Global migrations are a path to internationalization, as well as one of the effects of globalization. Populations migrate, flee, and are always in search of something better or of survival. In this respect, migration has implied many changes, both in terms of educational policies and in the very conception of educational models. In systems where schools have traditionally been seen as a means of consolidating a Nation-State, migration has led to a rethinking of the place of identities, borders and the cultural dimension of education. In some cases, it is the forced nature of migration that will call for new educational policies, sometimes conceived as a matter of urgency, with the aim of responding rapidly to the needs of the most vulnerable pupils: refugee children. In this module, we explore this panorama of international migration and its effects on education. Through this theme, we will see how international events have repercussions on local actions.

It is common today to receive calls for funds for international cooperation projects in education: these projects are numerous, often aiming at noble objectives such as the development of educational structures, or teacher education, all with the aim of allowing the greatest number of children to have access to quality education, all over the world. However, these projects, their conception and their implementation can be questioned: when did this type of initiative emerge; what is the vision of the world and more particularly of North-South relations? How are they implemented and with what collaboration with local communities? These are the questions that inspired this module. This is why we will explore together the origins, but also the current challenges of international cooperation in education: to understand its potential, while keeping in mind its limitations.

These days, if you are looking for an article on an educational topic, chances are you will come across one in English or French. Indeed, most of the theoretical frameworks and authors referenced will come from European or North American academic circles. And yet, the voices of the South are neither silent nor non-existent. They participate in the internationalization of education, insofar as North-South relations are an important part of the action of international organizations active in education, and the South is the subject of numerous educational reforms guided by the process of internationalization. In this module, we propose to understand what the Global South is, its place in international educational relations, and the issues underlying the way in which the South is viewed. Finally, the last lesson aims to open up your educational perspectives by introducing you to pedagogies and pedagogues from the South.

A prominent example of how education is becoming more international is the development of the concept of Global Citizenship Education. Since it was used by Ban Ki-Moon in 2012, it has become a leading theme in the educational world. International organizations and universities alike have taken it up. This concept crosses the issues of citizenship and sustainable development, which is why these two dimensions will be addressed in the module. As they represent major trends in education today, the module's primary objective is to give you access to the meaning of these concepts, but also to the tensions that characterize them.

In this module, we will try to understand how the governance of education is becoming increasingly international. Guided by international agendas, objectives are being harmonized between states. Monitoring processes are also becoming more international and concepts such as efficiency, quality, privatization... are found in many contexts in the North as well as the South. Through this module, we will try to identify the elements of this global governance, but also the underlying issues.