Submit your Article

Neeraj Singh Manhas currently serves as the special advisor for South Asia at the Parley Policy Initiative, Republic of Korea, and is a subject matter expert at the Centre for Joint Warfare Studies, Ministry of Defence, Government of India. He is also a non-resident visiting senior scholar at the Centre for National Security Studies, and an Editorial Board Member for World Water Policy, journal published by (WILEY-Scopus, Elsevier). He closely follows South Asia’s water and river geopolitics. ApEx talked to him about India’s decision to suspend the Indus Water Treaty and its implications for Pakistan and South Asia.

How does the suspension of the IWT affect Pakistan?

The Indus Waters Treaty has been crucial for Pakistan, as it regulates the flow of water from the Indus River and its tributaries, which are vital to Pakistan’s agricultural and energy sectors. Under the treaty, Pakistan was granted exclusive rights over the waters of three western rivers—Indus, Jhelum, and Chenab—while India was allowed to use the waters of the eastern rivers. With India’s suspension of the treaty, Pakistan faces the possibility of having its water supply disrupted, which could lead to severe consequences for its agricultural output, as over 90 percent of Pakistan’s water needs are met by the Indus River. Eighty percent of Pakistan’s agricultural land—around 16m hectares—depends on water from the Indus system. 

Also, this system supplies water to over 237m Pakistanis. The major cities like Karachi, Lahore, and Multan get their water directly from this system. However, 25 percent of Pakistan’s GDP depends on this water, as that share of national income comes from agriculture. The agricultural sector supports 68 percent of Pakistan’s rural households—whose livelihoods are now under threat. Additionally, water shortages could affect hydroelectric power production, which contributes significantly to Pakistan's energy generation. The economic and environmental implications could be disastrous, especially for Pakistan’s rural population, which depends on these rivers for irrigation. This suspension risks destabilizing Pakistan’s food security and overall economy, especially as the country grapples with existing resource shortages.

What are the potential environmental and economic consequences for Pakistan?

The potential environmental and economic consequences for Pakistan are grave, as the Indus River system is not just a source of water but a lifeline for the country’s economy. With Pakistan relying on these rivers for nearly 70 percent of its total water supply, any disruption could lead to significant water shortages, especially in the agricultural sector, which employs a substantial portion of the population. The immediate effect would be felt in irrigation, with crops failing due to insufficient water. 

Additionally, Pakistan’s hydroelectric plants, which rely on the flow of water from the Indus and its tributaries, would face a decrease in power generation, exacerbating the already critical energy crisis. On the environmental side, lower water availability could lead to the degradation of ecosystems, affecting wetlands and biodiversity that depend on consistent water flow. Economically, this could lead to food shortages, price hikes, and social unrest, especially as millions of people depend on these resources for their livelihood.

How has Pakistan responded to the suspension?

Pakistan’s response to India’s suspension of the IWT has been one of strong condemnation. Pakistani officials have rejected India’s accusations and denied any involvement in the Pahalgam attack. They have labelled India’s move as ‘cowardly’ and ‘immature’, claiming that it is an inappropriate and politically charged reaction that violates the spirit of the treaty. 

Pakistan’s foreign minister has called for an international response, urging global stakeholders to condemn India’s actions and mediate the dispute. The Pakistani government has warned of potential retaliation, emphasizing that such moves could escalate tensions further, potentially leading to military or diplomatic consequences. Given the sensitivity surrounding water issues in the region and the shared nature of the Indus River system, Pakistan fears that this could lead to long-term instability in the region. While Pakistan stresses that the treaty should remain intact, it has also warned that India’s actions could undermine future cooperation on regional water-sharing arrangements.

What are the broader implications for regional stability?

The suspension of the Indus Waters Treaty signals a worrying escalation in Indo-Pakistani relations, with far-reaching implications for regional stability. Both India and Pakistan are nuclear-armed countries, and any escalation in tensions over the treaty could lead to further militarization of the conflict. The suspension not only undermines the environmental and economic cooperation that the treaty represents but also exacerbates an already fragile relationship between the two nations. The history of territorial disputes, especially over Kashmir, complicates any diplomatic efforts to resolve the water dispute. The disruption of such a critical agreement could lead to an arms race or proxy conflicts, further destabilizing South Asia. It also risks undermining international efforts to mediate and foster cooperation in the region, with the potential to draw in external actors, including major powers and international organizations like the United Nations, which could get involved to prevent further escalation.

Is there a pathway to de-escalate this crisis?

While the situation remains tense, there is a potential pathway to de-escalation, although it would require significant diplomatic effort from both sides. The role of international organizations, such as the World Bank, which was instrumental in brokering the original treaty in 1960, could be pivotal in facilitating dialogue between India and Pakistan. Both nations need to demonstrate a commitment to peace, moving away from retaliatory measures and focusing on finding a solution that ensures equitable water distribution. One possible avenue could involve third-party mediation, with the World Bank or the United Nations acting as facilitators for negotiations. Additionally, confidence-building measures, such as the exchange of information about water usage and infrastructure development, could help to rebuild trust. However, this would require both countries to prioritize long-term cooperation over short-term political gains. The resolution of the crisis will depend not only on diplomatic negotiations but also on both countries recognizing the importance of the treaty for regional peace and stability.

Tom Lutz is a Distinguished Professor Emeritus and Professor of the Graduate Division at UC Riverside, the founding editor-in-chief and publisher of the Los Angeles Review of Books, founder of The LARB Radio Hour, The LARB Quarterly Journal, The LARB Publishing Workshop, LitLit Book Fair, and LARB Books. Ken Subedi sat down and conversed with Lutz about his experiences of Nepal and his works while he was in Nepal for New York Writers Workshop Kathmandu 2024.

When did you come to Nepal for the first time?

During the big earthquake. In 2015.

Did you come for work or pleasure? What was the purpose?

No, I travel. I write travel books. I travel whenever I get the chance. Gertrude Stein said—you can either buy clothes, or you can buy art. So you just have to choose—what do you want? She bought art and I bought clothes for one dollar, and then I travelled.

Where did you travel? To France?

I have travelled to 150 countries.

Where did you travel in Nepal in 2015?

I just travelled in Kathmandu and some rural towns around Kathmandu. What is that big temple town?

Changunarayan? Bhaktapur Durbar Square?

Yes, right.

So you came to Nepal in 2015. But when you were living in the US, when did you know about Nepal for the first time?

Well! It was the first time I had been to Nepal where there was a religion which was so syncretic. I see in the Buddhist temple, a Buddhist monk praying to Ganesh.

But usually Buddhists pray in their own rites. But here in Nepal, even the Buddhists pray to the Hindu gods.   

Exactly! This is the only place I have seen that. 

The roots of Buddhism lie in Hinduism.

Yeah, right! Of course! And the basic kind of Namaste, kindness, was impressive to me. That’s on the positive side. On the negative side—I had a romantic image of Kathmandu.  So I was surprised by the traffic and the pollution, and the poverty. That was surprising. I didn’t expect it.

So you also got to see how the earthquake ruined the country and the people who were devastated by it, right? 

Yes. I only came because I had some time, and I went to India as well.

Right now, how was your experience attending the workshop and Himalayan Literature Festival? 

Literature is international. It’s a cosmopolitan kind of activity. When people write – sometimes Nepalese writers write about Nepal, sometimes American writers write for America. But most of the American writers write hoping to write for the world. 

That is also because of the English language!

Yeah! And Yuyutsu is a perfect example. He goes everywhere. He writes to everyone. And he brings writers from everywhere. He is a perfect example of the cosmopolitanism of literary work.

But at the same time that may also create some sort of homogeneity, also the cultural homogeneity.

Yes. I think literature fights against homogeneity. Literature is interested in all the nooks and crannies of difference. There is no reason to write about Taylor Swift for example. Writers don’t tend to be interested in the normal.

Salman Rushdie says that a writer should always challenge the current stage, like current tradition, current norms, or established values. What’s your opinion on this view?

Yes. Literature always crosses the boundary. For example: Take this cup of tea; there is no story here. But if I take this tea and throw it in your face, then it is a story. I crossed a cultural boundary. It is something abnormal. And then it becomes a story.

You have written lots of books on various genres. You also write travelogues. You travel. There are so many areas where you have worked simultaneously. What excites you, what fascinates you the most? Is it literary criticism, fiction, memoir, or novel, or travelogue? Do you have any favorite areas? It’s like asking a father which son you love the most. In Nepal, the youngest son is always loved.

Yes. And that is true. The youngest child is more loved. The book I am working on is always the one that. I am reading something which is from 2021. Just four years ago. 

Did you write a memoir in 2022?

No, it’s a novel. The novel has some memoirist aspects. It’s the new novel I just finished that is coming this year. And novels are really fun.

You can take the characters to where you want!

The characters go where they want. And I watch them, I think. 

Do you let the characters go, or do you bring some restrictions?

The characters take their own life jack. It’s more like you are watching them do things. 

I guess you love all the genres, but novels should be more near to your heart. 

Yeah! I don’t know about the heart. It’s all about the book 1925. It’s a literary history. It was also really fun. I loved that work.

So, the venture which you are working on is the most exciting part! 

I think that I have written these very different kinds of things because I had a teaching job. It paid me a salary. I could write whatever I wanted to write.  I didn’t have to worry about whether I sold it, if I sold 10 copies or 10,000 copies, or 100,000.

So, you write for the sake of passion?

It’s whatever you want to do. I travel but I do not have an itinerary. I wander freely and write freely like I travel.

Have you written anything on Nepal?

Yes. I think I have a Nepal section in one of the travel books, The Kindness of Strangers.  I have already written about it.

It is said that for the same person to be a good creative writer and a good literary critic is a rare thing. You have worked as both and succeeded. Do you think you can be good in both areas?

A lot of critical people who write criticism think that they don’t have the ability to write creative kinds of fiction. I think they just don’t try it. And some novelists and some poets think that they can never do other things. So they don’t try. I tried to write a novel when I was much younger but I had not read much and had not gone to college yet. They can get in each other’s way sometimes.

Do you think it is possible to work like you? How can you balance that?

For me, that’s a very personal thing. I said I am not going to try to write great literature. I am going to write a thriller. Mystery genre does not have to be fancy; it does not have to be great literature. It can be just to tell a fun story. I think it’s somewhere in-between.

Is it due to your profession? Are you able to balance both works like literary criticism and the work which you are doing? Many professors teach how to write, but they don’t write themselves. But you have done a great job. 

Exactly, it helps. I think I became a better critic when I wrote some poetry and some fiction. I think I write better criticism, I write better fiction and poetry because I love my works as a historian, as a scholar. 

I think you started with literary criticism. Or, did you start with creative work?

I graduated from my high school. Then, I worked doing different things for ten years. Then, I started going to college. Then after graduate school, I became a professor. So during that period, I was writing poetry, I was writing songs, I tried to write fiction. My earliest attempts were creative writing. But I didn’t publish anything. And then when I started going to school, my first book was a scholarly book.

Regarding the Los Angeles Review of Books, what triggered you to start a new media only dedicated to reviews?

There is a personal reason and a historical reason. The personal reason is—I got a new job, a very good job, and a very good pay. I thought what I should do next is—something that’s not for me, not to make my career better, not something more absurdist. I should do something for the service. When all the book reviews in America were dying, the newspapers were shrinking; I grew up reading the book reviews in the newspapers. That was my introduction to literary culture. And I wanted other people to get into the conversation. I started an online service. It did not cost anything. I called my friends. It was volunteer labor. Gradually it became bigger and bigger. I had to hire staff. So, I built a board of directors and turned it into a non-profit organization so that we could take grants and gifts, and pay staff. I spent 60 hours a week for ten years.

It is like a contribution to the literary fraternity. People are writing reviews throughout the world. The representation of local literature is also accessible throughout the world.

We have readers in 200 countries.  

How do you find the representation of the Global South in producing great literary works? What is your view regarding their representation from South Asia?

I am 71 years old. When I started reading literature in the 1970s, I never heard the phrase Global South. We read Gabriel Garcia Marquez, Alejo Carpentier and Frantz Fanon. There were a dozen texts from around the world. There were a handful of people. Also VS Naipaul. Now, for the last 20 years, the idea of the Global South has been a part of every English Department, every Literature Department. Every university has people working on Global South literature; now, it’s a recognized area. The American book market is dominated by very few bestselling authors. All of the big money is going into publishing all of those few bestselling authors from the US and the UK. In the second level, there are lots of authors from Africa, India, and the East. There are a lot of writers now who are considered the important literary writers of the Four American Literary Readers who are from the Global South. So it’s a big change. If you look at Germany or any Latin American country, the publishers there publish half of the work that is translated from other languages. In America it’s three percent. It’s still a very small part. That means that even though Africa is being represented in Four American Readers, it has been represented by a small percentage of writers from Africa. Often, those are writers who have moved to England or America.

I think one should be at least second generation to become a published author in the US, like Ravi Shankar. If he was first generation in the US, it would have been more difficult for him to secure publishing from the American publishers. It may be because of the languages, the familiarity with the culture.

Ngũgĩ wa Thiong’o from Kenya. He was a famous author in Kenya. His fames were around the world, while he still lived in Kenya. But he had gotten into trouble with the government.  And he was imprisoned. He fled to America. So he lived in America for 20/25 years. So writers like that have much more access to American readers because they live in America, give readings in America and are part of the scene. There are a number of authors who live in both places and cultures. I know there are hundreds of great African writers who Americans have never heard of and have never translated.

What languages do you speak besides English?

I speak some French and some Spanish.

Amlan Mukherjee has been serving as the Managing Director of Unilever Nepal Limited since April 2020, bringing with him over three decades of experience in Unilever’s global operations. His leadership has been instrumental in steering the company through the challenges posed by the Covid-19 pandemic, ensuring both employee welfare and business continuity. Under his guidance, Unilever Nepal achieved a 19 percent increase in profit after tax, reaching Rs 1.834bn, and delivered the highest dividends in the company’s history. Beyond financial achievements, Mukherjee has championed several corporate social responsibility initiatives. Notably, he led Unilever Nepal’s collaboration with the Nepali Army for the ‘Mountain Cleanup Campaign 2023’, aiming to preserve the nation’s Himalayan environment by collecting and recycling waste from major peaks. On 30th March, Ponds Skin Institute unveiled their new tagline, Miracle Happens, which highlighted the efficacy of three essential skincare. In this context, Sabika Shrestha of ApEx interviewed him about the skincare industry, trends, and other issues. Excerpts:

What was the objective behind hosting the event?

As you know that Ponds is one of the most established skincare brand globally and what we try to do is to understand the needs of the consumers because in today’s day, unlike before, the consumer skincare needs are evolving and they are evolving on the basis of environment, temperature, skin types and hence one fits for all time is over. Hence, what we try to do through this event is to understand those skincare needs and then bring in the products which address those needs. We invest a significant amount of money in terms of bringing in the best-in-class machinery and technologies so that the consumers can get the best products.

How has the brand evolved over time?

Twenty years ago we took this revolutionary step of bringing in the modern skincare solutions for consumers. While the skincare regimen—cleansing, toning, and moisturizing—are timeless, we at Ponds build products to address specific concerns like skin type, pollution, and environment. Our formulations continue to evolve based on the needs of our consumers to deliver far greater results.

What sets Ponds apart in the global market?.

With 125+ years of heritage, Ponds operates in 60 countries and has five best in class research centers in five different parts of the world. This gives us the opportunity to understand the consumer needs and adapt accordingly. We can anticipate global trends and introduce products in our local markets. To me that is the biggest advantage between Ponds and the other skin care brands which we find in Nepal and in South Asia.

How is Ponds positioning itself as a market leader in Nepal?

With digital advancement, the world is a very small space. If Nepali consumers are demanding for products that are trending in the rest of the world, then we need to be ready to fulfill that need. And that’s what Unilever stands for and that is what Ponds stands for. There is a consumer need. We get the consumers, and we either bring that product from our existing range, or we do that research and introduce that product. That is our Pond’s place.

Does beauty relate to the overall well-being of an individual?

Absolutely. We at Ponds believe that beauty is holistic, that inner well-being reflects on the skin. Stress, for example, can cause skin pigmentation. So, Ponds blends scientific research with deep consumer insights to nurture both inner and outer beauty.

What are the evolving consumer needs and preferences in Nepal’s skin industry?

Nepal has a high beauty consciousness, with consumers well-informed about global trends. Pollution and climate create unique skin care challenges (e.g., acne, dryness). Ponds addresses these with targeted solutions, ensuring that our Nepali consumers receive the same premium care as global audiences.

What are your thoughts on introducing budget friendly skin care products?

You know, word budget depends on and varies from person to person. Today, our consumers are willing to spend on taking care of their skin. It is unfair to overcharge them, but we ensure quality products. So, it is important to see that there are consumers who need the basic skin care regime, and we have that for you. Then there are consumers who have specific skin care regimes, who have specific needs for their skin care needs, and we have products for them as well. We let our consumers decide by putting out a wide variety of products all across the price line.

How do you encourage men to follow a skincare routine?

For today’s men, taking up the beauty care regime is not a taboo. They are much more open, much more receptive to the fact that they also have skin care needs as much as their women counterparts. They are driving that change. The men’s beauty care industry is very promising. Ponds already also has a specific men’s range, and the market is growing.

So there’s no gender bias when it comes to skin care?

You know, from the company’s standpoint, there is definitely no gender bias but the point is that still today, I would say, it’s changing, but not as fast as we would like to. Men are getting conscious, but at the same time, maybe because of their approach, attitude, they are still not that open as women to get into this skin care regimen lifestyle. But, the way we have picked up the trend, there is lots of social noise, lots of social media interest in terms of skin care, changes from the male also.

Do you have a skincare routine?

Definitely. I lead a company which deals with beauty products. I have to practice what I preach.

South Asia is home to over 1.9bn people with half under the age of 30. The region is currently facing critical challenges in providing quality higher education to its youth population. Transnational education (TNE) has emerged as a key driver in addressing these gaps, making international qualifications accessible locally and contributing to economic growth, sustainable development, and workforce readiness.

Sandeepa Sahay is Regional Head of Insight and Engagement, South Asia who heads the British Council’s South Asia education insight center. She leads research on policy direction, emerging trends, and South Asia-UK relationship potential. She works on international student mobility, transnational education, and research partnerships to internationalise and improve education. Excerpts:

How can TNE help bridge the gap for students in South Asia who aspire to earn international qualifications but are unable to study abroad?

The UNESCO data for outbound student mobility for overseas education from South Asia including Bangladesh, India, Nepal, Pakistan, Sri Lanka shows significant growth in recent years. This trend highlights the increasing demand for international qualifications primarily driven by high quality of education abroad from world’s top-ranking universities, access to global networks and development of cross-cultural competencies leading to better employment prospects. But the opportunity to study overseas may not be possible for all for various reasons and we found through our research that students would welcome the option of acquiring international qualifications at home if there was an alternative. 

TNE precisely does that and is emerging as a powerful tool to offer education opportunities to students within their home countries; that are of high quality, affordable and provide international qualification with a global curriculum. TNE in simple terms means extending education beyond borders and it literally brings education to where the student is. This can be delivered in various forms, such as distance and online provision, franchise and validation model or through international branch campuses. In that sense, TNE offers flexibility in terms of learning pace, location, and course delivery methods, allowing students to balance their studies with personal or professional commitments. 

UK is one of the leading exporters of TNE with more than 571,000 students studying for UK HE programs abroad in 2022/23, studying with 172 different UK HEIs.

TNE is still an evolving sector and there is limited awareness about it, especially amongst students and parents. This was particularly found during consultation with stakeholders for our India’s TNE landscape study and this further gets established when comparing the numbers of Indian students studying in the UK to the UK TNE numbers of Indian students which is nearly 10 times more. However, the recent increase seen in the UK TNE, with four of the five SA countries as its top 20 partners, UK is the largest TNE partner in South Asia with over 97,270 students in 2022-2023 according to the UK HESA data. This is almost 50 percent of the total TNE students in Asia. This shift suggests a growing recognition of the value and accessibility of international qualification being delivered locally. Furthermore, governments are increasingly supporting TNE as a means to internationalize their higher education provision and improve quality and rankings of their domestic institutions, for example, the Indian government introduced automatic approvals for academic collaborations with foreign higher education institutions if the required stipulations are met and allowing foreign universities to establish and operate international branch campuses. This recognition of TNE highlights the significant benefits it brings to the higher education sector and how the local governments may leverage such opportunities to progress towards its national priorities. 

What role does TNE play in addressing the limited capacity of higher education institutions in South Asia?

The number of young people in South Asia is expected to continue rising over the next five to ten years, creating a demand for university places. We are already seeing that the demand for higher education is outstripping provision which is a big challenge for countries. In Sri Lanka, there are only 44,000 university places available when the demand is 171,000. Similarly in India, with 43m students currently in higher education, universities will need to double these seats in a decade’s time in order to meet its target of having half of its university going population into tertiary education. 

In addition to the growing demand for university spaces, another critical challenge is the capacity to provide quality education, equipping students with the knowledge and skills they need for today’s interconnected world. For instance, there is often a lack of emphasis on multidisciplinary education and the curriculum doesn’t meet the evolving needs of both students and the job market. Students are often trained in isolated and traditional fields, which may limit their ability to think critically and solve complex, real-world problems that require knowledge from multiple disciplines.

Moreover, the capacity for research and the development of research competencies is another area of concern. Universities struggle with underfunded research departments, inadequate training for faculty and students, and limited access to international research networks. This not only affects the quality of education but also hinders students’ ability to contribute to global innovation and advancements in their fields. As a result, students may graduate with a limited skill set, reducing their competitiveness in the global job market.

Additionally, the link between universities and industry is often weak. In many cases, students graduate without practical experience or an understanding of industry needs, which directly impacts their employability. For example, universities may not have strong industry partnerships that allow students to gain internships, work placements, or exposure to real-world challenges. This gap between academia and industry means that graduates may struggle to transition smoothly into the workforce, often requiring additional training or on-the-job learning.

UK universities are widely known for all these qualities, which are embodied in their offerings, making them top-ranking universities in the world. Through collaborations with international higher education institutions via TNE, these strengths can be integrated into South Asian universities, helping to address existing challenges. TNE offers adaptability and the ability to customize educational programs, facilitating the development of curricula that combine global expertise with local relevance. This approach can enhance multidisciplinary education, boost research capabilities, and strengthen industry connections, ultimately improving the overall quality of education and increasing the employability of graduates in South Asia. 

Hence, the UK TNE can support developing capacities of the local systems at both institutional level and in terms of quality standards. This will strengthen local systems, enabling them to offer quality alternatives to young people while alleviating the pressure on access to higher education. 

How does TNE contribute to Sustainable Development Goals (SDGs), particularly in promoting inclusive and equitable education (SDG 4)?

The British Council’s ‘Value of TNE partnerships report 2022’ found that TNE partnerships are a primary driver in achieving sustainable development goals. Many stakeholders across the globe have reported that their partnerships have contributed to the access to good quality education (SDG 4) extending the impact to decent work and economic growth (SDG 8) and reduced inequality (SDG 17).

TNE has shown a greater ability in broadening access to education and workforce and social and economic progress across the world, especially the content of TNE programs contributes to the broader SDGs including sustainable cities and communities (SDG11) gender equality (SDG 5) good health and well-being (SDG 3) and responsible consumption and production (SDG 12). 

Enhancing educational access and equity: TNE expands access to quality education by offering diverse learning opportunities across borders. This approach is particularly beneficial for students in regions with limited access to certain academic programs or resources. For example, through TNE partnerships, students can enroll in programs offered by international institutions without relocating, thus overcoming geographical and financial barriers. This increased accessibility supports SDG 4’s commitment to reducing disparities in education.

Promoting quality and relevance in education: Collaborations between institutions through TNE ensure that curricula are updated and aligned with global standards and local needs. Such partnerships facilitate the sharing of best practices, research, and teaching methodologies, enhancing the overall quality of education. For instance, the British Council’s initiatives in internationalizing higher education have led to the development of programs that are both globally informed and locally relevant, thereby improving educational outcomes. 

Supporting lifelong learning and skill development: TNE models often include flexible learning options, such as online courses and part-time study, accommodating diverse learners, including working professionals and those with other commitments. This flexibility promotes lifelong learning and continuous skill development, essential for adapting to changing job markets and societal needs. By offering programs that cater to various learning styles and schedules, TNE supports the SDG 4 target of promoting lifelong learning opportunities for all.

Facilitating international collaboration and knowledge exchange: TNE fosters international partnerships that enhance educational quality through the exchange of knowledge, research and resources. These collaborations lead to the development of innovative programs that address global challenges and local priorities, ensuring that education systems are responsive and adaptive. Such international cooperation aligns with SDG 4’s emphasis on building and upgrading education facilities that are disability and gender sensitive.

How does TNE facilitate ‘brain circulation,’ ensuring that skilled graduates contribute to their home countries rather than seeking long-term employment abroad?

Brain drain presents a significant challenge to South Asian countries, many of which are home to some of the fastest-growing economies that require a skilled, globally competitive workforce. The emigration of skilled individuals in search of better opportunities abroad exacerbates this challenge. In Nepal, one out of five young people leave for overseas education each year as per the 2021 data and this is forecasted to grow with an increasing youth population and rise in affluence and the middle class. 

According to experts, TNE programs are an efficient strategy to retain its talent since the majority of these programs offer local students the opportunity to study global curricula without the need to relocate to another country. However, it is important to recognize that TNE alone cannot be the sole solution. To drive the potential of TNE offer, it must be carefully designed to align with local skill development needs and the demands of the local economy to avoid unintentionally exacerbating brain drain.

Some studies suggest that TNE programs, particularly those involving partnerships between international and local institutions, play a key role in developing local educational infrastructure and human capital. For example, UK TNE programs in Europe are seen as contributing to local development by facilitating the circulation and transfer of knowledge. Students who engage in these programs often report life-changing experiences that enhance their skills and competencies, which they can then apply when returning to their home countries.

Another study suggests that TNE fosters the creation of global professional networks that transcend national borders. These networks facilitate the flow of ideas, research collaborations, and business ventures across countries. These international connections can help strengthen the knowledge base and innovation capacity of the receiving countries.

Strong TNE partnerships also support research and innovation, benefiting the host country by providing them with access to cutting-edge knowledge. As an example, the UK can support development of TNE programs building on its strength of industry leaders and researchers’ collaboration. This can help create a highly skilled workforce in the host country and expand employment opportunities for individuals within their own country. Furthermore, TNE programs help students develop entrepreneurial skills by linking them with advanced knowledge and research, equipping them with the tools to innovate and drive change locally.

In this way, TNE can serve as a powerful tool for enhancing sustainable and equitable partnerships, delivering mutually beneficial outcomes. By retaining students in their home countries and enabling them to contribute to their local societies and economies, TNE can significantly reduce brain drain while fostering long-term development.

How are recent government reforms in countries like India and Sri Lanka shaping the TNE landscape and influencing foreign institution partnerships?

South Asian countries are beginning to recognize the value and potential of TNE in supporting their ambition to internationalize higher education, use it to step up capabilities of domestic institutions through collaboration and expand the access of high-quality education to their increasing young population. 

This is evident through a clear policy announcement in India—the National Education policy 2020—that explicitly states the emphasis on internationalization of higher education to drive expertise and innovation and transform India as a global leader and world’s education hub. This agenda got momentum with new regulations from the University grants Commission, its domestic regulator promoting academic collaboration with foreign institutions that rank in top 1,000 world rankings through twining, dual and joint degrees as well as the invitation to foreign institutions ranked top 500 in subject or overall world rankings to set up and operate their branch campuses in India. The first one to start operations is from the UK—the University of Southampton this year. Many more UK universities are interested and considering to widen their offer locally as well as leverage the research opportunities for collaboration in a dynamic evolving sector.

GIFT City, India’s first financial and business center has been another model for IBCs and offshore education centers, where top 500 world ranked foreign universities can offer specialized courses aligned with business priorities, with the added benefit of repatriating profits. Additionally, state governments are increasingly backing the creation of education cities that offer international qualifications, aiming to attract both domestic and international students. The government has set a target of having half a million international students studying in India by 2047, signaling a strong commitment to expanding the country’s role in global higher education. 

Additionally, India is stepping up its position as a TNE provider with the setting up of 14 IBCs worldwide. A private Indian university set up the first overseas IBC in 2000 and this endeavor is being formalized and facilitated by the government to promote more Indian IBCs overseas by its premier institutions particularly such as the Indian Institute of Technology (IIT). The IIT Madras recently set up branch campuses in Tanzania and Abu Dhabi. 

Sri Lanka with the highest UK TNE numbers in South Asia has developed into a strong collaborator for provision of international qualifications and some of the local partners have been able to benefit with their capacities enhanced and their transformation into degree awarding institutions as a result.  The landscape of huge unmet demand for higher education in state universities and limited regulations for the private higher education sector have been enablers for TNE to thrive in the country. However, it has also led to variable understanding and quality concerns without a clear legal framework for TNE for private institutions. The government is currently planning to bring in a private sector education bill to ensure clarity and consistency within the sector which would further enhance high quality TNE provision.

Additionally, Sri Lanka has been incentivizing the establishment of IBCs through initiatives like Port City Colombo, a new economic zone designed to attract foreign investment, including in the education sector. The government’s efforts to engage with countries like Australia and India in TNE collaborations further highlight its commitment to positioning Sri Lanka as an international education hub.

By fostering international collaborations and encouraging foreign institutions to set up branch campuses, these countries are enhancing access to high-quality education and strengthening their domestic higher education systems. As these reforms continue to unfold, we can expect even more dynamic and robust TNE partnerships that will shape the future of education in the region.