals within a group, let’s say, African Americans, may use passionate tones and expressive gestures. It’s not aggression; it’s a style. Train your team to observe, not judge. 2️⃣ Learn the Eye Contact Spectrum Direct eye contact in one culture signals confidence. In another, it may seem aggressive or rude. There is no universal “right” way—there’s only context. Learn it. Respect it. Adapt. 3️⃣ Decode Gestures Carefully A harmless gesture in one country can be offensive in another. Help your team avoid unintended offense by encouraging curiosity and cultural awareness, not assumption. 4️⃣ Normalize the Conversation Create a culture where people name their style. “I use lots of hand gestures—it’s how I show excitement!” “I may not hold eye contact, but I’m very engaged.” These conversations build psychological safety and dismantle bias in real time. ✨ When teams understand each other beyond words, they build something powerful: trust. ✨ Want your team to confidently navigate diverse communication styles? 🎓 Let’s talk. I offer workshops on: ✅ Differences in communication styles ✅ Nonverbal behavior across cultures ✅ Culturally competent, inclusive communication 👉🏽 Schedule your complimentary call to learn how Mastering Cultural Differences can help your organization lead with clarity, confidence, and compassion. #MasteringCulturalDifferences #CulturalCompetence #InclusiveCommunication #NonverbalCommunication #BodyLanguageMatters #InclusiveTeams

#India is on its way to becoming a global science and innovation powerhouse – and Germany can and should be an important partner in this endeavour! On the occasion of the Indo-German Forum 2025 and in order to further extend collaborations between universities in India and Germany, #DAAD has just published a strategy paper on Indo-German HE exchange and cooperation. Here are our four key recommendations to German universities: 👍 Develop strategic #cooperations: German universities should seek out strategic partner universities and expand existing collaborations, taking advantage of the untapped potential of cooperation with universities outside major metropolises as well as with non-university research institutions. 👍 Attract Indian #talent: We recommend targeted recruitment of highly qualified students. Universities should prioritise quality and design selection procedures accordingly. In addition, tailor-made support services can facilitate the transition to the German labour market. 👍 Focus on #technology_transfer and #innovation: Germany's universities can highly benefit from India's dynamic start-up culture and rapid developments in the fields of technology transfer and innovation. There is also much potential in collaborations with research-based commercial enterprises based there - including those from Germany. 👍 Strengthen #regional_expertise and #transparent_exchange: Successful cooperation requires in-depth knowledge of the Indian academic sector as well as its diverse society. Indian cooperation perspectives should be consciously reflected and integrated. Mobility from Germany to India should be increased in order to promote the mutual exchange of knowledge. Many thanks to our main authors Katja Lasch, Mirjam Schmidt, Sven Werkmeister as well as to all colleagues involved, particularly from DAAD India and DWIH New Delhi!

As 2024 is coming to an end, the European Education Area is advancing at a steady pace! This week, our European Commission report on the final results of 10 #ErasmusPlus pilot projects, bringing European Universities alliances and national authorities together to test common criteria underpinning a European degree as well as different cooperation instruments, sent a clear message: A European degree would be a big step forward in European higher education and create unprecedented opportunities for European higher education institutions and students, while boosting both excellence and competititiveness! 140 higher education institutions and 17 ministries were involved, along with other student and social partners, and the report provides recommendations on how to deepen transnational cooperation in higher education - a key component of the European Education Area and a solid basis for next steps. For example, the pilots have produced a single agreed list of 16 criteria for the European Degree. These will serve as a basis for discussion in the upcoming European Degree Policy Lab, which was announced in our Blueprint on a European Degree presented in March this year. A possible European legal status alliances of higher education institutions, which would facilitate seamless coooperation on all aspects of joint degree programmes, was also explored in the pilots. The added value of the European Degree comes strongly across in the report: - for students: qualifications recognised across EU countries, international, future-proof skills, interdisciplinarity, embedded mobility, employability. - for employers: high-quality graduates equipped with a transnational mindset and relevant skills - for higher education institutions: reduced administrative burden for attractive and competitive joint programmes, innovation, increased transnational appeal - for Member States: improved talent retention, better alignment with local and market needs The European Degree will be a major asset for positioning Europe as a top destination for global talent in higher education, building on the extensive evidence provided in this new report. We are eager to continue all the work still ahead on this ambitious project, together with Member States, higher education institutions, student organisations and other stakeholders in the new year. 👉 Read the report here: https://lnkd.in/e9qi4xvg More information here: 👉 https://lnkd.in/ez2zHrk5

📢 USAID Withdrawal: A Turning Point for Global Education & Skills Development 🎯The recent dismantling of USAID – the world’s second largest bilateral education donor (after the EU 🇪🇺) – marks an unprecedented crisis for education and workforce development worldwide. This report by the European Training Foundation (ETF) examines its implications and outlines urgent policy responses. Here are the key takeaways: 🔍 Why it matters ▪️USAID managed over $1 billion annually for global education, including primary education, vocational training, and higher education. ▪️It funded 396 programmes in 58 countries, making it a cornerstone of SDG 4 (quality education for all). ▪️Its withdrawal jeopardises decades of progress in access, equity, and learning outcomes. 📊 What USAID delivered ✅ Primary education: Supported 246M students in 53 countries with early grade reading programmes, teacher training, and materials in local languages. ✅ Skills & workforce development: Funded vocational pathways for out-of-school youth and secondary-level learners. ✅ Higher education: Strengthened institutional capacity, research, and youth leadership through scholarships and partnerships. ✅ Multilateral impact: Major contributor to GPE and ECW, and a thought leader in global education research. ⚠️ What’s at stake ❌ 83% of USAID programmes cancelled, including those for girls, refugees, and marginalised learners. ❌ Reversed progress toward SDG 4, higher dropout rates, and widening gender gaps. ❌ Economic risk: Reduced workforce readiness → higher youth unemployment → instability. ❌ Geopolitical shift: Other players (e.g., China) may fill gaps, but their current funding is far smaller ($2.85B vs USAID’s scale). 🌍 The EU’s strategic opportunity ▪️ Scale up Global Gateway (€300B) for digital education & infrastructure. ▪️ Strengthen Team Europe Initiatives (TEIs) to align with national Education Sector Plans. ▪️ Mobilise private capital via innovative finance (e.g., social impact bonds). ▪️ Protect vulnerable learners and maintain evidence-based interventions. 📍 PERSONAL NOTE AND CLARIFICATION ON DONOR LEADERSHIP: ▪️ The EU 🇪🇺 and its Member States are the largest global donors for education, not the U.S. as mentioned in this report. ▪️ The EU collectively provides over one-third of global education ODA, ensuring strong multilateral support. ▪️ By contrast, the U.S. 🇺🇸 contribution has averaged 11–16% over the last decade. ▪️ This reinforces the EU’s strategic role in stepping up to fill gaps left by USAID’s withdrawal. 📌 Without urgent, coordinated responses, millions risk losing access to quality education and skills development. #EducationForAll #SDG4 #GlobalEducation Dr. Pilvi Torsti EU Employment and Skills Cedefop EfVET European Association of Institutes for Vocational Training (EVBB) European Vocational Training Association - EVTA EURASHE eucen CoP CoVEs UNESCO-UNEVOC International Labour Organization OECD Education and Skills

*UK’s Top Universities Are Coming to India*! A new chapter begins — where British excellence meets Indian ambition, creating the classrooms of the future, right here in India! 1. Historic Education Partnership 9 leading UK universities are setting up campuses across India — a first-of-its-kind academic collaboration between the two nations. The decision follows high-level discussions between Prime Minister Narendra Modi and UK Prime Minister Keir Starmer, signaling a deepening of India–UK strategic and educational ties. 2. First Campus Already Operational The University of Southampton has become the first UK institution to commence classes in India, starting operations in Gurugram (Haryana). The programs have been designed jointly by Indian and British faculty to ensure parity in global learning standards. 3. Upcoming Campuses Across India University of Liverpool – Bengaluru University of York – Mumbai University of Aberdeen – Mumbai University of Bristol – Mumbai (from 2026) University of Surrey – GIFT City, Gujarat (2026–27) 4. Focus on Future-Oriented Disciplines These universities will offer programs in cutting-edge and high-demand fields such as: • Artificial Intelligence (AI) • Data Science and Cybersecurity • Advanced Engineering • International Finance and Economics • Sustainable Development and Climate Studies The courses will follow UK-level academic standards, but at a fraction of the cost compared to studying overseas. 5. Boost to Research and Industry Collaboration The initiative also includes setting up an Industry Guild and Supply Chain Observatory at ISM Dhanbad, promoting joint research in manufacturing, logistics, and energy sectors. This partnership will enhance technology transfer, innovation, and industry-academia linkages between India and the UK. 6. Aligned with India’s NEP 2020 Vision The initiative supports the goals of the National Education Policy (NEP 2020) — to make India a global education hub. It encourages internationalization of higher education, faculty exchange, and cross-border innovation. 7. Benefits for Indian Students Access to world-class UK education without relocating abroad. Substantial savings on tuition, travel, and living expenses. Exposure to global academic practices, research culture, and industry partnerships. Opportunity for dual degrees and credit transfers between Indian and UK campuses. 8. Economic and Cultural Impact The move enhances India’s attractiveness as an education and knowledge economy. Encourages cross-cultural exchange, academic diplomacy, and people-to-people ties between the two countries. Expected to create thousands of academic and administrative jobs in India. 9. Setting a Global Precedent This collaboration could serve as a model for other countries, showcasing how world-class universities can expand to emerging markets through local partnerships. It underscores India’s growing status as a preferred destination for international education investment.

Everyone has heard of Fulbright, Erasmus, and Chevening. But one of the most powerful research opportunities in the world? Almost nobody in Uzbekistan or Central Asia talks about it: the Marie Skłodowska-Curie Actions (MSCA). Why? Because until recently, awareness here has been very low. Historically, only a handful of researchers from the region ever won MSCA funding, though institutions are eligible under Horizon Europe, and some Uzbek institutes are already partners in EU projects. MSCA isn’t just one fellowship, it’s a family of EU-funded programs that support researchers at every stage: 🔹 Postdoctoral Fellowships (PF): Apply as an individual, but with a host university or research center. If selected, the EU funds your salary, training, and research for 1–2 years. 🔹 Doctoral Networks (DN): Institutions receive MSCA funding to create PhD positions. You apply directly to those advertised positions (fully funded). 🔹 Staff Exchanges & COFUND: These are primarily institutional: your organization applies in partnership with 2 EU-based organizations, then selects candidates internally. 💡 Don’t stop at the “big name” programs. Some of the most transformative opportunities are the ones most people haven’t even heard of. #Scholarships #Fellowships #MSCA #Research #CareerDevelopment