The provision of equal opportunities to citizens in terms of education is essential for its outcomes; however, this condition is rarely fully met. The reason for the failure to address the needs of young people corresponding to their future professional successes is the lack of means to organize international practice for all of them. This circumstance leads to the creation of varying conditions for their career promotion as the world requirements usually differ from those adopted in the country of study. Therefore, everyone should have a chance to move to other places to receive this experience as adhering to globalization needs, acquiring critical skills, and increasing the awareness of diversity are otherwise impossible.
The Context of Globalization: Particular Business Needs
The first factor contributing to the necessity to access international education is the ongoing globalization modifying the environment for professionals. The scholars claim that the readjustment of learning modes is desirable because the difference in situations in various countries with respect to employment cannot be grasped without actually experiencing them (Mamuti 29). The individuals who are deprived of this opportunity are, therefore, do not develop sufficient flexibility when cooperating with entrepreneurs from other places. As follows from the statistics provided by the National Association of Foreign Student Advisers, only ten percent of graduates in the United States comply with this consideration (“Trends in U.S. Study Abroad”). Hence, this situation implies the formation of an elite contrasted with the rest of former students less experienced in working in the present-day international companies.
Essential Skills For Career Promotion
The second issue preventing people from achieving equality in the field of education is the difference in language skills emphasized by previous studies. Waibel et al. claim that this aspect is also influenced by experience abroad, and occupational achievement in the future depends on it (21). Moreover, the particular attention of scholars to this area is explained by varying indicators attributed to regions. For example, the comparison of the situation in this regard in the United States and Europe showed that the former lags by incomparable requirements of educational facilities (Devlin). This issue complements the unequal conditions in interacting with others, and the cross-communication skills of students moving to other countries are more advanced.
Appreciating Diversity For a Prosperous Society
The third circumstance clarifying the need for everyone to be included in international programs for the acquisition of relevant knowledge and skills is the promotion of diversity, which is unlikely without corresponding experience. This stance is based on the official statistics of the Pew Research Center, according to which the majority of people around the world welcome this approach and strive for social inclusion (Poushter and Fetterolf). The ability to respect this notion is connected to one’s awareness of what it means for the business setting. In addition, it promotes respect for cultural differences, which is confirmed to be essential for the field of healthcare (Mahmoud and Schuessler 35). This conclusion can be applied to any area linked to communication between individuals and entities and, consequently, adds to the need for everyone’s understanding through practice abroad.
To summarize, the opportunity to move to other countries to study should be provided to all students by educational facilities in order to avoid inequality in the professional promotion. The factors contributing to this opinion include the requirement to possess a high degree of flexibility, language mastery, and the awareness of cultural diversity and how it is applicable to the tasks performed in the workplace confirmed by researchers. The impossibility of guaranteeing these provisions inevitably results in the creation of less favorable conditions for the majority of citizens, which limits their participation in societal affairs. Thus, the suggested solution is suitable for eliminating the specified gap between population groups and enhancing their development in terms of career.
Devlin, Kat. “Most European Students are Learning a Foreign Language in School While Americans Lag.” Pew Research Center, 2018, Web.
Mahmoud, R. M., and Jenny Schuessler. “Caring and Cultural Diversity Behaviors of US Nursing Students on a Study Abroad Program.” Journal of Nursing Practice Applications & Reviews of Research, vol. 7, no. 2, 2017, pp. 29-39.
Mamuti, Fadil. “The Impact of Globalization on Education and Dilemmas Between Traditional and Modern Education.” Sport and Health, vol. 7, no. 13-14, 2020, pp. 27-32.
Poushter, J., and J. Fetterolf. “How People Around the World View Diversity in Their Countries.” Pew Research Center, 2019, Web.
“Trends in U.S. Study Abroad.” NAFSA, n.d., Web.
Waibel, Stine, Knut Petzold, and Heiko Rüger. “Occupational Status Benefits of Studying Abroad and The Role of Occupational Specificity – A Propensity Score Matching Approach.” Social Science Research, vol. 74, 2018, pp. 45-61.