Sobre

• 1951 – Australia designs its “I Colombo Plan for Cooperative Economic and Social Development” of South and Southern Asia. Internationalization becomes a necessity due to the increasing number of students from other countries enrolled in Australian universities.
• ‘60s, ‘70s, ‘80s – Academic mobility and faculty exchange programs created around the world (including Australia, Brazil and Latin America), and end up synonymous with internationalization of higher education.
• 1985 – Australia opens its economy and implements economic and tax reforms, along with enrollment taxes in universities for international students.
• 1989 – Australian Government encourages the merger between colleges and technology centers with the purpose of gathering skills and creating large universities to compete globally with North American and European institutions.
• 1992 – Australia creates the Quality Assurance in Higher Education Committee, which begins gathering systematic information on internationalization in universities, though still not as an assessment criterion
• 1994 – Mexico joins the NAFTA (North American Free Trade Agreement) and begins working on the internationalization of higher education, mindful of trade opportunities arising from joining the bloc.
• 1995 – “higher education services” included by the World Trade Organization (WTO) in the set of constant items of the General Agreement on Trade in Services (GATS), being considered a relevant item of the trade agenda between countries.
• 1995 – Australia creates the Australian Qualification Framework to organize flexible educational paths between levels and types of qualification for national and international students.
• 2000 – Australia creates a law to protect the rights of international students in the country (Education Services for Overseas Students)
• 2005 – Australia starts thinking how to internationalize its curriculum as a whole, broadening the way in which the theme is addressed as a more systemic view of the profile of all of the universities’ alumni.
• 2007 – Mexico creates its first internationalization policies, mainly directed at learning English
• 2010-2011 – Australia initiates the active engagement of faculty of different courses in 14 universities to create an approach of internationalization of Higher Education through the curriculum. The project called IOC in Action was led by La Trobe University researcher Betty Ieask, and identified ways to support faculty in an interdisciplinary change of the curriculum. The project included dialogues and international cooperation with the United Kingdom, the Netherlands, South Africa and United States.
• 2011 – The Science without Borders Program is created in Brazil, aiming at the development of intensive fields in technology in the country
• 2011 – Mexico creates a program to attract talents from other countries in intensive fields in technology with a similar goal as that of Science without Borders
• 2012 – Language without Borders (IsF) is created in Brazil (currently called Rede Andifes IsF)
• 2013-2014 – Australian researchers Craig Whitsed (Curtin University) and Wendy Green (University of Tasmania) further develop IOC in Action and create a framework to design an internationalized curriculum.
• 2014 – The new Colombo Plan is created in Australia, aiming at student mobility with countries from Asia and the Pacific.
• 2015 – the Australian Strategy for International Education is created with a 10-year plan for the country in this field, as well as guidelines for the institutions
• 2016 – Researchers from Latin American universities in Brazil, Argentina, Colombia and Mexico start participating in the IOC in Action movement, through joint research and practice communities, with the internationalization of the curriculum as a way of expanding access to an intercultural and global education for all students.
• 2018 – The Institutional Program for Internationalization (PrInt) is created, from the Coordination for the Improvement of Higher-Level Personnel (Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – Capes), in Brazil. PUCRS is among the 36 institutions who benefit from PrInt, starting an active participation in IOC Global.
• 2019 – Internationalization of education is included in the agenda of the United Nations Educational, Scientific and Cultural Organization (Unesco) in its studies on “The Futures of Education,” which consider education in 2050, highlighting the role of this process in creating a collaborative, interconnected and planetary society.
• 2019 – Australia becomes the third greatest global provider of higher education, with 9% of international students in the world, trailing only the United States and United Kingdom.
• 2020 – The Covid-19 pandemic abruptly interrupts mobility programs and academic exchange, forcing institutions from all over the world to expand of diversify their online educational offers. Internationalization at Home (IaH) is anchored in curriculum innovations and in the use of digital tools in education, gaining strength in Latin America as a more democratic and low-cost alternative for internationalization of education.
• 2020 – The Center of Internationalization of Higher Education Brazil-Australia is inaugurated at PUCRS with a series of webinars.
• 2021 – Latin American IOC in Action partners, including Ciebraus, begin revising the framework developed in Australia for its implementation in the region. IOC Latam is inaugurated as a regional chapter of the global movement from Australia.