On January 25 and 28, 2023, the GMA Secretariat hosted two debate sessions inviting international students to discuss topics related to higher education. In conjunction with UNESCO and the Learning Planet Institute, these sessions were part of the Learning Planet Festival celebrating the International Day of Education.
The United Nations General Assembly proclaimed 24 January as the International Day of Education, celebrating the role of education in promoting peace and development. Therefore, it is of great importance for students to seize this opportunity to reflect on the crucial role of education in the sustainable development of our globe. This debate invites students worldwide to share their unique perspectives and diverse viewpoints. Moreover, the purpose is to collect stories from their local context which can provide an inclusive picture of education development worldwide.
Nine students from 7 countries, Guinea, Pakistan, Vietnam, Afghanistan, Saudi Arabia, Namibia and Bangladesh participated in the two debate sessions. They conducted heated discussions around the topics “Brain Drain or Brain Gain? The net impact of study abroad programs on developing countries” and “Overrated or Underrated? Higher education in creating changes and prompting development”. Let us have a look at their splendid insights.
In session one, students had a round table talk about the topic: “Brain Drain or Brain Gain? The net impact of study abroad programs on developing countries.” This topic inspires students to think about the different implications of education programs in distinct contexts, especially drawing their attention to developing countries. The purpose of study abroad programs is to encourage individuals to study abroad, learn new skills, and then help their countries develop using those skills and knowledge. This idea is known as “brain gain.” Conversely, study abroad programs may also result in “brain drain,” in which educated and skilled individuals leave their home countries to pursue education and potentially stay, thereby reducing the home nation’s human capital.
Saudi Arabia’s Mohammed AlSadiq, who is currently studying at Tsinghua University, Bangladesh’s Shakhawat Sohan, who studies at Changsha University of Science and Technology, and Afghan student Azizullah Meran, who studies at Tsinghua University, occupied the position of “brain gain”. In their view, study abroad programs provide individuals with an opportunity to gain knowledge from developed countries and be in touch with the latest technology and education. It also brings people from different cultures together for interactions. Moreover, even if individuals become immigrants, they can always contribute to their countries no matter where they are physically based by promoting the development of the whole world and the shared future of human beings.
Pakistan student Muneeb Rehman at Tsinghua University and Aindongo Shafewange from Namibia and studying at Liaoning University of Science and Technology are in favour of “brain drain”. They hold the view that brain drain comes when scholars, after studying abroad, return to their home countries and find a lack of opportunities for career progression, satisfying salary and recognition, which forces them not to travel back to their country. Besides, the loss of talent burdens the local economy because the money invested in study abroad programs could have been employed in developing local infrastructure and uplifting the local economy.
Students also discussed a range of inspiring questions “What should the government do to provide a supportive environment for individuals who studied abroad to come back and contribute to their home country?” “How do individuals balance personal achievements and contributions to the development of their country?” “What are the influences of the educational system’s limitations on brain gain and brain drain?” “Whether the country faces brain drain because of individuals losing their national identity after going abroad?” “Should the money invested in study abroad program scholarships be used in developing local infrastructure?”
Another debate was held around the topic “Overrated or Underrated? Higher education in creating changes and prompting development”. This topic aims at guiding students to reflect on the role of higher education, a fundamental human right, in creating changes and contributing to personal and societal development in the global context. Higher education is widely acknowledged as playing a crucial role in cultivating a skilled workforce, promoting innovation, and driving economic growth. It is also regarded as essential to address social problems such as poverty, inequality, and unemployment. However, the impact of higher education tends to vary considerably across different countries and regions. While higher education may be seen as a luxury in some developed countries, it is often seen as a necessity in developing countries to achieve economic and social progress. It is thus controversial to assert the role of higher education is overrated or underrated in a certain context.
Another debate was held around the topic “Overrated or Underrated? Higher education in creating changes and prompting development”. This topic aims at guiding students to reflect on the role of higher education, a fundamental human right, in creating changes and contributing to personal and societal development in the global context. Higher education is widely acknowledged as playing a crucial role in cultivating a skilled workforce, promoting innovation, and driving economic growth. It is also regarded as essential to address social problems such as poverty, inequality, and unemployment. However, the impact of higher education tends to vary considerably across different countries and regions. While higher education may be seen as a luxury in some developed countries, it is often seen as a necessity in developing countries to achieve economic and social progress. It is thus controversial to assert the role of higher education is overrated or underrated in a certain context.
Sadia Younis, from Pakistan and studying at the South China University of Technology, and Bernard L. Diawara from Guinea and studying at Tongji University argue that education is underrated. They believe education is crucial for underdeveloped countries to combat societal issues such as extreme poverty, gender inequality, economic fragility and political instability. Furthermore, education’s payback is not necessarily monetary and may also not be in the short term. It benefits individuals’ lives by equipping them with lifelong beneficial skills such as self-learning, self-motivation, and problem-solving skills. Therefore, the more a country invests in education, the more it can benefit from its payback.
Pham Thi Thanh Ngan, from Vietnam and studying at Hanoi University highlighted the importance of the local context. She mentioned that it is paramount to have appropriate higher education policies matching the development of the country.
Students also had heated discussions around the following questions. “Whether individuals can benefit more by directly working instead of studying at a university?” “Is it a must for individuals to enter higher education?” “With the development of online education, individuals can easily access online courses provided by prestigious universities. Are universities still useful in this case?” “If higher education is so significant and effective, why didn’t any country make tertiary education compulsory?” “How can higher education be different from secondary education?”
