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I apologize.

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Okay, for those of us joining online. I've already actually, I'm sorry I went through a first couple of slides, but this is the topic.

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and

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was just sharing this research. Japanese government cross-national comparison of Japanese. teens and people in their 20 s. In terms of their interest in living and working abroad, and talking about the inward-looking orientation of Japanese, which is a discourse in Japan

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whether this is something that's a real concern or not, or justification for additional spending. But but I think it's a real concern in the sense that Japanese corporations need globally minded citizens, people who are willing to live abroad. But now we're looking at some of the literature about

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the low global mobility aspiration of Japanese youth. And and there's a number of explanations that have been provided in the literature.

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One is just economic factors, such as the relative disparity of Japan at this point in history, where it's a little bit more comfortable to be in Japan.

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less of a need to go overseas and and live abroad. may have not been as appealing it as it was in previous generations. I think the second factor, the structure of Japanese employment system and job. The job recruitment system is very important, especially in terms of study abroad, because students already in their third year of college are, are doing a very highly structured

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activities that are time dependent in terms of getting employment. Still, there's a part of the lifetime employment system. So getting a job immediately upon graduation is very important in the Japanese. job recruitment system. And that's also a factor.

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Another factor that's been discussed is a lack of confidence in English skills. And how is that that's been associated with with globalization? and

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one more, I think, probably deserves some additional research as a culturally culturally based risk aversion of Japanese

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So going abroad may be seen as risky. And and so that may be a factor as well. But, as I mentioned in the beginning, we're really interested in

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this. just tremendous technology. technological change has happened in the last 1015 years, where students can be on their devices, young people on their devices, consuming

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content, some of which is foreign content. And I was just having a discussion earlier about my daughter being online. And she

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she was. She said she wanted to go. This was before the pandemic. She she such wanted to go to Chernobyl, because all these Vloggers were on visiting

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Chernobyl as a place where, looking at strange animals and the

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the abandoned exclusionary zone. And it's really cool. And suddenly it was a hot topic, and that a lot of students were young people were going there and looking at that. So this whole world of vloggers traveling

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and showing these videos online and students consuming that does that link up to a desire to actually go and travel and move. So we wanted to look at. Then put a put a lens on the technology.

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Yeah. Oh, I'm sorry. Okay, yeah.

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Okay. I do want to mention. Our study was funded by Tamago University, acknowledged that there was a concern that during the pandemic by the university at students, we're losing opportunities to study a broad and interact with students from foreign countries. So that was what generated the the funding for this research. But we were looking at, how do it

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explore digital mobility. What we say, looking at the screens and then how that might be actually influencing real geographic mobility. considering the constraints on on real geographic mobility. So gaff, of course. tremendous amounts of of capital that are driving this revolution a tremendous need for content. What we call borderless content.

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 And these technologies are out there. Capital wants to have listeners and viewers and lights and all that. So

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so the young people are are accessing and even older people like me. accessing our devices, watching Netflix watching Youtube. And certainly during the pandemic we see a tremendous increase in the number of people.

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 using Netflix to access content. You see, the the numbers here

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from Netflix

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and and the increase is obviously due to the pandemic. And that's what we're interested in just about the time of our questionnaire survey. This was just a a list of the top 10 stream videos in Japan.

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And I. I put the the flags of the

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the country of origin. I think it's kind of interesting that the top 10 only 2 are Japanese content, the rest being Korean content. So watching these in subtitles, and I've watched a number of them myself. And then I'm able to have conversations with my students. Well, did you see it on class? Of course I did. I watched all 16 episodes.

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Okay, that's why you don't have time to read the reports.

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But but that's a that's it's a wonderful thing. So they're engaged with foreign content. They're curious. Okay, so so that's what life is like in Korea and and kind of sad that the Us. Is not, as it may be, interesting to younger people as it used to be. But you know there is certainly what we're seeing here as part of this K way, boom, but online content.

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And I got us to thinking about this nomadic life as a metaphor. And, John, I I think, first mentioned that you cannot understand social processes now, sort of a reconstitution of sociology without metaphors, and I really like what Zigmund Bauman. Said that tourists and vagabonds are the men

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sort of the metaphors of contemporary life, both the heroes and victims. I think, he said, and so we kind of use that as as an aspiration, you know, as a canisto did some research on people who are actually living

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the global nomadic life.

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But it can also be an aspiration among you, since we're focused on youth.

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that that maybe this global nomadic lifestyle aspiration can be driven by these technologies in terms of interest in the world. And so we have here are some

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some data. our methodology. It's this exploratory research. We did an online survey. But we also did some focus group interviews with students. These are the items in our online questionnaire focused very much on their consumption

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of non- Japanese content. Their interest in learning foreign languages, their interest in global careers.

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and I just wanted to to focus on a few specific items that came up in our survey, one of which is this one? The you can read the survey item here. But we are really interested in. Did did it? Did it change from the pandemic. Did the pandemic somehow increase their interest

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in foreign content? What we find is, yeah, indeed it did among a very

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significant number of students.

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Of course, some didn't. Very few said it became weaker, and you know quite a quite a large had no change in interest, but I think it's significant that either a strong minority, or even a majority, became more interested in the world because of their at least self, reportedly because of their interest in engaging because of their consumption of online content.

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Going back to the question that the Japanese Prime Minister asks, are these students a young Japanese people interested in living and working abroad. We ask very similar question, and

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what we found here is that Quite a few are, in fact, among our students. At least, I thought it was striking that

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Almost half of the students in our sample said they would be interested in traveling around the world for a long period of time. So really, being global nomads, of course, that may not be realistic. You got to get a job and all that, but it's certainly something that they would find maybe appealing online. So

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 we also did some qualitative research. We talked to students a lot.

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And

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I thought, some of these quotes are very interesting. So I just picked out a few themes. And.

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for example, about Netflix, I watched Netflix. And so

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watching the videos and passing the time. So this is what they were doing. It's just confirming what we already knew, that they were on Netflix and Youtube, spending lots of time.

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you know, long hours watching Youtube. What else are they going to do? And more specifically, in terms of foreign media content, consumption? We see that

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kind of some interesting choice of words, I want to point out the top quote here. I was not interested in foreign content before, but with Corona I started to watch Tiktok and such, and then recommended place to travel overseas came up naturally.

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these are algorithm, of course, driven, you know, naturally came up in videos based on their their history but suggestions. And then I ended up thinking that I want to go to these places. After Corona's over, and conversely, my interest became higher than the other one unexpectedly began to watch us movies in Korean dramas and seeing those I wanted to go Interest abroad. There was so much reporting on the news about

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what was going on in different countries, the lockdowns compared to Japan.

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And so they were watching that and saying, Oh, that! Oh, you could go and not wear a mask in that country. Everybody's wearing masks here. And so I think that really triggered a lot of

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interest. And what we're seeing now is

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is now that the pandemic is over. Just an anecdotal observation that students at my thank you very much. Students at my university.

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indeed, are starting to travel. And

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well, why, you're traveling. I I ask them, you know where you going. Very curious as well. So it's this particular artist a lot of times. It's Korea going over there because I became an interest in this artist and and wanted to see him perform. And

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And so we're seeing we're seeing that now. And seeing that connection. I'm going to close with this this part of the focus group study. We're looking at English where it's become

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where where it's seen as necessary to study English and be globalized as well, and that becomes evident in their third year. So this is the conclusion.

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borderless form of media content experienced strong growth during the pandemic. They spend more time online.

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and the global nature of the pandemic itself and and Internet information were accelerants, I would say, to interest in the the wider world among the students, thank you very much.

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Select references.

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And one thing I would like to add, is that usually, when we do literature re review regarding covid and student motivation, it tends to be negative most predominantly. But we were able to find, like a little bit of the positive side, that these, like usually studying abroad, was like, based on the culture of capital or social capital based on how much money and capital you have, but from our finding was that Internet is, you know.

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became quite fair to everyone. So as long as you have the literacy, or the more you have information capital students were able to like increase their mobility and interest more so I will. we found, like the positive side it might change. And I would like to ask from your country's cases, did this covid thing kind of helped a little bit of the positive side. For, like students, mobility. And as long as you know how to use stuff online, it just increases more. So it really depends on the student, but that was kind of the positive side. So thank you very much.

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But thank you very much. So now the second presenter is Yasmin.

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please. Oh. I thought that I had noted it.

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Oh.

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or the other way. Is that the

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I have a some drive that I well, the other way is, I can, maybe.

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Oh, but I already uploaded it in the speaker center.

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Yeah.

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okay. yeah. Go ahead.

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 can I communicate with tech person? It is

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a

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I.

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Yeah.

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Oh.

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 sorry

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about this. Maybe it's not

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take what you call okay. I think a person will solve this problem. Oh, that's right? So that maybe Pasha will go next. All right, that would be good. Yeah.

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More intuition. Okay, well, actually, it's already here.

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Can I? Just

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if you can upload it from there. I think it's a good idea to.

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and the up to the to seek his conference system.

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Yeah. Case. Yes.

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See? First.

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So I'll just

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sorry about this. I thought I had uploaded it

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with this.

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Hi, Hi, everyone! My name is Vasha, and I'm from India, and I'm from the International Institute of Migration and Development, which is in Troantrum, which is in Kerala and India.

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So, as you can see the topic that I'm going to speak about in our study was regarding the experience of Indian students, particularly with regarded experiences that they have during their recruitment agency recruitment. When they want to do an overseas education

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abroad, and I'm so glad that I'm giving this presentation to day, which is after almost 4 to 5 days after. I say sessions, because I had the opportunity to listen to so many renowned names and migration, and it gave me such new lenses and new perspectives to look at the topic in my hand.

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This is just an overview of what this presentation is going to be.

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as you can see.

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just to put into context what this particular studies, aims, or understanding. Allow me to quote one of my respondent, an Indian student in the U. K.

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There are students who literally have no idea about what they study, what they are doing, and of course only based on what they agent said. They will blindly believe them.

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and they'll take a course which may land them in a very bad situation.

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India

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is the world's second largest student, sending country after China, and the number of Indian students abroad has increased in the last 14 years. In

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more than 5 times in the last 14 years the recent census revealed that India leads in the number of international students in the Uk.

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This is just to put in the context the expands and the increase in the number of Indian students over the past

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decade.

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With these humanly high numbers an increased outflow of Indian students to foreign universities. A series of new rising challenges have also been observed. Rising nationalism and anti-migration sentiments make it even more important to understand the challenges and problems faced by the vulnerable migrant groups. These are some of the newspaper headings that I've just Google in the last, in this one year. That is the last 6 months from January.

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the we at the International Institute of Migration and development have been invested in understanding the migration journey of students from care as well as the whole offender.

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The Keller migration survey of 2023 aims to cover 20,000 households, which which will introduce a module on student migration to further intensify our current understanding of the situation.

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Popular arguments about student migration have been limited to the the discussions on brain brain. But Literature review evidently shows that there are deeper challenges for India as a sending nation with one of the highest number of international students. The studies so far at our Institute have aimed at looking into the involvement of parents in the decision making of students regarding an overseas education, the role played by recruitment agencies.

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and the understanding of the underlying reasons for increase in the student migration that has been observed over the past 10 years.

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This particular studies also aims to understand and other nuance of student migration from India, which is the role of recruitment agencies. The main aims of this of this study was to first to find out the influence of recruitment agencies

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or the decision making of prospect of international students, and also to understand how these recruitment agencies shape the migration experiences of students per se, the challenges and the problems that they face due to the involvement of a recruitment agency.

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 we did this study using snowball sampling, initially, talking to the people in our network, reaching out to people through social media, and the only eligibility criteria that we had during our

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and during our study was that the students should have at least completed more than one year of education there, so that we understand. that so that we have a deep understanding of their issues.

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and also to understand and and and to also make sure that they've gone through an agency. We had interviewed about 15 Indian students studying abroad. And This happened over a span of the last 5 months, and we interviewed them in their native languages and English, which was whichever was comfortable for them.

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he has.

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So, before going into the theoretical framework that we've used. Let me run by you all of a working of a recruitment agency, or at least how it functions in India, as you can see, these agencies promise a range of services that look appealing to any individual aiming to begin their overseas education.

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especially to those lacking the understanding of the paperwork required, or even the application process. These agencies often conduct large exhibitions and consulting programs, free, of course, to entice new students and build their market presence.

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I'm not able to change my slide.

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Thank you.

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 Most universities have subcontract. Have subcontracts for their undergraduate and post-graduate programs to migration agents who are allowed to recruit students on behalf of colleges.

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These college colleges connect to the agents and prior relations, help and navigate through and under under the table a word that the agent may provide 60 to 70% of these students. To these colleges, however, such partnerships are not governed by the State law universities make use of these intermediaries, and a couple to do so, as they understand the value of these

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brokers who have extensive networks within the sending countries and establish legitimacy in India also to attract prospective students. Who who are these intermediaries, brand cities and make sure to create the notion that the future belongs to those cities that they suggest.

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 For this particular study we've taken use of the or the framework or the theory of the Pushpool theory by Everett Lee, which is proposed in 90 66, helped us in analyzing how the push but factors that steer migration decision of students are effectively utilized by the recruitment agencies in shaping and molding their services offered to a prospect of student.

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Similarly, the agency theory which is properly popularly used in finance in business context is adapted in our study to understand how the relationship between 2 parties in which one, the agent, represents the other, which is a principle, and is hired to perform certain activities on behalf of the student or the principle shapes the migration journey of these students

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now going on to my fine things.

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also, we have had

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many interesting findings within the study. Let me just press into you some relevant which is of topic of today's, which is regard to the recruitment agencies. 90% of students reported that they were influenced by their agents for the selection of their course

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and the University. 13 of the our respondents reported dissatisfaction with the services provided, especially promises that were made once they reach the destination country.

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70% of them had seen these academic challenges while trying to adapt to the new foreign university policies and rules with regard with regard to academics only, and 10 of the respondents found it difficult to get part-time job given that they greatly dependent on the additional income to sustain their lives of students in those in the destination countries.

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90% of them founded to find found it difficult to find a accommodation, and 9 of the 9 of them reported cases of racism in the destination country. Now, going back to these findings of series, academic challenges and accommodation. The reason that I've put it here is because these are services be the accommodation. Be part time job The promises to have a very smooth transition

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in your academic journey are all promises made by recruitment agencies before their migration journey.

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I'll just give you a minute to go by some of the responses that I had with my respondents. So these were with regard to the recruitment experiences they had me and my colleague rohit, who could not make it. Here we refer to this as 2 stages of dissatisfaction, if I may put it. because most of them the the promises made to most of these students

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are taken care of until the point of migration. But all the promises with regard to accommodation be part time, job, and the assistance that they will be given once they are in the new university are seen to be consistently not followed.

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And with regard to the major challenges in destination country, you can see that again, academic challenge opens up a big part of the challenges faced by Indian students.

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For that matter, students of most of the developing countries when they were delayed. When they take up college degrees in the

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in the global North

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the transnational movement of students in South Asia is mostly fueled by migration regime put in place by migration brokers and recruitment agencies. Prospect of student migrants must be upfront, and majority of the agencies are linked to private banks which make it easy to obtain loans. These response show how educational migration and migration, migration recruiters or intermediaries in the current environment are leaving many of these young people in hazardous situation.

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Although there has been an international moment of highly qualified personal, the development of information and communication technology in the 1990 S. Created the considerable interest in a large number of students to migrate abroad by the late twentieth century. The aspiration of Indian middle class to my Grace started to increase at an accelerated pace. Mobility has always been regarded as having a desired status and being intricately linked to financial wealth.

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 and after income economy achieved liberalization in 1,991. This growth in student migration has has increased ever so much.

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however. With the increase in student migration, so has the increase. so has there been an increase in the number of recruitment agencies and consulting agencies that are part of the whole market.

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and Some which are State affiliated, but most without an affluation or without any regulation regulation which has led to the issues that I have presented just before

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 And just to put into conclusion, or rather, to just sum up the whole understanding of our studies, you can see that

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most of the students when they were when they were recounting their experience with the with their recruitment. Agents.

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refer to the term of the lack of transparency that these agents put forward and today the whole system of recruitment agency has transformed into a system where they attract students by by informing only the upside of student migration, and not necessarily pointing out the realities in place.

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And this was evidently so because our last question during our interview was asking these students. Would you suggest moving abroad for a better prospect? How do you view? How what would your suggestion be for a prospective student who would want to migrate.

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and most of them said that if you are ready to face the life there, and if you have an actual understanding of the situation, and not what the recruitment sellers sell you. Then you could maybe think about pursuing your migration journey

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so that that was it from my side. Thank you.

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Thank you, Sasha, for wonderful presentation. So next, it's a second presenter.

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Okay. we to return to.

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Okay. Hoof.

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Good morning, everyone. So this is, take 2. I'm so sorry for being so disruptive.

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Okay, thank you, hero and Hiroki, for bringing us together. I apologize in advance. I will have to leave early because My flight got the scheduled 2Â h earlier than, or what was originally planned. So I think this is a day of disruption, and I hope this. That was the last disruption for today. But I'd be grateful for any insights or any feedback that you have on this presentation.

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So my co-panelists provide important insight on how the pandemic impacts migration trajectories of international students, their daily experiences, and the barriers they face, especially during the pandemic.

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My position is a little different in that. I focus mainly on the educational institutions that receive international students and not institutions in the usual destinations like the Us. But actually in the Philippines, which is considered a more peripheral.

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our country.

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At the onset of the pandemic I found myself asking, How does COVID-19 change the way higher education, institutions perform internationalization. How might these changes steer students towards new migration pathways? And how might the pandemic alter the purpose of international education as a whole.

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I argue that the key part of addressing these questions is examining this notion of flexibility.

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So in the sociology of work, people often define flexibility in the context of the manufacturing industry, where companies must deal with uncertainty in the global commodity chain by learning to quickly allocate manpower and resources towards the just in time production of multiple goods.

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however, flexibility has also become quite prominent in the normative model for both public and private institutions in the neoliberal economy. So, as you can see in these headlines, there is a strong discourse pushing the belief that in order to survive in a competitive market place, companies must be able to adjust to unexpected change and cater, to shifting consumer demands.

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and in many ways higher education has not been immune to these calls for increased flexibility. even before the pandemic colleges and universities have faced increasing pressures to be more entrepreneurial, adaptive, and able to produce job ready graduates for an unpredictable labor market.

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Such pressures have become even stronger with this pandemic, as schools can no longer rely on a steady pool of international students to boost institutional revenue.

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And yet, you know, if you look on the literature, there's a huge literature and new neoliberalism and higher education, but it's never really talked about in terms of flexibility. It's almost in terms of marketization treating students as consumers. But this notion of flexibility has always been absent

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in this presentation I refer to for-profit colleges and universities as a useful case. Study of how educational institutions have embraced flexible strategies in everyday operations, as well as you know, telling a more cautionary tale of its cost.

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I based this in the case of for-profit institutions in the Philippines, who, by the way, make up about 80% of higher education institutions in my country. I had done an ethnography on these institutions for many years now, and I I won't go into the detail of method, but I'm happy to answer more questions later on in this short presentation, I just want to emphasize 3 main arguments.

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The first is

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as international programs adjust to the impacts of the pandemic, flexible strategies may become more prominent in future. Institutional policies, as noted earlier flexible strategies in higher education are not really new.

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Long before the pandemic, you know, for-profit institutions have run on a model of offering degree programs in line with the perceived demand for particular professions or jobs. This is quite common even here in Australia, where aspiring immigrants seek particular credentials as stepping stones towards permanent residency.

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In my own work, I saw how private lower tier universities in the Philippines managed to attract international students by altering their own curriculum programs and academic calendars. At the request of education brokers, as my co-panelists had emphasized who channeled the students into the country. So I guess to complete our story, the brokers have an important role to play, but the institutions have to be attractive to the brokers as well.

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For example.

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you see here a poster from a large education broker who has brought more than 3,000 Indian medical students to one private university in Manila. One of the supposed benefits that they marketed to their students in India is that the Philippine University will teach a curriculum similar to the Indian syllabus

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immediately. I was surprised. Because how can a university do this? The Philippine medical curriculum is based on the American model that requires 4 years of pre-med and 4 years of medicine proper, while the Indian Mbbs is only 6 years. So what happened in order to cater to Indian students, university administrators compressed

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the Philippines 8 year timeline into 6 years in order to fit Indian students, preferences, brokers also sponsored trips to medical medical schools in India so that Filipino instructors could get a sense of how medicine was taught there. Filipino school owners supported such drastic shifts in their own academic programs because they wanted to capitalize on the influx of foreign students.

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But it is important to note that the top medical schools in the Philippines do not have international students. I interviewed an administrator at one school where she had maybe, like 15 foreign students pursuing medicine in a cohort of 400.

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In such cases students were just expected to join the curriculum. There was no special accommodations for those international students.

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This administrator said that a few years ago a broker did approach her, promising to bring 1,000 Indian medical students if her school could offer a program that followed the Indian syllabus. She said no, and so no one came

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thinking about the example I just shared. One might say that student mobility to places like the Philippines is unlikely.

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and that for-profit institutions that serve them are merely peripheral. We all know that the literature on international student mobility defines such movement as an effort to accumulate cultural capital in well-known universities located in academic centers, as the previous candidates had also emphasized.

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In contrast, the for-profit institutions I examined in my research were mainly attractive because of the flexibility they offered to students who had less economic resources, faced more barriers to education, access, and experience, more time constraints in planning their careers.

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But now, as the pandemic affects more people's jobs and livelihoods. it is possible that we will also see an increase of students who can no longer afford the mainstream institutions that feature prominently in studies of student mobility.

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In my own institution in Singapore there is pressure to create more programs programs for adult learners or working professionals who want to upscale themselves.

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I believe that this raises the possibility of universities suddenly looking for new flexible strategies to cater to more students in the future.

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Second, we need to examine and critique what allows universities to be flexible in the first place, and I think this is our role as scholars.

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I shared the same story about Indian medical students at the Conference in the Us. And people thought I was talking about some underbelly of Philippine higher education, some illegal, shadowy market filled with with fly by night schools and brokers.

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I had to explain to them that actually these universities that have the largest number of international students are legal, they are actually recognized, but are by our Commission and higher education, and, in fact, had attained enough accreditation to be considered autonomous meaning. They don't need as much government approval for your programs.

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In other words, they're exempted from having to

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check for the Government in order to make curricular changes or offer new degree programs.

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This is what allows universities to quickly create new courses and accommodations for but potential student customers. They are also in constant communication with Embassy officials and the brokers and the brokers who are registered companies in the countries where they are based.

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But what else makes them flexible?

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A large contingent of instructors hired on a contractual basis, full time faculty, with little, say, on the operations of the university, and a leadership that prioritizes efforts to keep these institutions profitable. So I was late to this session because I ran into a friend who said that her Australian university closed the entire sociology department and then replaced all faculty with condingent faculty, with contingent and shelters, and

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I told her, Oh, my God, that's flexibility for you!

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And lastly, in talking about the neoliberal university. Sometimes it is easy to dismiss all forms of flexibility as negative, so I echo the first presenters in this. I was so happy. You guys mentioned that

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if change is inevitable, perhaps scholars of international student mobility can also consider the potential of flexibility in the classroom as well. Are there benefits to this. At present we have very strong assumption about who the typical international student is upper middle class, young and able to embark on full time study for an entire degree program.

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Yet before COVID-19 newsletters and websites on higher education trends have already noted the increasing need to develop programs that that that can cater to non-traditional students, such as adult learners or working students. A lot of this discourse around the recruitment of local students, especially in the Us. Where enrollment is slowly declining.

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I do wonder if the push towards flexibility also makes the pursuit of international education more accessible despite its more obvious problems.

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So I'll end here, and I just look forward to talking more later. Thank you so much.

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Thank you. Asked me for for the presentation, and next, a Charles presentation right? 1Â s

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and

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to

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because I think no.

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And the

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good afternoon. Now.

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good morning. Yeah. I welcome everyone to the presentation.

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My name is Dr. Charles Sidney. I'm an associate professor of sociology at the University of Pennsylvania.

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Canada.

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So what Iland is the smallest Canadian province.

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So the title of the presentation is COVID-19 migration of Nigerians to Canada for higher education.

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And

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this topic is a little personal to me, and I started working on this in 2,016,

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and then.

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And I want to thank the conveyor of this session and for

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giving me space to to present these people.

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 it is this kind of research. The perspective that I have adopted, or my interest here is hardly recognized.

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and

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because because Africa, there are popular assumptions that Africa is a continent of mass displacement

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we are. Migration is induced by poverty and conflict.

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and this case of it on you know, students, that I'm about to present to you.

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and

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shutters, negative assumptions and stereotypes about African migration to the West.

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It is a challenge

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to the neat dichotomy that the first presenters gave that

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and zim of, but

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typifying

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the vagabonds and the tourists.

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So

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if we are too ridiculous about this dichotomy, it's just very easy for people to say Africans are the vagabonds.

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why, the rest of the people in the West and elsewhere, that they are the tourists.

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But this presentation would just, you know, shed more light on that and and problematize that further.

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And

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okay. so this is the outline of the presentation. Then.

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so many years ago.

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a Canadian demograph.

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Paula Simons. predicted that Nigeria and South Africa

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will be the major sources of future immigration to Canada for 3 reasons.

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and the first one is that Nigeria has highly educated citizens confronted with unemployment

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that stems from the parallel state of its economy. Second, Nigeria is the most populous country in Africa.

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with an open population that is willing to relocate

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and thought. Nigeria's Lingua Franca is English, and Us. Membership in the Commonwealth, like Canada

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over the past 15 years or so Canada has been destination to Nigerians for undergraduate education

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in 2,017.

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In the 2,01722,018 academic year, Nigeria had the sixth largest number

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of international students, and including Canadian public colleges and universities.

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following China, India, France, the Us. And Sofa and South Korea.

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There were about 7,386 Nigerians, I wrote in post-secondary education, sorry in post-secondary institutions in Canada, in the 2,018 2,019 academic year

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there are 76,000, over 76,933 institutions, globally constituting 1.4% of the international student population in the world.

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Nigeria is among the top. 30 countries, with international students in Canada

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and Nigerians, are pushed to the Western countries for post-secondary

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education because of the for a state of the education system in Nigeria. inadequate post for bogany, Nigerian population, and a rising, affluent class.

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They are food

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by Canada's post-industrial neoliberal immigration policy.

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that target, self-made

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immigrants with capital.

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This was the condition before COVID-19 in 2020, and this remains the situation of things. As I am speaking. So there is this idea that COVID-19 affected? And there is evidence that COVID-19 affected everybody.

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But I want to point out for my research that

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some people were more affected than

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that in the sense that it has international students where

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actually shelter, and they were treated differently

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from, say, refugees and asylum seekers.

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So as it is in the case of Canada, and I believe in some other countries

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international education

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is going to continue or going to be promoted even more

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done previously.

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So I'm going to give you some of your reason why that is going to be the case

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Us.

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And later on.

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And

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so let me make a very quick point to broadcast my point, that

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the whole idea of any dichotomy between the tourist and the vagabond that is not

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actually tenable here. I think, as this case will show

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most of these on that graduate students, that is, Nigeria undergraduate students. They are sponsored by their upfront parents

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who pay for intuition. Their head range is 70 to 22. These students are in post-secondary institutions across Canada. These Africans are from a I socioeconomic class.

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miles.

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and Sazewich's article, probably in 1,990, made reference to capitalists from the peripheral part of the world.

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and they refer to them as post-modern capitalists.

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Most parents of these children fit into this id type of post-modern capitalist, the parents of these children.

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the parents of these African students have money to pay for nutrition, that is, 2 to 3 times higher than resident students.

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Some parents buy homes. not on mortgages

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for their children in university towns across Canada.

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Sorry.

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So

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but I don't even go to this. So the

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I'm still in the introductory stage, because I am trying to make a point here that the impression that the world asks about Africa is not necessarily, you know, factual. So

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so I'll keep this aside, for now let me continue to do my introduction here. And

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so so so in 2,018 international students in Canada contributed an estimated to 21.6 billion

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to Canada's Gdp.

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Given this much money involved in the educational industry. International education is the golden goose that must not be killed for its goat in eggs.

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so, as in the case of Canada just like, and Canada is attracting these immigrants because of their resources. Not only Nigerians, you know Kenya.

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Ghana.

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and South Africa.

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from from from Hong Kong to. We have fellow students in Hong Kong, in my University and us. We are all over Canada. We are from a Taiwan, and we have them from from the Philippines, India.

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We have them from all over the place, so that is one aspect of it, because Canada itself has ways of attracting these immigrants

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as well. And it's a conflict center that made reference to recruitment agents.

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So for the recruitment against this is also a business, a big business for the recruitment agents to make sure that people from this part of the from Africa they move to and to Canada for higher education. So in the in Nigeria. There is a movement now.

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you know, movement and engineered, orchestrated by the youth. It is called the Jappa movement.

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Literally, Jappa just moves, you know just means that to, you know, to move.

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just to move a mass.

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So. And this is the way a youth. The young man describe the Jappa movement.

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he said, that

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is the etc. It is the atrocities of Nigerians.

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In that same way it means that Nigerians want to export their contents, gifts, skills, and products, including themselves.

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So educational migration or migrate of higher education is one of the many avenues for Nigerians to dapper, that is, to to to to move.

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So here are the research questions that I

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answered in this research. What part of's motivate Nigeria parents to send their children to Canada? And what rules do recruit against the media? The peer social groups play in influencing Nigerian families. Decision-one

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undergraduate education in Canada, thought, what are the impacts of COVID-19 on migration of Nigerians to Canada for higher education. If I take a quick look at the second question, the the first presenter, they made very interesting points about the role of the media.

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So and then

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and I'm sure the media is is very central. It's very important to this and development. But what I'm just going to add to this is that Not only the media, the peers.

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and there are social groups. They are also involved

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because they will tell them what is happening, but when they are doing this they also use the mechanisms of the media as well. So the media is the no very central to that, so I don't have no much time to.

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And this course, what I've really, you know, set out here. But this is a 2 set of literature informed this study, the first operator economy, the idea that Africa is poor, and then because they are victims of colonization, colonialism, imperialism, globalization, or unequal

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relations between and among countries.

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right? So that is part of it. But at the same time this perspective is inadequate in the sense that it's not even, you know, looking at the agency of this

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people, and then even the discussive construction of all society by immigrants and class migrants, which I mentioned earlier, that the media is very important, but at the same time

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these transmit grounds, people who have moved the way, both at the same time. They are stay involved in their own country. So just like other people

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presenter before me, made mention of neoliberalism, and I think that is a fact.

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These countries Canada! They need these students with Covid or no covid. They are going to continue to need them.

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Some universities from the University not too long ago, declared the bankruptcy in Canada.

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and I've had some countries where they have not been able to target international students. And then the universities are actually

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crossing down.

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So in the case of Canada they are going to need that, and then they are going to, you know, caught immigrants.

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Oh, I refer to a soft meat.

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Give me grants who are not going to no place any boarding on the social system, on on the welfare system, and international students are just very suitable for that, because international students will bring money, they are going to train themselves. They are not going to depend on the Government, but they are even going to no contribute to the economy. So Canadian Government.

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as well as other Western countries, are going to rely on these immigrants. So this is the

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and methods and no section of the research, semi-structured interviews. Scientific people, I hear people who have left have people who have the parents as well against. We also interviewed internal, internalational student advisor.

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was interviewed, and I did participant observations. Observation in certain locations in Nigeria, where I look at

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against these equipment against how they are actually presenting a the, what the outside world.

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just to captivate the interest of these immigrants

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or prospective eating grants. So I watched them, you know, do some interviews while I was in Nigeria, but I don't really have much time left, but in this case

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migration for higher education.

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The rationale behind it from the Canadian Government's perspective is not that when they come they go back.

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It used to be like that many years ago that when you get, you know, the visa and a student visa you expected to leave. But that is not the case anymore. So there are programs in place that will just make it. You know, people do transition smoothly. So these are the attractions from defining this.

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But I am running out of time. So I want to just quickly conclude recognition of funny credentials. This is an attraction.

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So, but during the Covid and the pandemic International students were treated differently for refugees and asylum seekers. So. But my conclusion is just that

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while we look at this in this case of a COVID-19, and it the impact on

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different, you know members or different categories of people in the society. It's also very important to look at the kind of what we are living.

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and some people will say, people like who look back. The gamma sociologists will talk about cosmopolitanism.

334
00:57:28.430 --> 00:57:30.109
which means inclusion.

335
00:57:30.490 --> 00:57:36.840
And then we have a British sociologist and Anthony Gittens

336
00:57:37.360 --> 00:57:42.350
questioning whether we are, we are living in a global village or a global pillage.

337
00:57:43.100 --> 00:57:58.760
So that is exactly what was exemplified during that COVID-19, because these 2 dance international students were treated very nicely and cautiously, and they were protected during a COVID-19. We are, as we have realised, women

338
00:57:59.160 --> 00:58:14.580
working in hospitals in Canada. We are there. They did not even have enough protective Gia. Many of them died, and then we had a refugees stranded in the United States, and all over the place, they were not able to move to Canada. So the question now is that

339
00:58:14.840 --> 00:58:18.779
what is the future of a globalization?

340
00:58:19.320 --> 00:58:24.530
Are we going to have a global village or global pillage.

341
00:58:26.030 --> 00:58:30.690
So that is the end of my prosecutor. Thank you.

342
00:58:42.730 --> 00:58:47.989
Thank you, Charles, for the presentation. So next one is 8 of us.

343
00:58:53.590 --> 00:58:54.370
So

344
00:58:56.250 --> 00:59:11.340
Hi! Thank you very much for inviting me here. And giving my space to compare 2 studies I would like to share with you. My name is Elizabeth Shelling. I'm professing. Billa felt in Germany.

345
00:59:11.760 --> 00:59:28.779
I'm sorry I have prepared a little bit too many slides, so probably. I'll skip a couple of them but thank you, Hero, for giving the time no, Just turn it around. I can look at it, too. Thank you.

346
00:59:28.780 --> 00:59:44.599
Okay. I'd like to tell a couple of words about the theoretical basis of of my work and then present you 2 studies. One of it is a couple of years ago on Syrian refugees.

347
00:59:44.600 --> 00:59:49.970
and one is the recent study on the Ukrainian refugees, both in Germany.

348
00:59:49.970 --> 01:00:13.189
Yeah, young people who are trying to enter the educational system which has changed, due to covid and due to the normal development of of the system. And it is interesting what kind of differences these 2 migrational movements experience? during their integration.

349
01:00:14.360 --> 01:00:30.980
well, I base in on my, in my work on the sociology of time, time, perspective, and for me is more. The most important thing is the future orientation as a part of the time perspective

350
01:00:30.980 --> 01:00:44.809
which often implicit questions. What is to happen? What should happen with me in my biography in my future? Which kind of side effects should it have for the further future?

351
01:00:44.850 --> 01:01:01.239
And it's not only the plan of of the future which individual has, but it also an expression of self-identity. The biography is an expression. Who am I, or what kind of stations should I accomplish in my life?

352
01:01:01.410 --> 01:01:25.770
And it is also a a broader plan. Mental horizons. Or what kind of future? Do I have? Can I have? How how can it develop in overly? So, in order to plan. concrete steps! We need to have a broader overview of what kind of future is possible for us.

353
01:01:25.770 --> 01:01:46.330
and of course it all is influenced by Different situational effects, or we are all part of the social world. So the war, the COVID-19 or as as very

354
01:01:46.810 --> 01:01:54.279
Events and many small events all influence our time. Perspective. Of course

355
01:01:55.040 --> 01:02:17.659
I base my work on boat here, but maybe it is a slight I have to skip due to the time. I only want to mention that there is a symbolic order of the education in the educational system. There is a collective narrative about the future of an individual and about the future of groups of individuals.

356
01:02:17.660 --> 01:02:32.590
And there are else future horizons. which form and design, the biographical future drafts for and for each individual, and also for the groups.

357
01:02:32.590 --> 01:02:52.580
And this or future perspective influence everybody. They influence the students, but they also influence the teachers. They influence political actors, they influence counselors which counsel the migrants and advise them to take this on that part. Now. Path.

358
01:02:53.350 --> 01:03:18.200
Well, this is the next slide. I would like to skip or only them. well, they analyze this framework. How I and I analyze them. The interviews it would take too long. this studies. The first study was was conducted by me. In the years 2,015 and 18

359
01:03:18.200 --> 01:03:29.920
It was a long judgmental study of Oriental refugees who came to Germany and tried to enter their educational system.

360
01:03:29.920 --> 01:03:48.459
there were men and women between 20 and 40 years old, with very different educational backgrounds, and I conducted semi-structured interviews with them. The second study is ongoing. So it's work in progress. 150

361
01:03:48.460 --> 01:04:02.089
it is on young Ukrainian refugees. Oh, by now there are only 12, but I'm going to to enhance the the sample.

362
01:04:02.670 --> 01:04:24.029
They are rather younger, and there are more women than men. It it is the difference of. these 2 samples! Hmm! Well, just to give you an impression. A A couple of Interviews from the first study, and a couple of interviews from the second study.

363
01:04:24.030 --> 01:04:35.770
You see more men a little bit older, more women a little bit younger. But there are many similarities between those groups.

364
01:04:36.060 --> 01:04:56.550
Well, the most important results from the first study. The first and foremost thing is That The Oriental! Refugees with didn't have enough resources to

365
01:04:56.810 --> 01:05:25.050
To persist the system. They were forced to bow to the existing structures inside of the educational system. Well, further, they lost the majority of their cultural capital. They came from educated families, mostly from educational high educational background. But it wasn't possible for them. They didn't have enough resources

366
01:05:25.050 --> 01:05:37.299
to to use this cultural capital. So they had, for example, many difficulties to recognize their formal qualification. They obtained in their home countries.

367
01:05:37.360 --> 01:05:54.810
They had diverse difficulties to enter the formal educational system. They had to start in a much lower level. In their German educational system, and hence they lost much time. For all these steps

368
01:05:55.380 --> 01:06:10.449
their teachers and councillors were also rather pessimistic, and discouraged them. Or without without a wish. It it happened Because they saw the system. They saw the discriminations.

369
01:06:10.450 --> 01:06:35.399
They maybe read the statistic, which was rather pessimistic. And so The the counseling of their students was Rather discouraging. The political actors were willing, but the development of the of the system is was rather slow, so their reality their students faced

370
01:06:35.400 --> 01:07:08.290
was that there was a lack of appropriate structures, and there was a high level of disappointment and depression in this group and the study the ongoing study shows now preliminary results. But they are more optimistic ones, because, maybe this system developed. And there is a positive impact of the covid. now we we we see here.

371
01:07:08.290 --> 01:07:35.609
we see more empathetic teachers who understand. The difficulties of the migrants! Maybe there are also lessons from the previous migrational movement. From the Syrian students who Went through all hardness. And now the system developed more understanding for the migrants, migrants.

372
01:07:35.730 --> 01:08:01.670
the teachers are more optimistic, more empathetic. The social environment is more supportive. and there are, more appropriate structures in German schools and universities. For the Ukrainian students. We see diverse fast tracks corporations with the universities and schools in the Ukraine

373
01:08:01.670 --> 01:08:30.290
we see in schools or in any level of school, even in primary schools Ukrainian classes, with Ukrainian teachers who teach in native language students to enable them to. To stay in the educational system, not to lose time, and To give them Well! Higher level of education without without. Learning German.

374
01:08:30.360 --> 01:08:38.199
There is a much easier recognition of some qualifications, not of all qualifications. But there are some

375
01:08:38.470 --> 01:08:40.979
good examples.

376
01:08:41.050 --> 01:09:04.700
and of course, these groups differ from each other. The Ukrainian students experience a a higher similarity between their cultural capital and and the well, the German and and the Ukrainian culture, so they can use. they are capital.

377
01:09:05.060 --> 01:09:15.109
But there is a an interesting difference whilst they are Oriental students, or

378
01:09:15.210 --> 01:09:41.039
mostly 200%, wanted to stay in Germany, in in the in the new group there there is a division, maybe 50 50, or around that the half of the few students would like to stay in Germany, and the half of the students would like to go back to their home country, and there is a high diversity of

379
01:09:41.040 --> 01:09:47.220
how it develops. Students who would like to return back

380
01:09:47.560 --> 01:09:59.820
live in a stand by motors they are. They are not sure what to do, how to do. They are not integrating because they are waiting for the end of the war.

381
01:09:59.820 --> 01:10:27.239
Hmm! And students who would like to stay in Germany? they they are trying to integrate. But of course they face many problems. Other refugees are the migrants also face, for example, insecurity, loneliness, and such problems which makes it not easy for them to to study and leave.

382
01:10:27.630 --> 01:10:46.719
And now the most important thing for this session is the post-pandemic development, the post-pandemic. Technical development give much more possibilities and understanding of how, on how the distant learning functions.

383
01:10:46.900 --> 01:10:55.030
and therefore we see that almost all schools and universities in the Ukraine offer online programs.

384
01:10:55.030 --> 01:11:19.329
It has many, many reasons why some of them do not, are not connected to the war. Some of them are connected to the war. For example, there is a legal requirement that every university which offer offline programs need to have to to have enough bomb shelters in order to hide the students.

385
01:11:19.330 --> 01:11:42.980
If there are no bomb shelters, they need to offer online programs, even if all students are there. But also there are students. There are teachers who are abroad for for them all to to enable the communication to enable somehow the functioning of this system they need to to offer our online programs. And now we see

386
01:11:42.980 --> 01:12:06.890
a very common practice to learn for the Ukrainian students in Germany to learn. In both systems. They are simultaneously in the German system, going, for example, in the morning to the German school or to university, and in the afternoon they go and participate in an online programme of their Ukrainian school

387
01:12:06.940 --> 01:12:21.770
or university, which is enormously difficult, of course, so they are simultaneously in both programs, which is possible after Covid because of the technical

388
01:12:21.830 --> 01:12:28.609
progress, but it makes it psychologically enormous or difficult for them.

389
01:12:28.950 --> 01:12:49.710
and well, everybody refugees and teachers and councillors are extremely insecure about the future, and this is something which force Them all! To leave in both systems to go simultaneously. Old ways!

390
01:12:49.730 --> 01:13:05.850
somehow, because nobody understands what the future will bring. So the future perspective is not existing. For for for the students, for the teachers, for the councils, nobody understands what is to happen.

391
01:13:05.870 --> 01:13:18.100
and this is why it it is positive in one sense, because every way is open, but every way is closed, because there is no future.

392
01:13:18.100 --> 01:13:42.009
and it is somehow an ambiguous situation. We'll see what what is to happen. I brought a couple of examples here, but I'm looking on time I have less than 1Â min, so I have to rush through it. Unfortunately. Well, teachers, counselors, and refugees I wanted to contrast here

393
01:13:42.570 --> 01:14:00.739
and rush to the summary that 2,016 there was a wish to form new practices and categories. There was a wish to to resist the discriminating educational system.

394
01:14:00.950 --> 01:14:14.760
Some of the Of the student tried to find the the right way leg which made their own status, and then they pursed simultaneously different activities.

395
01:14:14.800 --> 01:14:18.090
They will sell them who.

396
01:14:18.130 --> 01:14:44.139
and in 2,022 we see a very common simultaneous activities which is enabled, through the technical progress of their covid, we see much less discrimination and open academic structures, but we see much more confusion, and

397
01:14:44.140 --> 01:14:50.759
the future would see, which seemed to be open. Is not that open that we hoped?

398
01:14:51.050 --> 01:14:54.809
Thank you very much for your attention?

399
01:15:04.850 --> 01:15:16.540
Okay, so thank you very much for the presenters. So now we like to move on to a Q. And a session. But before then I have to make announcement. Yasmin has I had to leave because of the airplane.

400
01:15:16.630 --> 01:15:40.630
which is very unfortunate. And then also I like to make an announcement on the distributive pay form the distributed papers. A. So in this session there are 2 distributed distributed papers added to this session, and then one of them is actually a the you know. So paper right? it's actually the Qrl. Gd make announcement on that if you want to. Yeah.

401
01:15:49.170 --> 01:15:59.609
Great So then, maybe if it's that question of this question before that. maybe all the presenters before doing you come over to this table.

402
01:16:00.170 --> 01:16:02.309
some people, and

403
01:16:03.090 --> 01:16:18.639
so yes, question and answer may please have Please come to this come up to the, you know. Raise your hand, and then the we come up with microphone. Please introduce your name institution. And then that you know. Question

404
01:16:22.090 --> 01:16:23.540
1Â s.

405
01:16:25.660 --> 01:16:26.979
it doesn't move.

406
01:16:31.600 --> 01:16:32.350
Okay.

407
01:16:34.610 --> 01:16:35.620
thanks for

408
01:16:36.930 --> 01:16:39.210
okay, how about also online?

409
01:16:40.520 --> 01:16:44.070
Okay, do you guys any place? Questions.

410
01:16:44.500 --> 01:16:45.970
These come over first.

411
01:16:50.600 --> 01:17:08.939
So my name is Niel. Jiv. Now, I'm from New York University in Japan. So thank you all, all of you for interesting presentations. I have one question for the first presentation, which is maybe related to the other ones, and one for the last presentation. So in terms of the first one, it was really interesting to see that this this interest in the

412
01:17:08.940 --> 01:17:25.979
going abroad, maybe even living abroad, at least in terms of the cultural concepts of consumption. There is this increase which can be assigned to to the effect of the or covid. But can you see, or do you expect that this is going to actually transform into actual mobility?

413
01:17:26.590 --> 01:17:48.329
Maybe you already have some data in terms of how many students are going abroad. Or maybe you have some kind of hypothesis whether this can actually fuel further increase in terms of mobility outwards of Japan student mobility, and for the last one presentation. I really like that. You pointed out that there is this lack of understanding of the future. So there is now

414
01:17:48.660 --> 01:17:52.619
really understanding what is the best way for the students, whether to

415
01:17:52.670 --> 01:18:12.260
make sure to integrate or to make sure that they can return right? So it's a it's a state of limbo, but it's been already a year. So what's your take on that? What do you think would be the the best way, whether to integrate or to leave the option, or maybe to go like, you know?

416
01:18:13.060 --> 01:18:16.610
Yeah, that would be the question. It's difficult one. But yeah, yeah.

417
01:18:17.860 --> 01:18:20.929
it's looking complete to you to a microphone.

418
01:18:28.030 --> 01:18:31.519
Yeah, thank you very much for the question.

419
01:18:31.990 --> 01:18:35.760
I think, looking forward to the post-pandemic world in terms of

420
01:18:36.010 --> 01:18:37.460
study abroad.

421
01:18:37.610 --> 01:18:40.929
I think we will see some rebound and

422
01:18:40.980 --> 01:18:42.740
Whether

423
01:18:43.050 --> 01:18:48.450
this is an imagined future, again, has an aspiration.

424
01:18:48.700 --> 01:18:58.949
And my my feeling is that over time and this not really based on the data that we collected, but discussions with students, that

425
01:18:59.440 --> 01:19:05.730
there is a pretty, a large interest in going abroad and and working abroad.

426
01:19:05.780 --> 01:19:09.089
then, I think will increase after the pending.

427
01:19:09.890 --> 01:19:12.080
So that's

428
01:19:12.790 --> 01:19:16.240
I don't know if that addressed question or not. But yeah.

429
01:19:17.820 --> 01:19:22.059
well, let me let me just say one more thing. I did want to emphasize that

430
01:19:22.190 --> 01:19:26.370
the structure of the employment system.

431
01:19:26.710 --> 01:19:30.540
which is is some

432
01:19:31.370 --> 01:19:38.409
really set on a very strict time schedule really impacts study abroad in Japanese universities, as you know.

433
01:19:38.650 --> 01:19:49.559
so it makes it very difficult for students who are interested. There's a lot more interest in study abroad than there is actually the ability to do so within the constraints

434
01:19:49.920 --> 01:19:54.250
of having to find employment within that system.

435
01:19:54.290 --> 01:20:04.279
In addition to the financial constraints which, even at a university of private university where tuition is high. A lot of students are just struggling

436
01:20:04.350 --> 01:20:16.069
as well to pay tuition and their living costs. So I think that's That's where the aspirational part comes in as opposed to actually being able to to actually live that life. But

437
01:20:16.120 --> 01:20:18.800
it's more of an aspirational

438
01:20:18.850 --> 01:20:27.069
point, but once they enter the corporate world, or wherever they may find careers, I think the Japanese economy is set up where

439
01:20:27.120 --> 01:20:48.309
quite a few students will find themselves former students of mine, finding themselves in far-flung places of the world, whether intentional or not, that indeed they are finding their trajectories. Trajectories are taking them all over the world, and that really is the nature of sort of the neoliberal. World that Japan is part of

440
01:20:48.330 --> 01:20:59.689
where yeah, going over broad and living abroad. The free movement of people is really essential for the Japanese government. Hence their interest in this.

441
01:21:02.630 --> 01:21:21.529
Okay, thank you very much for your question the best way. And limbo. Well, you, you pointed out this limbo situation. One of my my interviews said, it is living on the bridge between 2 countries. I'm happy. It's not living under the bridge.

442
01:21:22.110 --> 01:21:26.490
but well, I hope they will stay on the bridge.

443
01:21:26.510 --> 01:21:40.819
and it is difficult to say what what is the best. I think it is an individual thing. What kind of opportunities this individual has in this or that country.

444
01:21:41.670 --> 01:21:43.520
with the

445
01:21:43.580 --> 01:22:04.060
the pros and contrast, of course like for for for every decision. it is a very problematic thing to leave simultaneously in both worlds, because well, probably you you can opt for both a positive for for positive sides of both countries.

446
01:22:04.060 --> 01:22:16.969
But it takes much effort it takes. It is psychologically very difficult to simultaneously translate this and that realities.

447
01:22:17.490 --> 01:22:28.800
It is hard to adopt To one country without leaving the the other country. So

448
01:22:28.810 --> 01:22:45.250
it's not possible to avoid all negative sides of each decision. So if you opt for one decision, you must embrace the cost of the other decision.

449
01:22:45.250 --> 01:23:02.539
and every interview I I talked to was was aware of it. I was aware that All, all decisions are Every decision has costs

450
01:23:02.840 --> 01:23:22.649
right. And I don't see. An optimum for everybody. I I don't think it can exist an option for everybody, but from my personal view it is very important. To to see a more clear view of future

451
01:23:22.790 --> 01:23:36.200
without, with a blurred future, with an uncle, with an unclear future. There is no education at all, and there is no no possibility to act now without the vision.

452
01:23:38.850 --> 01:23:52.230
Thank you very much. Okay. it's wonderful that we have many questions. Okay, how about this? Maybe each of you will present your question, and then everyone answer all that one. So maybe from the gentleman. First, because you

453
01:23:52.270 --> 01:23:54.119
you're the first one to actually the we have.

454
01:23:55.350 --> 01:24:07.579
Thank you to all your presenters

455
01:24:07.750 --> 01:24:26.289
to a Uk government, but contributed a nice number of international students to music, yet fast forward to 2,022. But in China, India, and so on. So so my question is, do you think Indian and Nigerian international student flows, will continue.

456
01:24:27.020 --> 01:24:37.069
It's the second countries in terms. And so why or why not the job in his students?

457
01:24:37.550 --> 01:24:52.510
It's my drive that up to the final presenter. Now I wonder if the theoretical

458
01:24:52.800 --> 01:25:09.320
Syria and refugee Now I say that because your final slide seems to country the graduates at the minimum problem of time, some of the earlier slides for you cultural capital, and so forth. And it has to think of.

459
01:25:09.460 --> 01:25:13.639
I guess so through that

460
01:25:13.800 --> 01:25:18.340
phased by a in culture distinction.

461
01:25:18.470 --> 01:25:26.249
and to the commentary that you've talked about, so there seems to be to me a tension there. But you do you? Very good.

462
01:25:26.290 --> 01:25:34.509
and the realities that the Syrian refugees are faith, and continue to this. Thank you.

463
01:25:34.880 --> 01:25:36.729
Okay. And next person.

464
01:25:39.920 --> 01:25:49.100
Hi, thank you all for your presentations. I'm learning one from the University of Melbourne. once upon a time education was about the pursuit of knowledge.

465
01:25:49.130 --> 01:26:02.440
So, despite the diversity in your papers, it's education is anything but the pursuit of knowledge. And I wonder what you have to say about

466
01:26:02.440 --> 01:26:23.280
these this, this shift? Is it like neoliberal subjectivities, or and how? What what the implications it has for international education, and how like we as educators, universities, how do we respond to these new attitudes to higher education? Thank you.

467
01:26:32.740 --> 01:26:38.900
I'd like to thank everybody on the panel for some thought- provoking presentations.

468
01:26:39.210 --> 01:26:41.890
but I'm going to ask a really

469
01:26:42.210 --> 01:26:57.509
tough question. my name is Lori Wilkinson. I'm from Canada, and I've worked in the refugee education steer for a long time, and and I'm working in the international student sphere as well.

470
01:26:58.070 --> 01:27:02.120
So my question is to like the last 3 presenters, because I think you've

471
01:27:03.820 --> 01:27:18.600
Dr. Aenadu has alluded to this, but he didn't have time to talk about it. And the presenter from India also didn't talk about it. And most disturbingly, actually, the last presenter didn't talk about this

472
01:27:19.330 --> 01:27:26.630
is discrimination like it's so clear to me that the treatment of

473
01:27:26.810 --> 01:27:34.339
Ukrainian refugee students is significantly higher than the treatment that we have

474
01:27:34.360 --> 01:27:40.340
for other refugee students and even for international students. So my new colleague from India.

475
01:27:40.450 --> 01:27:52.280
you know, you put some pictures on about the deportations of Indian students in Canada? No one cares, but if this was Ukrainian students.

476
01:27:52.440 --> 01:27:55.520
it would be a a massive political

477
01:27:55.680 --> 01:28:05.489
 you know dialogue. And I think, as sociologists, when we ignore the elephant in the room, we're doing a disservice

478
01:28:05.510 --> 01:28:18.829
to the people that we're studying right? We need to talk about the political and educational forces that prioritize certain groups of students over others.

479
01:28:18.890 --> 01:28:24.720
so I'd like to hear the the last 3 commentators, you know. Comment on this, because.

480
01:28:25.160 --> 01:28:43.170
like, I think in Germany, it's got to be the same as it is in Canada, like in Canada. We're giving the red carpet to Ukrainian refugees, and hardly anybody who is is complaining about it. So I'd be very interested. I'm not meaning to pick on you. But it just seems curious to me as a sociologist that we're not

481
01:28:44.000 --> 01:28:50.970
articulating this problem much more clearly, especially in this atmosphere. Thank you.

482
01:28:52.100 --> 01:28:54.780
is one more question. I

483
01:28:59.100 --> 01:29:06.170
thank you for your very beautiful presentations. I really enjoy the findings.

484
01:29:06.330 --> 01:29:34.230
I'm he invented the from the Ed. Cohen University and the University of Western Australia. So I have questions for Vasha and a question for a showers. So, Vasha, you mentioned that the research fighting mainly focused on the falls created by the agents in sending the Indian student to oversee in Canada. So my questions.

485
01:29:34.260 --> 01:29:48.780
what about the role of social media? Because you know now, social media and all of this information online can provide. Very, I mean a lot of information about the oversee that part time job. And so living condition

486
01:29:48.940 --> 01:29:56.350
in Canada and in other countries, why, the Indian families really rely on Asians and information about Asian.

487
01:29:56.580 --> 01:29:57.850
So

488
01:29:57.870 --> 01:30:05.170
I feel if they totally rely on the information about the observations. So

489
01:30:05.270 --> 01:30:28.649
After that, they don't really understand about the life overseas. So create more type challenges for them when they travel to Canada to study and questions to showers. So you mentioned about you have the questions that wiser families and parents send a children overseas. So my question is how this isn't making

490
01:30:28.980 --> 01:30:40.880
the process of the children to decide if they want to go on their parent micro, and they have to send this to this country or that country

491
01:30:40.990 --> 01:30:51.119
to really carry up the kind of family this is making process only who who makes the power in the decision making process for was a chairman going overseas. Yeah.

492
01:30:52.870 --> 01:31:00.649
thank you. Okay, thank you very much. Then, so we have like, 15Â min left. So maybe each of you have maybe 4Â min to answer to.

493
01:31:00.760 --> 01:31:05.210
I think there will be a timing thing. But anyway, so yeah, from anyone who is ready.

494
01:31:15.880 --> 01:31:27.120
hi, So I think the first question was regarding the change in trends that in the students from India and countries like Nigeria. Where.

495
01:31:27.580 --> 01:31:37.209
in countries like the Uk, the trend has been increasingly. there's been a shift in the trend. And and your question is, will this go forward?

496
01:31:37.360 --> 01:32:05.279
And according to my understanding the recent trends, or the increase in the number of Indian students that are going abroad. In my presentation I also talked about the push and pull factors. So in, according to the push factors. If you take the unemployment level in India, the job, satisfaction opportunities that are available for you is an increasing push factors for sending these youth abroad for

497
01:32:05.650 --> 01:32:22.089
brighter futures. But again, the pressing my topic of presentation, which was the recruitment agencies. This youth. It it was about how these youths fall into the traps of this dreams that are sold by the recruitment agents.

498
01:32:22.090 --> 01:32:45.209
But At the same time. they take advantage of these push simple factors, which is the unemployment rate the lack of possibilities back in in India with regard to employment opportunities and the pull factors in the destination countries which include a better lifestyle, better income, better

499
01:32:45.480 --> 01:32:56.560
better means of lives, as promises are made to these students which entice them to migrate.

500
01:32:56.760 --> 01:33:26.649
and according to the recent numbers of 2,022, and as we see forward the strength. According to me, the strength is to go forward with more intense to bills pursuing an education abroad. It is also to do with the as my Other colleague pointed out in the country of Nigeria to the traditional traditional ideas of who gets to migrate, of not being limited any more to upper

501
01:33:26.650 --> 01:33:37.019
income families. Rather. The growing middle class of India is also contributing to this rise of Indian students that are applying to go

502
01:33:37.180 --> 01:34:00.820
abroad for their studies. So I think that answers the first questions. And we were talking about education as a pursuit of knowledge, and rightly so. Education was should always be seen as a pursuit of knowledge, but increasingly, at least, when I was analyzing and studying student migration. Here

503
01:34:01.240 --> 01:34:17.259
the journey starts off of being a student, but education has increasingly become a pathway for migration rather than for pursuit of education, if I may put so!

504
01:34:17.280 --> 01:34:18.740
And

505
01:34:19.000 --> 01:34:35.899
again, as you pointed out. I I I think there was one A finding of mine which did talk about racism that the students had reported, but it in no way explains or It is also my lack of

506
01:34:35.900 --> 01:34:52.519
the the the lack of input from my side when I was talking about the racism faced by these students, and especially the difference because of the geopolitical context wherein

507
01:34:52.940 --> 01:35:17.279
certain international students. And they shoes a certain international students. take of for friend rather than Other international students, which is an area that has to be explode much in depth, and, as I mentioned, even in my study. But this is an ongoing study, and we're aiming to

508
01:35:17.460 --> 01:35:20.050
expand the study

509
01:35:20.150 --> 01:35:31.730
to again cater to these issues that you had pointed out, and the role of social media versus what I can point out as

510
01:35:31.830 --> 01:35:43.050
social media is definitely an important influence for students who are planning to go abroad. And in my study

511
01:35:43.050 --> 01:36:06.460
To, in many contexts social media was pointed out as an important part of their decision to go abroad, but at the same time the legitimacy that is provided by an agent, or a recruitment or agent, which is, which claims to be the direct link to universities that you are planning to go abroad provide a certain sense of legitimacy to these students

512
01:36:06.580 --> 01:36:28.080
and believability for their families, at least in Asian context of. For now I know that I am. It is specifically Indians. families play a very strong role in the migration decision making so consulting a recruiter or a agent is also increasingly decisions of these families rather than the individual themselves.

513
01:36:28.080 --> 01:36:47.119
which again hmm prioritizes the role of recruiters in deciding the universities of the courses that they do. Yes, social media does play a immensely big role. But versus the leg intimacy that is claimed by these recruiters.

514
01:36:47.120 --> 01:36:53.130
also, play. A very influential role in the decision making of students.

515
01:36:53.309 --> 01:36:54.040
See.

516
01:36:58.030 --> 01:37:05.479
Okay, I'm going to focus my response responses base. It's on the first question.

517
01:37:05.520 --> 01:37:11.200
Gentlemen had some questions about the cyclical nature of study abroad, which

518
01:37:11.230 --> 01:37:34.680
I think I I didn't really address the demographic factors as much, and some of my interest in the research, but I just want to take the opportunity to touch upon that. I think there was a time when Japan actually was sending the most number of students abroad, and that that was a long time ago, and the larger demographic trends in the world. That declining population in Japan is certainly influenced.

519
01:37:34.790 --> 01:37:44.670
The fact, and that other population centers the rise of middle classes elsewhere is driving new new patterns of study abroad. So

520
01:37:45.120 --> 01:37:52.529
 certainly, that's a that's an important level of analysis. But

521
01:37:52.709 --> 01:38:01.320
one thing I wanted to address within. That is this idea of soft power, and and that's something that I I was looking at in terms of

522
01:38:01.549 --> 01:38:14.709
a particular Korean soft power in Japanese soft power and seeing them as competitors. Japan has had a goal before the pandemic of having 60 million people visit Japan every year

523
01:38:14.950 --> 01:38:20.189
and that in order for that to happen, they have to really promote their culture.

524
01:38:20.459 --> 01:38:35.250
And Korea. And after the financial crisis the Asian financial crisis and taking loans from the Imf said, we're going to sell our culture. That's our strategy to pay back the loans, and they're seeing the successes now.

525
01:38:35.389 --> 01:38:42.219
But again, Korea is also investing heavily in their tourism industry, saying, We need.

526
01:38:42.420 --> 01:39:00.940
we need the flows of capital inflows of capital into our country in the face of declining population. So they're in the social media space. The platforms are us based this, all the Gaffa Internet platforms, Youtube. But they need content.

527
01:39:01.100 --> 01:39:02.309
And both

528
01:39:02.340 --> 01:39:10.489
Japan and Korea in particular, just focusing on East Asia have been very successful in selling their cultural content.

529
01:39:10.870 --> 01:39:12.580
and

530
01:39:13.620 --> 01:39:16.120
I think within Japan, it's

531
01:39:16.379 --> 01:39:21.169
because Korea is so close that it's an easy destination.

532
01:39:21.309 --> 01:39:22.790
So

533
01:39:22.799 --> 01:39:27.750
when I showed the top 10 list, most of it is Korean content, it's

534
01:39:28.590 --> 01:39:34.690
what's surprising to me is sometimes even in the United States. There's a lot of Korean content.

535
01:39:35.110 --> 01:39:41.090
But looking at other countries, maybe not so much. There is sort of these zones where

536
01:39:41.270 --> 01:40:09.200
maybe in the Philippines or Vietnam, certain Southeast Asian countries where the content, the soft power of the countries, is driving tourism. But it's also driving, maybe an aspirational future. Where can I live? I did some research in Vietnam, where they have large numbers of young young people interested in perhaps migrating abroad, and they have a choice, you know, to learn Japanese, learn

537
01:40:09.210 --> 01:40:20.809
Korean where we might want to study work in the future. So from that perspective, I think the social media as a platform

538
01:40:20.880 --> 01:40:23.379
as a place where soft power

539
01:40:23.440 --> 01:40:37.669
this sort of played out, whereas where these economies and the neoliberal world order that are so dependent on the free flow of people requires people to become vagabonds or tourists.

540
01:40:37.750 --> 01:40:52.110
and and without that sort of the contradictions come out where you really don't have declining populations. You you have economic Malays, you have structural issues like that that are are being addressed.

541
01:40:52.150 --> 01:40:55.010
through this area. So

542
01:40:55.440 --> 01:41:09.559
that's sort of the role of social media. I think the algorithms build on that, you know, get driving people. And it's now becoming an influence on on where young people decide they want to go and turn their interests to. So

543
01:41:10.470 --> 01:41:11.270
it's

544
01:41:15.250 --> 01:41:20.209
okay now. Well, many questions, not much time.

545
01:41:20.460 --> 01:41:42.890
Well, I I would like to talk a little bit about their point of discrimination, of course I I fully agree with you. Of course the treatment of the migrants of the refugees is discriminative, and we have a huge discussion about it in Germany. I am sure. In Canada, too. However, I would like to remind you that we had this discussion

546
01:41:42.890 --> 01:42:11.340
8 years before. During the first, first, the Syrian migration movement, because, for example, in Germany, maybe correct me. How how it was in Canada, in Germany, and the Syrian refugees were never deported, never! But the Afghanian and Iraqian. Yes, and of course the migrants from from from Africa, from the global South, too.

547
01:42:11.340 --> 01:42:33.140
So they differentiate the treatment of different refugees, or was always there, and it didn't start with the Ukrainian war. Not not at all. but of course we need to appreciate a very different treatment of these different countries of the region.

548
01:42:33.140 --> 01:42:53.419
And we definitely need to to talk about it. And we definitely need to to deal with it, and another question was about, if if I understood it right, about different structural barriers. Of different migration, migrational movements.

549
01:42:53.520 --> 01:43:01.649
It is an interesting thing. Of course, there are structural areas, and we are again connected to the topic of discrimination.

550
01:43:01.700 --> 01:43:21.449
But there is also one thing we we need to think about is the the topic of resources. Yes, the Ukrainian refugees. If they face, are structural barriers in the German system of education.

551
01:43:21.450 --> 01:43:42.499
they are free to opt. They have this resources to opt for another possibility. They can take educational alternatives in the Ukraine. They can just change, and if the costs of the education in Germany are too high. If the barriers are too high.

552
01:43:42.810 --> 01:43:44.580
they just switch.

553
01:43:44.720 --> 01:43:51.710
This is a resource which other migrants probably do not have right.

554
01:43:51.810 --> 01:44:04.069
and it makes the it makes the the discrimination possible. You know the the of resources. helps the discrimination.

555
01:44:04.760 --> 01:44:06.930
discriminating practices.

556
01:44:09.220 --> 01:44:12.030
Thank you.

557
01:44:15.010 --> 01:44:19.590
Thank you. I'm going to take the questions one at a time, and

558
01:44:20.380 --> 01:44:29.000
I think the first question came from. So I still remember correctly with the International.

559
01:44:29.080 --> 01:44:30.830
My question from the

560
01:44:31.130 --> 01:44:35.189
from India and Nigeria. We continue right.

561
01:44:35.200 --> 01:44:38.830
and not.

562
01:44:39.410 --> 01:44:47.580
they say, sociologists are not able to predict the future right, but they can speak to depressing. But

563
01:44:47.850 --> 01:44:57.819
of course, if you can use history as well, you might be able to know the future, I think, is going to continue

564
01:44:57.980 --> 01:45:04.729
in the 1,900 sixtys, for example, in Canada, I believe in the 1,900 fortys and fiftys in Canada.

565
01:45:04.900 --> 01:45:11.810
with Australia and the United States right. If you are imagining someone like me or yourself

566
01:45:11.890 --> 01:45:18.849
to the professors at the universities, nobody would ever think about that, because people

567
01:45:18.980 --> 01:45:22.200
who who look like me or you.

568
01:45:22.390 --> 01:45:27.960
We're not even a mouth. No, and officially

569
01:45:28.210 --> 01:45:39.790
to immigrate to Canada. So for today, more and more people who look like calls, even though, is not still enough. Right? There is this systemic discrimination or structural system.

570
01:45:40.290 --> 01:45:41.200
But

571
01:45:41.560 --> 01:45:47.210
you know and there is some improvement. If you could say that so? And

572
01:45:47.260 --> 01:45:52.959
now that is the historical part. And if we look at the productivity reach now

573
01:45:53.450 --> 01:45:54.640
in a

574
01:45:54.800 --> 01:46:00.820
advanced and economically developed countries, the fertility rate is in decline.

575
01:46:01.350 --> 01:46:03.710
So what are they going to do

576
01:46:04.320 --> 01:46:08.610
right? How are they going to fund the pension schemes

577
01:46:09.250 --> 01:46:25.739
right? What they could do is maybe they can technologize everything that technologies will be doing for the work, but exist, you know, be efficient. So I think they are going to continue to rely more harm on immigrants.

578
01:46:26.580 --> 01:46:31.479
And the interesting thing, too, is that this Cb. Grants when they come over time

579
01:46:31.700 --> 01:46:34.190
they had the culture of the

580
01:46:34.250 --> 01:46:37.879
receiving country. They don't want to have many children again.

581
01:46:38.620 --> 01:46:44.590
right, even though they are coming with 3 or 4 children. But their children are not going to have enough children.

582
01:46:44.900 --> 01:46:47.160
So what is the way forward?

583
01:46:47.780 --> 01:46:54.110
And when Canada opened up Australia and the United States, when they opened up in the United States.

584
01:46:54.350 --> 01:46:57.000
it wasn't because the girls wanted to.

585
01:46:57.820 --> 01:47:06.530
It just had to do with the, you know, liberal shortages, and you know, and then the Europeans where not? We need to send more.

586
01:47:07.050 --> 01:47:10.960
You know more people. you know, after the war.

587
01:47:11.060 --> 01:47:13.229
because of economic boom.

588
01:47:13.300 --> 01:47:27.710
And then we now have people from commonwealth with web and resources. They are. They are educated and in English, and they had the medical doctors, lawyers, and then the the only difference was in stink column.

589
01:47:28.940 --> 01:47:36.469
So for another, bringing the poor Europeans into these countries who need they bring educated and more.

590
01:47:36.510 --> 01:47:44.019
you know, whites. So I would think that it's going to continue. But I want to quickly talk on also this idea of open product.

591
01:47:44.690 --> 01:47:54.569
Relatively, we could say, maybe there is some kind of open order in relation to this and migration of people from non-european countries into these places.

592
01:47:54.900 --> 01:47:57.709
So what is happening is that over time?

593
01:47:57.880 --> 01:48:03.420
If things are not working for these immigrants rather than deporting them, they will return to.

594
01:48:04.750 --> 01:48:20.679
It happened, you know, with Nigerians and Indians in the Uk. When the economy was to get out to their needs, they returned without being deported. So the idea that more and more people are flowing is not supposed to be considered problematic.

595
01:48:21.060 --> 01:48:28.030
It's just something that will be softly served by people actually saying that this place is no longer good for me. I'm not going there anymore.

596
01:48:28.230 --> 01:48:39.680
So that is that then this is for quick education, or not deposit of more than the chief. Yes, I believe because of India. She had addressed that

597
01:48:39.790 --> 01:48:42.549
and education in a way.

598
01:48:42.650 --> 01:48:46.620
it's almost like a pathway to permanent residents.

599
01:48:48.050 --> 01:48:50.340
Even the

600
01:48:50.830 --> 01:49:01.989
students students are just ready to get 50%, and then, if possible, 48%. Then they play to the instructor to give them, you know 50 points. Then they graduate.

601
01:49:02.810 --> 01:49:04.449
and in some schools

602
01:49:04.720 --> 01:49:10.570
you find that these students, even when they are not doing well, and then they complain

603
01:49:10.680 --> 01:49:15.479
to the university arbitration to invest that this is going to be on their side

604
01:49:16.240 --> 01:49:22.110
because they don't want to, because they are poaching and competing for this to death and internationally

605
01:49:22.770 --> 01:49:33.250
so. And that is what is so standing. So this whole idea of newly branded. And that is why it is very problematic. I think that governments need to even step up and find universities more.

606
01:49:34.270 --> 01:49:43.910
because universities are becoming very, you know, desperate that they, you know that they want to, you know, and then the only idea of brain drain, I think, fits into that, too.

607
01:49:45.140 --> 01:49:46.100
because

608
01:49:46.720 --> 01:49:50.560
is is an unethical practice

609
01:49:51.400 --> 01:49:53.020
we are by.

610
01:49:53.300 --> 01:50:02.219
We are taking the best of the best from these countries, and then making these countries, you know.

611
01:50:02.250 --> 01:50:07.549
and more on that developed, or it will be developing these these countries.

612
01:50:07.650 --> 01:50:12.729
A really big question by Lorry is very important.

613
01:50:12.960 --> 01:50:20.039
because there is that tendency that we are having, that what we have is almost like a group and appetite

614
01:50:20.970 --> 01:50:21.910
right?

615
01:50:22.290 --> 01:50:32.789
And then we have no asylum seekers, you know, treated differently from people with wet and their resources. But another point to yeah.

616
01:50:32.970 --> 01:50:36.130
1 point a 2 is that

617
01:50:37.330 --> 01:50:38.960
in my presentation

618
01:50:39.500 --> 01:50:49.159
I focused more on aggregate and and on aggregate data looking at it from a macroscopic. pathetic. But

619
01:50:50.030 --> 01:51:05.489
yeah, there is so much tension in these communities all across Canada, for example, when they're seeing tunnels and our students, some of them go to the churches. They go to grocery stores, and they hardly they. They've always believed that these are white societies.

620
01:51:06.640 --> 01:51:14.319
so they are not pleased with them. They are not treated, you know, and favorably, and then they are this literature on that.

621
01:51:14.460 --> 01:51:24.730
So I will leave that I will leave that as it is. But the last question that came up was in regard to decision making, that is, who actually made a decision to

622
01:51:24.740 --> 01:51:27.710
the. to A

623
01:51:27.750 --> 01:51:48.380
and the great. I I believe that it's a very system is a systemic factor. I think you have a better understanding where you know. Maybe it's you people individually, and they really start their own idea of social media. They so like. There are transmigrants and embellishing or making love

624
01:51:48.500 --> 01:51:56.399
the West, it will look better. And then there are also parents who want to reproduce their class titles. They

625
01:51:56.750 --> 01:52:08.710
you also want, you know, you also have. these children, these students, these students are these children they want to, you know, be like they are myths that have travelled.

626
01:52:08.770 --> 01:52:13.759
and then in this course they will have international student advisors.

627
01:52:15.190 --> 01:52:20.170
When they know that your parents can afford to send you overseas, they invite you to their office.

628
01:52:20.970 --> 01:52:34.890
They tell you that Manchester will be a good place for you. Australia will be a good place for you. Canada will be a good place for you, if only the parents are not thinking about that. They will influence those periods because parents always respect their you know their children's teachers

629
01:52:35.890 --> 01:52:42.179
see? So it's very It's very complex. And then we have to look at the resources, too.

630
01:52:42.470 --> 01:52:44.350
not the family resources.

631
01:52:44.460 --> 01:52:56.960
You know. How much are they going to spare? Or they want to stand, you know, on the international education. So I will leave it at that day. Thanks too much. I hope I try to answer all the information that

632
01:52:58.760 --> 01:53:18.780
I initially prepare questions. But I actually I was not necessary, because everybody's questions. Every you know, it's it's very nice, and also presenters perspectives, not only just the cases of from various point, you know, parts of the world, but also from various kind of levels of but not, you know, analysis. So I'm glad that I was organized. Panel is here. I think time is

633
01:53:19.070 --> 01:53:23.789
up, and so thank you very much. So that's the end of this panel. Thank you very much.