In an interview to EducationPlus, Professor Singaravelou, vice-chancellor of University of Bordeaux, France, spoke on the efforts taken to promote cooperation in higher education, new plans and expanding opportunities in learning and research between the two countries.

"There are 1,700-1,800 Indian students in France every year. Mostly, students go in for specialisations in scientific and technological fields. Courses in engineering, physics, chemistry, nanotechnology and biomedicine are the most sought after and very few students come in for social sciences and humanities. Many students come for master's, doctoral and post-doctoral, with only a few coming at the undergraduate level," he said.

In the last four to five years, tremendous efforts had been made to promote Indian students coming to France and French students coming to India, he said. "After many years of discussions and negotiations, we have set up a consortium of universities in France and India--Indo-French Consortium of Universities. Through this consortium, we will be giving 60 scholarships every year to Indian students who come to France in different fields," he added.

The consortium, apart from providing scholarships, would promote common research projects in different fields. In fact, Cefipra--Indo-French Conference for Research in Science and Technology--had undertaken and completed several research projects, he noted.

Scotland has only 14 universities and most of them are around 500 years old. These universities have earned global recognition through their research-oriented departments.

Now Scotland is looking forward to generating more employment through its universities. Scotland's new generation universities, like Queen Margaret, focus on producing industry ready professionals and the government-sponsored Scottish development international (SDI) is working towards attracting more professionals and students to Scotland.

Scotland is growing in terms of employment opportunities and SDI launched programmes like Talentscotland and Fresh Talent. "We are world leaders in renewable energy like wind, wave and tidal. Researches are going to tap solar energy on a large scale and we have a strong background in oil and gas also. Scotland is focusing a lot on biotechnology and medicine. Students and professionals can make a good career in our food and beverages sector also. Tourism is also a good revenuegenerating sector for Scotland. All these sectors will throw up a lot of opportunities in the near future," says Mark Hallan, Country Manager, India, SDI.

Talentscotland aims at attracting highly skilled professionals to work in Scotland. This is an Internet-based service and therefore, there are no restrictions on access to services by individuals from anywhere in the world.

There is another unique programme by Scotland -- Fresh Talent. Students who have been awarded a higher national diploma, undergraduate degree, a postgraduate degree or a PhD from a Scottish university are granted up to two years to undertake any type of employment or business in the UK, without the need for a work permit. At any time during their leave under the Fresh Talent: Working in Scotland scheme they can switch to leave as a work permit holder, highly skilled migrant programme participant, business person or innovator without leaving the UK.

Scotland is often called the land of cakes and she has a share for everyone and now is the chance for Indians to ¦ grab this opportunity.
Charles Darwin, James Clerk Maxwell, David Hume, Sir Arthur Co- nan Doyle and Gordon Brown have one thing in common. They all studied at the University of Edinburgh, Scotland. The prestigious university has gifted four Nobel Prize winners in different cate- gories to the world. Scotland has only 14 universities and most of them are around 500 years old. These universities have earned global recognition through their re- search-oriented departments. Now Scotland is looking forward to generating more employment through its universities. Scotland's new generation universities, like Queen Margaret, focus on producing industry ready profession- als and the government-sponsored Scot- tish development international (SDI) is working towards attracting more profes- sionals and students to Scotland. Scotland is growing in terms of em- ployment opportunities and SDI launched programmes like Talentscot- land and Fresh Talent. "We are world leaders in renewable energy like wind, wave and tidal. Researches are going to tap solar energy on a large scale and we have a strong background in oil and gas also. Scotland is focusing a lot on biotechnology and medicine. Students and professionals can make a good ca- reer in our food and beverages sector also. Tourism is also a good revenue- generating sector for Scotland. All these sectors will throw up a lot of opportuni- ties in the near future," says Mark Hal- lan, Country Manager, India, SDI. Talentscotland aims at attracting highly skilled professionals to work in Scotland. This is an Internet-based serv- ice and therefore, there are no restric- tions on access to services by individu- als from anywhere in the world. There is another unique programme by Scotland -- Fresh Talent. Students who have been awarded a higher na- tional diploma, undergraduate degree, a postgraduate degree or a PhD from a Scottish university are granted up to two years to undertake any type of em- ployment or business in the UK, with- out the need for a work permit. At any time during their leave under the Fresh Talent: Working in Scotland scheme they can switch to leave as a work permit holder, highly skilled mi- grant programme participant, busi- ness person or innovator without leav- ing the UK. Scotland is often called the land of cakes and she has a share for everyone and now is the chance for Indians to ¦ grab this opportunity.

Britain's envoy Richard Stagg hosted the global premiere of the music video at his residence. Produced by the high commission, the track "Let's go, let's get a UK visa" is available on You Tube too. The rap video link is supposed to be available on the British Council and British High Commission (new UK in India) websites. Packing basic information on taking a visa, the crooner cautions: "There's crazy people who are amazingly fly/ Say they'll get you a visa, it's just a big lie." Dan Chugg, Director, Press and Communications, British High Commission and its lyricist, recounted the case of a youngster who committed suicide last year as someone he paid thousands of pounds for a student visa, cheated him.

Indians make up the second largest contingent of foreign students in UK universities and colleges. According to official data, Britain has given out under 26,000 student visas in India so far - up 14 per cent from 2007. It expects to issue 29,000 student visas in India this year, with a target jump of 30 per cent, said Chris Dix, Regional Director, South Asia and Gulf (International Group), UK Border Agency.

The student visa process is set to come under the pointbased system from March ¦ 2009.

The difference in the demographic patterns between India and France is certainly working to India's advantage with about 50% of the population in France above 40 years of age. India's skilled young workforce is proving to be very attractive for Indian and French companies. "The Indian workforce is young and exuberant whereas France has more experienced people. Therefore, a combination of the two is what we need to have in our workforce," feels Ramakrishna Sachdev, director marketing, Steria, a European provider of IT-driven business services. "We have three centres in India and are looking at hiring in a big way from India for our global operations. The skills that we are mainly looking for in the candidates are IT programming and domain knowledge. Other requirements include decent knowledge of European languages (either German or French)," he adds.

Some French companies that are present in
India have institutional tie-ups to absorb students. Companies such as Steria, Schneider Electric, Alten, Air Liquide and DCNS which are Europe-based, are some of the big names. The language barrier between Europe and India is a main consideration and many of the companies have tie-ups with Alliance Francaise and Max Mueller Bhawan to acquaint employees with at least one of the two important European languages.

In 2007-08, India sent over 94,500 students to American universities. They accounted for 15 per cent of the total international students population in the United States. Yes, this is one area where India beats China, which sent a little over 81,000 students to the US in the same year.

That lead, however, will soon be lost. The number of students China sends to American universities has been rising rapidly. In 2007-08, it rose by 20 per cent, while the growth in the number of students from India was lower at 13 per cent. Experts believe that in a year or two, India would lose the number one position, it has held for the last seven years, to China.

South Korea is not far behind. The number of South Korean students in American universities rose by 11 per cent to a little over 69,000 last year. The countries that are sending fewer students to the US are Japan, down by 4 per cent to 34,000, and the United Kingdom, which last year saw a 1 per cent drop to only about 8,367 students.

That should be an interesting global trend for college education in the United States, as indeed the data came from an authoritative survey of 3,000 American universities, conducted by the New York-headquartered Institute of International Education (IIE). But for the Human Resources Development Ministry in New Delhi, there are more interesting lessons to be learnt from the survey and its findings.

The one-day fair was organised by United States Educational foundation in India (USIEF) and 26 universities from the US participated. The organisers said most of the students' queries related to the financial crisis and its impact on the higher education sector in the US. "It may affect the education sector also as it is an all-encompassing one. But it is too early to reach a conclusion. The US still remains as the favourite higher education destination of Indian students, though students are worried about the financial situation there," says Luna Das Bangia, North India Educational Advisor for USIEF.

However, students thronged the fair with a lot of questions and returned satisfied. "Indian students are seeking quality education and they are searching for it like anything. Around 500 students visited the fair in a single day," informed Bangia.

"I am worried about the financial crisis in the US as I am planning to go there for my higher studies. The university official cleared my doubts and I am satisfied. This fair helped me meet the university authorities directly. But I will enquire further before taking a final decision," said Naveen Rai, a student who hopes to pursue postgraduate course in fine arts.

The 40-week course on ophthalmic dispensing is to begin next September at the Beijing Business College in China with 20 Chinese students and 10 each from India and Africa.

The qualification they take, the BTec national diploma, will be a British one, the teachers will be British, and the medium of instruction will be English. It will be financed, planned, and delivered by City and Islington college in London, whose optics courses have an international reputation for excellence.

Eighteen London colleges are developing partnerships with several colleges in China and course details are being finalised. Apart from China, Turkey and countries in west Africa targets for transnational teaching of British courses.

The government has drawn up a strategy in consultation with colleges and training providers which has been launched Monday as part of an International Education Week to focus on educational partnerships.

This is a step forward from previous British initiatives for funding education, research and teaching skills in developing countries. Prime among them are the Prime Minister's Initiative of 1999 and the UK-India Education and Research Initiative of 2005.

Katie Epstein, director of vocational education and training at the British Council, told The Guardian: "It is a changing culture, moving on from recruiting students from around the world to actually building partnerships with other colleges in other countries. Overseas students bring a lot of income to a college. It is a big market. But now colleges are developing a broader global outlook, aiming to provide a global experience for their staff and students."

Trevor Hunter, applied optics curriculum manager at the City and Islington College, said: "If the model works I don't see why it cannot be rolled out to other cities in China and to other countries. It could also work for other courses we offer such as forensics and sports science."

The British foray into translational education is intended to encourage in-country provisions for imparting British education in developing countries. Foreign students can get British diplomas and degrees without having to study in Britain at great expense.

British teaching staff conducting courses abroad benefit too. Diane Mullen, international partnerships adviser for the Association of Colleges, said: "Staff benefit from overseas placements and are broadening their horizons and bringing the benefits of that back when they are designing assignments."

The Indian student community is in the forefront in reaping the benefits of this possibility. It is estimated that there are nearly five lakh Indian students studying abroad. Approximately 1,50,000 students go abroad annually for higher studies. However, many of our aspirants are not sure of the opportunities and patterns of higher education abroad and the mechanisms that would help them to realise their dreams of getting foreign education.

You should keep in mind that a very important decision in life is involved. You would be exposed to different customs and cultures. Apart from your academic or professional attainments, you would gain a rewarding experience that is not available in our country. The monetary expenses would be heavy in most cases. Identifying the right country, university, programme and scholarship or other support requires patient planning and execution.

You should have a definite goal in view as to what kind of programme you need: general, vocational, technical, management or other. You should not just follow a herd; remember that each individual is unique. You should gather as much information as possible from diverse sources--friends, relatives, books, brochures, career exhibitions and web sites. Be careful when you go to consultancy organisations; their promises should be weighed with caution and fine judgement.

A point that needs emphasis is that study abroad per se does not ensure quality or excellence. We have in India several educational institutions that can stand up to those anywhere else in the world. If we can undergo quality education here, there is no need of going abroad. But there are centres of learning or universities abroad that enjoy unmatched international reputation. Research facilities in certain disciplines require heavy investment that our universities or institutes can hardly afford. In such cases, going abroad is certainly advisable.

An advantage that is not usually appreciated is that international experience will expose you to people from different parts of the globe, people with diverse perceptions and viewpoints. This will dispel your unsupported notions of superiority of what you possess and make you more open-minded and receptive. You will come across people not like a casual tourist; you will experience life with them.
Approach

The pattern of education, the type of delivery and even the academic terminology in foreign countries would be different from those with which we are familiar. There would be flexibility in course selection, unlike in Indian universities that follow straight jacket patterns--a science student is kept away from humanities and vice versa. Foreign universities may offer opportunities for changing your track in life by undergoing studies in a stream that is totally different from your area of specialisation. Promotion to a higher class or certification in many foreign universities may not be based on a single annual examination. Grading of students is usually on the basis of continuous assessment through periodic tests, surprise quizzes, assignments, presentations, project work and so on stretching throughout the year.

The teachers may not `tell' everything through classroom lectures, only to be noted down by the pupils, memorised and written in an annual examination. The pupils would be given guidance to gather information and skills from different sources and apply them appropriately. There has to be substantial effort from the pupils in the diverse processes of learning. If you intend to go abroad for studies, you should be prepared to meet such situations with pleasure and confidence.

Yet another point that has to be kept in mind is the cultural shock to which you may be exposed in the new environment. In the early days, you may experience some difficulty in distinguishing between what is appropriate and what is not. You may not relish the food or be at ease with the language. You may feel homesick. Remember that it is only a passing phase which most people tide over in a short time. You will have to change your life style to fall in line with the prevailing norms. Every country has a life style and every educational institution a learning pattern. A visitor like you cannot change either. Adapting yourself happily to a different style involving a global or multicultural dimension is the key factor.

The popular destinations for our students are the U.S., the U.K., Canada, Australia and New Zealand. There are of course students who go to countries like Germany, France, Russia and China. The bulk of our students, however, prefer the U.S. as their destination.

A `course' in India usually means a programme of study or a period of study at a college or university that leads to an examination or a qualification. But in most foreign universities the word `programme' is used to signify this. A `course' would mean a number of lectures or other activities dealing with a subject. A series of such courses constitutes a programme. When you join a programme, you may be asked to specify the courses you opt for. There would be flexibility in the choice of courses that lead to the same degree.

Those who undergo the first degree programmes such as BA, B.Sc. or B.Tech. are known as graduate students in India and those in the MA, M.Sc. or M .Tech. classes are called postgraduate students. In foreign universities, those who prepare for the first degree are the `undergraduate' students. `Graduate' students pursue higher education beyond the Bachelor's degree.

Chevening fellowships are 12-week tailored courses in the U.K. to make future leaders. Each year 12 exceptional Indian men and women are selected to take part in an intensive programme that addresses issues faced by leaders in all fields. Applications for Chevening scholarships for study in the 2009-10 academic year are now open. The application deadline is midnight of December 31, 2008.
About the programme

Shedding light on the programme, British High Commissioner to India Sir Richard Stagg said: "This year we are celebrating 25 years of Chevening. The Chevening programme was launched in 1983, and is now the UK's second largest scholarship programme globally. The Chevening India programme started in 1987 and has, over the years, given a unique opportunity to over 2,000 talented Indians to study in Britain and develop their skills."

Expressing hope that leaders of the future will apply to be a part of the programme, Sir Richard said Chevening scholars continue to make immense contributions to their home countries. "When I worked in Eastern Europe, two of the region's Prime Ministers were Chevening alumni. I see the Chevening programme as a passport to success whether in politics, business, academia or the media."

To date, the Chevening India programme has supported over 2,000 scholars. Dozens of Indian nationals benefit from this programme every year. Chevening Scholarships bring young post-graduates to the U.K., normally for Master's degree courses. The key theme is "leadership".

The Chevening Scholarship Programme seeks to give outstanding individuals across the world access to the U.K.'s leading academic institutions.

Julia Gonzalez, Vice-Rector, International Relations, Universidad de Deusto (UD), Spain, said five master's degrees are offered under this category -- Network on Humanitarian Action, Euro Culture, Life-Long Learning, International Trade Law, Nutrition and Health Management.

Network on Humanitarian Action is a multidisciplinary course with building blocks, horizontal issues and optional components.

In horizontal issues, topics such as Geopolitics, Anthropology, International Law, Management, Medicine and Public Health in Humanitarian Action are covered.

Graduates normally find employment in international organisations and non-governmental organisations. The main objective of Master's in Euro Culture is to prepare personnel to work in the field of international relations.

The universities in which this programme is run are based in Spain, The Netherlands, Germany, Poland, Czech Republic, France, Italy and Sweden.

For details, visit http://eacea.ec.europa.eu/extc oop/call/index.htm