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Globally, scholarships for international higher education play a critical role in human capital development. While substantial research has documented the benefits such scholarships provide for individuals, their impact on the creation of pathways for social change remains under-researched. This paper bridges this gap by examining the extent to which a government scholarship for international education has created pathways for social change in Kazakhstan. Data were collected through interviews with 67 scholarship alumni. Drawing on Dassin et al.’s (2018) framework for pathways to social change, the findings reveal that international education fosters social change in Kazakhstan in four ways. First, the scholarship program develops local talent and builds agents of change. Second, it widens access to international education, particularly for individuals from marginalized communities, who would otherwise lack access owing to their scarce financial resources. Third, the program develops alumni’s cosmopolitan and intercultural competencies and strengthens international collaborations. Finally, it creates associations and groups through which alumni can collectively contribute to society. The findings highlight that while the interviewed alumni foster strong patriotic feelings and are determined to contribute to the prosperity of their country, underdeveloped industries, economic volatility, and top-down bureaucracy in workplaces limit their potential contributions to social changes. These findings may help policymakers and administrators to reconsider and improve on the design and structure of scholarship programs.

Globalisation is often thought to advocate for a single set of beliefs and customs and for a rejection of the need to protect regional cultures and traditions. In the aftermath of 9/11, the rift between Western and Arab cultures has deepened, and there is a patent need for cultural bridges to be built. The government of Saudi Arabia has, by increasing funding for higher education through grants and scholarships, enabled Saudi students to study at overseas universities. A number of non-Saudi students are also enrolled at Saudi Arabian universities. After a brief introduction to the cultural and educational history of the Arab region and Saudi identity, this article turns to contemporary higher education in Saudi Arabia. It introduces the King Abdullah Scholarship Programme and then goes on to present detailed enrolment data for 2006-2009, demonstrating trends and policy changes and identifying patterns in student mobility. Il est souvent supposé que la mondialisation favorise un ensemble unique de croyances et de coutumes et le rejet de la nécessité de protéger les cultures et traditions régionales. En conséquence du 11 Septembre, la faille entre les cultures occidentale et arabe s'est creusée, et il est manifestement devenu impératif d'édifier des ponts culturels. En accroissant le financement de l'enseignement supérieur par le biais d'allocations et de bourses, le Gouvernement de l'Arabie Saoudite permet à ses étudiants des séjours dans des universités à l'étranger. À l'inverse, de nombreux étudiants non saoudiens sont inscrits dans les universités du pays. Après une brève introduction sur l'histoire culturelle et éducative de la région arabe et sur l'identité saoudienne, les auteurs analysent l'enseignement supérieur aujourd'hui en Arabie Saoudite. Ils présentent le Programme de bourses du roi Abdallah, puis les données détaillées des immatriculations pendant les années 2006-2009, en indiquant les tendances, l'évolution des politiques et les schémas de mobilité des étudiants. Globalisierung, so wird häufig angenommen, stehe für ein festgelegtes System von Denk-und Verhaltensmustern. Die Notwendigkeit, regionale Kulturen und Traditionen zu schützen, werde dagegen abgelehnt. Infolge des 11. Septembers 2001 ist der Graben zwischen westlichen und arabischen Kulturen tiefer geworden, und es ist ganz offensichtlich notwendig, kulturelle Brücken zu bauen. Die Regierung Saudi-Arabiens hat die Finanzierung der Hochschulausbildung durch Beihilfen und Stipendien aufgestockt und damit saudischen Studierenden ein Studium an ausländischen Universitäten ermöglicht. Es sind auch einige nichtsaudische Studierende an saudi-arabischen Universitäten eingeschrieben. Nach einer kurzen Einführung in die Kultur- und Bildungsgeschichte der arabischen Region und die saudische Identität wenden sich die Autoren in diesem Artikel der heutigen Hochschulausbildung in Saudi-Arabien zu. Zunächst wird das King Abdullah Scholarship Programme [König-Abdullah-Stipendienprogramm] vorgestellt. Anhand detaillierter Daten zu den Einschreibungen in den Jahren 2006 bis 2009 werden anschließend Trends und Veränderungen der politischen Strategie aufgezeigt und Muster studentischer Mobilität eruiert. Muchas veces, se piensa que la globalizatión aboga por un solo conjunto de creencias y costumbres y que rechaza la necesidad de proteger culturas y tradiciones regionales. En consecuencia de los sucesos del 11 de septiembre se profundizó la brecha entre las culturas occidental y árabe; por lo tanto, existe una clara necesidad de construir puentes culturales. Incrementando los fondos de la educación superior con subsídios y becas, el gobierno de Arabia Saudita posibilitó que los estudiantes sauditas estudien en universidades de otros países. Por otra parte, hay numerosos estudiantes no sauditas matriculados en universidades de Arabia Saudita. Tras una breve introduction a la historia de Ia cultura y de la educación de la region árabe y a la identidad saudita, los autores abordan la educación superior contemporânea en Arabia Saudita, presentan el Programa de Becas dei Rey Abdalá y, finalmente, pasan a exponer detalladamente los datos de matriculation para los años 2006-2009, demostrando câmbios en tendencias y políticas e identificando patrones de movilidad de los estudiantes. Нередко считается, что глобализация должна выступать за единый набор верований и обычаев и отказ от необходимости защищать региональные культуры и традиции. После 11 сентября разрыв между западной и арабской культурой усугубился, в связи с этим существует очевидная необходимость построения культурных мостов. Правительство Саудовской Аравии, увеличив финансирование высшего образования посредством грантов и стипендий, содействует обучению своих студентов в университетах за границей. Определенное количество студентов из других стран также обучается в университетах Саудовской Аравии. После краткого вступления, в котором излагается культурная и образовательная история арабского региона и саудовской идентичности, в данной статье обсуждаются проблемы современного высшего образования в Саудовской Аравии. Здесь говорится о стипендиальной программе короля Абдаллы, и далее приводятся подробные данные о зачислении студентов в 2006-2009 годах, показываются тенденции и изменения в политике и определяется характер мобильности студентов.

This book investigates trends in skills demand and supply over the past two decades for insights into ways to build (and use) the critical skills needed to sustain competitiveness of the Philippine economy. Part one of the book investigates trends in demand for skills in the country overall and by sectors, explores its possible determinants, and attempts to identify emerging skills gaps. Part two turns to the analysis of the supply of skills in the country with a focus on the ability of education and training to provide highly skilled labor, keeping workers' skills updated, and providing skills development opportunities for the unskilled. It explores employers' perceptions on the quality of institutions and provides detailed analysis of the main characteristics, outcomes, and challenges in four key (or growing) subsectors of the provision of skills in the country: higher education, postsecondary technical-vocational education, non-formal secondary education, and postemployment training. It concludes with a summary of policy recommendations.

The article aims to analyze trends and prospects for further education globalization based on interstate grant (scholarship) programs, with regards to the changes the pandemic has brought in. The authors studied historical and theoretical foundations of academic (student) mobility programs as a tool to globalize education; analyzed interstate scholarship program and grant performance in the context of the evolving education globalization; provided recommendations to further develop the mechanism with regards to current conditions and current problems in human capital use. Interstate grant (scholarship) programs have been proved a powerful tool to globalize education. To use the tool and benefit the countries participating in the process, sustainable \"4I\" is required – a national educational ecosystem built on cluster relationships. The partnership is built due to the participation of the state, business, non-profit organizations - program initiators (coordinators), universities. As a result of the study, the authors conclude that to ensure the expected results of such a partnership, it is necessary: firstly, a clear understanding of the country's demand for staff with specialist skills; secondly, selecting based on the university rating that can form and sufficiently develop student’s professional competencies; thirdly, regulation of the requirements to grant (scholarship) program coordinators to fully assist and support foreign specialists newly arrived at a new place of work in the contributing country; fourthly, determining capabilities of recipient companies (and selecting from the program list based on this criterion accordingly) – to employ a graduate of a foreign university and give the practical skills required.

This study examines the efficacy of a scholarship program designed to assist single parent, post-freshmen, full time undergraduate students and predictors of success among a sample of said students, where success is defined as progress toward completion, academic achievement, and degree completion. Results of fixed effects regression and hierarchical linear modeling indicated that single parents who participated in the scholarship program had higher levels of academic achievement, degree completion rates, and greater progress toward completion than non-participants. Consistent significant predictors of success included participation in a scholarship program, full-time status, and whether someone already held a Bachelor's degree. The findings suggest that the structure of a single parent program that includes requirements for GPA, full-time status, and credit accumulation, as well as personal, professional, and financial resources for participants may be an efficacious model for other colleges to implement in order assist in the success of single parent undergraduate students.

Governments sponsor student-mobility programs with the expectation that students will build a more favorable and informed opinion of the host country which, in turn, will determine more favorable behavior towards the host country. Nevertheless, assessments of this logic are rare. Based on a survey of the Korean Government Scholarship Program’s alumni (n = 579), we analyze the alumni’s country image of South Korea and how this image determines their relationship maintenance behavior with South Korean people. Our findings show that the KGSP alumni’s image of South Korea partly explains the variance in their personal and professional relationship maintenance with South Koreans. Our findings show that the alumni’s emotions about South Korea influence their personal relationship maintenance behavior more than does each of the cognitive dimensions of the country image, while the functional dimension, which evaluates their beliefs about the country’s competencies and the competitiveness of its economic and political systems, has the highest influence on the alumni’s professional relationship maintenance.

International students are conceived as essential contributors to the development of their countries of origin after they finished their studies abroad. Political decision-makers of the countries of origin therefore take measures that students will eventually return to their home countries and bring back their gained knowledge and consequently contribute to development back home. However, is a return always the best way to contribute to development in the country of origin or can international graduates contribute equally from abroad or through their high mobility between different countries? This article aims to address this question on the basis of an intensive three years mixed-methods-based investigation in six countries – Germany as country of study and Colombia, Georgia, Ghana, Indonesia and Israel/Palestinian territories as countries of origin. We investigated a specific German scholarship program, which gives scholarships to international students from the Global South to study in Germany. Although a return to the country of origin is a precondition for the scholarship, our study indicates that not only return migration , but also remains and circular migration can create beneficial circumstances that former students practice diverse development-related functions and therefore contribute to the development in their country of origin in a specific way. Here, it is important to recognize that scholarship programs do not only offer the opportunity to fund studying abroad, but they can be also designed for the needs of scholars during, before and after their studies, which would also benefit their developmental contributions.

Background Australian Rural Resident Medical Officer Cadetships are awarded to medical students interested in a rural medical career. The Rural Residential Medical Officer Cadetship Program (Cadetship Program) is administered by the Rural Doctors Network on behalf of the NSW Ministry of Health. This study aimed to assess the overall experience of medical students and key factors that contributed to their satisfaction with the Cadetship Program. Methods A quantitative cross-sectional study was conducted among 107 former cadets who had completed the Cadetship Program. Data on medical students’ experience with the Cadetship Program (outcome variable) and potential explanatory variables were collected using a structured self-administered questionnaire. Explanatory variables included gender, geographical location, rural health club membership, rural clinical school attendance, financial support, mentorship benefits, networking opportunities, influence on career decisions, opportunity for preferential placements, and relocation. Both bivariate (Pearson’s chi-squared test) and multiple logistic regression analysis were employed to identify the factors associated with medical students’ overall experience with the Cadetship Program. The non-linear analysis was weighted to represent the rural/remote health workforce, in Stata/SE 14.1. Results Our results indicate that 91% of medical students were satisfied with the Cadetship Program. The logistic regression model identified two significant predictors of a positive experience with the Cadetship Program. Medical students who perceived financial support as beneficial were significantly more likely to report a satisfactory program experience (aOR = 6.22, 95% CI: 1.36–28.44, p  = 0.019) than those who perceived financial support as not beneficial. Similarly, those who valued networking opportunities were more likely to have a positive view of their cadetship experience (aOR = 10.06, 95% CI: 1.11–91.06, p  = 0.040) than their counterparts. Conclusion Our study found that students who valued financial support and networking opportunities had the most positive views of the Cadetship Program. These findings demonstrate that the Cadetship Program may be most helpful for those who need financial support and for students who seek networking opportunities. These findings increase our knowledge about the characteristics of medical students who have the most positive experiences with the Cadetship Program. They help us to understand the mechanisms of influence of such programs on individuals’ decisions to be part of the future rural health workforce.

The poor family scholarship program is a scholarship program by Lamongan District Education Office. This scholarship is given to underprivileged students for study costs at university. The many indicators of scholarship determination result in difficulties education office in making objective decisions. The purpose is to determine the classification of scholarship recipients using the decision tree C4.5 algorithm. This algorithm has the advantage of speed informing and reading models, high accuracy, flexibility, and processing discrete and continuous data. The contribution of this research is to classify poor family scholarship participants with the C 4.5 algorithm without pruning, pre pruning, and post pruning methods. This study uses 460 data and for each attribute, it is calculated using the gain ratio formula to produce trees and decision rules. Based on the scenario that has been done the accuracy value generated after pruning is better than without pruning. The classification process using scenario post pruning technique is used as a reference for the classification of new registrants because it has the highest accuracy of 85.55%.