Internationalization Of Education

Internationalization of higher education is far reaching in its implications and impacts on economies worldwide. Despite years of research that have brought about more knowledge and greater understanding, the ‘internationalization of higher education’ phenomenon remain mean different at places and approached differently at different levels and its meaning and concept continue to emerge. The concept of internationalization of higher education challenges the various actors who deem it pertinent to the solution of many international problems such as sustainable nation building, poverty and social injustice. Internationalization with its many dimensions and vast terminologies is indeed a complex phenomenon that is difficult to define precisely.

In this study in both cases, the concept of internationalization of higher education perceived as the intentional response to the local and global needs, in their own context. Similarly, internationalization is a means to an end, in case one for instance it is a means to enable higher education institutions to play leading role in constructing socialist modern China, while in case two internationalization is perceived as a means for capacity building in higher education and in the country, that have strong impact in countries strive for poverty reduction and become middle income country. There is no simple or easy definition of internationalization, which is a fluid concept used in different contexts and discourses (Callan

Hence it is possible to conclude that the year 1990s was the year of policy roadmap-in which fundamental policies were stipulated that fundamentally changed internationalization of higher education China has clear national and sectoral policy related to the purposes and function and regulation of higher education.
Following the 1990s, the year 2000s can be said the year of recognition and understanding. It was in this decade that China further opened to the world and world to China. Few of the main ones were, the establishment of first Confucius institute out of main land China in 2004, being member of WTO/GATs, 2001, inviting large number of international students to China and encouraging and supporting Chinese international students to pursue their study abroad and return both since 2004/5 and others. The development in these regard, were the result of understanding from both sides-China understood and recognized the importance of others and took measure since late 1970s but the ‘western’ understood and recognized since 2000. Specifically, to the attraction of international students was supported by clear national policies and