Transnational education in schools, universities, and beyond: Definitions and research areas

Abstract

The article is directed to theorizing Transnational Education (TNE). This entails definitions of what is meant by transnational and by education. It also focuses a variety of social realities which might be classified as TNE. The main aim of the article is to sharpen TNE as an analytical concept and at the same time broaden the horizon on the range of actors who are involved in TNE within different sectors of education epitomized as schools, universities, and beyond. It is posited that for research it is not only essential to have a clear view of what is considered as transnational, but also to take into account which sectors of education shall be addressed. This leads to questions of legitimacy and governance, because: who defines, controls, and regulates TNE? Here the theoretical crushing point is the relation of TNE to the sovereignty principle of national education policy. In the first part of the article TNE is defined and conceptualized, whereas in the second part the three TNE research areas announced in the title are characterized.

Keywords:

• Transnational education
• transnational higher education
• privatization of education
• education as a commodity
• GATS (General Agreement on Trade in Services)

Notes

1. Part I of the following discussion summarizes main aspects of the concept-building of the author (in German: Adick, 2005, 2008a, 2012; in English: Adick, 2008b, 2016a), but is not identical with any of these articles.

2. Since this article focuses on theory-building and research the normative implications or any recommendations for possibly suitable curricula, contents, methods and aims of TNE will not be discussed here. In future research it would, however, be worthwhile to specify if and how different TNE programs incorporate concepts like cosmopolitan or international education, education for sustainable development or global citizenship education.

3. ISCED has been developed by UNESCO in order to substantiate comparisons of education systems world-wide; it classifies education from pre-school to tertiary education into six levels and sub-levels and is adjusted from time to time in order to accommodate changes and developments.

4. According to some press and internet sources there is such pressure on governments in European countries like Germany, but also in Africa such as Cameroon and Senegal, and possibly in others as well. Verification of this and more information and research would be needed.