Training to Teach in Global Higher Education: Ideas For A Qualification
Despite the apparent opportunity, however, most Western Teacher Training institutions and qualification bodies are wholly unprepared to provide a solution. Apart from the fact that teacher training in Western nations is primarily a K12 focused affair, Education as a whole remains a very nationally-oriented area of research and conversation. 'Transnational' in Education often has imperial undertones - this means local practises being spread globally - and supplanting teaching models from a Western nation is hardly the solution the rapidly expanding mass Higher Education sector in China and India needs.
Globalisation of Finance and Business has hardly reached the academia, and while Western Universities attracted millions of students, they attributed this success, perhaps rightly, to maintaining their British, American or Australian roots, rather than on their ability to understand and solve problems in the developing countries. That this creates a curious duality - they claim education is a public good and try hard to protect public funding, while at the same time, encouraging and serving the International students' private needs and aspirations as faithfully as ever - but the Western University sector is completely oblivious to such inconvenient questions.
There is also a deep distrust of technology! Good teaching and deployment of learning technologies are seen as oppositional activities. This is not necessarily so in the Developing World, where teachers bother less about having to write emails after work and more about the struggle to find even the basic research papers or learning materials. Their commute to the classroom are often more troublesome and sweatier than the pleasant drive through Middle England, and they are therefore happier to explore how to teach online. And, besides, for a teacher in Indian Higher Ed, mastering the technology is a desirable advantage, not a self-defeating distraction.
And, finally, the outcome-centricity is seen by most people in Western Higher Education as a sign of creeping managerialism (which it is). Higher Education institutions, with its public roots and ecclesiastical pretencions, do not want to be accountable for short-term and measurable results. There is inherent contradiction between this and the pursuit of private advantage which Higher Education mostly represents, but this is one thing Western academics feel very strongly about. There is no such luxury in India and China, where hierarchy and accountability are facts of life. Surely, the practises there need a 21st Century update - often the people in Higher Education are being accountable for wrong things - but outcome-centricity would not come as a surprise to someone teaching in Higher and Professional education in developing countries.
In conclusion, I see a clear gap and a significant demand. I am well aware of the challenges of building a never-before solution in Education, particularly Higher Education: In a regulated industry, regulatory compliance replaces excellence, and a service that may make perfect sense under the logic of competitive markets, may find few takers unless it is a regulatory requirement. I have applied my market-based logic to regulated sectors before and am well-aware of the perils of such an approach. In planning Teacher Training, therefore, I am not just planning a programme to be launched under a private label, but rather with the right credentials and hopefully with blessings of regulators in certain target countries. This may indeed be my next big project, and I am all excited about it.