In another edition of its online Global Youth Discussions series to mark Youth Month in June, SU International addressed the topic of youth and international education.  

Panellists and guests deliberated on the challenges of the internationalisation of higher education – not only against the backdrop of COVID-19, but also within the constraints of the traditional university model, which has become “increasingly unsustainable and calls on us to invest in disruptive innovation to strengthen higher education and its response to societal problems", said Bantu Louw, manager of SU International's semester mobility programme. “COVID-19 has merely added to the urgent need for higher education institutions in the local and global context to address the sociopolitical, socio-economic, societal and disruptive technological challenges in the higher education space."

Part of what makes universities innovative and potentially transformative is their engagement in internationalisation activities. Internationalisation makes education more attractive, and also allows higher education institutions to be more globally responsive to society's needs and problems. The internationalisation strategies adopted by higher education institutions may include research collaboration, partnership development as well as student and staff mobility. These all present multiple benefits, such as enhancing international cooperation and capacity-building, and improving graduate employability.

Yet, Louw explained, “there are certain challenges for internationalisation, particularly in South Africa and specifically as it pertains to student mobility. The key challenge is that international students often represent the most privileged in society. Not everyone is able to travel abroad in search of a 'globally competitive' education". He continued: “In South Africa the conversation about access to education rages on due to the socio-economic structure of society. When access to studying opportunities abroad is added to the conversation, many students are left at an even greater disadvantage, suggesting that there is a particular tension between internationalisation and the socio-economic status of an institution."

While South Africa has a huge demand for teaching and learning as a contributor to inclusion and economic growth, the country's high levels of poverty, income inequality and low access to education make it difficult for some institutions to leverage internationalisation. According to speaker Riann Johnson, “this is because economics play a critical role in internationalisation, so the socio-economic status of the state and institution has an impact on the deliverables of internationalisation of higher education".  

Session participants agreed that internationalisation practitioners' response should include adopting varied internationalisation strategies that consider the socio-economic status of the state and institution, and the effect this will have on the pursuit of global collaboration, partnership development, as well as student and staff mobility.