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.
