Overseas Migration of Students from Punjab

Gurjinder Kaur Assistant Professor Mata Gujri College Sri Fatehgarh Sahib, Punjab. Introduction Student migration is the movement of students to study abroad. The internationalization of higher education increased dramatically during the period of globalization and it has become market driven activity. During the colonial period the imperial governments provided pathways for selected nationals to pursue higher education in the imperial capital for the purpose of developing supportive administrative cadres in the colonies. The concept of studying abroad was based on the assumption that graduates would return to their homeland to serve colonial administration once they had developed skills and absorbed the values of the colonial rulers (Goodwin, 1993). Due to the Second World War European countries were facing the lack of qualified and trained manpower. Therefore, human resource development and investment in higher education became an essential part of the development strategy during this period. The strategies followed for human resource development included: a) expanding the intake capacity of the existing universities; b) establishing universities of their own; and c) sending people abroad for higher studies. In fact, many of the universities in the developing world depended on study-abroad programmes to develop their first generation academic staff in the universities. The number of students seeking higher education in foreign countries has been growing consistently over the years. It increased by nine times between 1963 and 2006 this increase being particularly significant in the last decade (Verghese, 2008). In a world of expanding global corporate collaborations and transnational social networks, the appeal for internationally- educated professionals has dramatically increased in the last thirty years. With that has come a remarkable surge in students pursuing foreign degrees: 0.8 million students were enrolled abroad in 1975; 3.7 million were recorded as studying outside of their country of citizenship in 2009 (OECD, 2012). Asia is undoubtedly the core market for international students and was the sending region for 48.2 percent of all internationally mobile students in 2009. China, India, Korea and Germany remain the main source countries for international students in 2009. India in particular has grown into a leading player in the international students market and is the second most important sending country after China. Indian student flows to the world have grown considerably as their share doubled from 3 percent in 2000 to over 6 percent in 2009 (UNESCO, 2009). India is both a regional host country as well as a leading sending country with regard to international student migration. The international students from India crossed the 350,000 mark in 2015. What’s more significant is that the growth is getting stronger. The Top 5 Destination countries for international students are US, Australia, Canada, UK and New Zealand – grew in 2014 by 12.6% and in 2015, they grew faster at 17.8%. Except for UK, where the numbers continue to decline, India sent more students to all destination countries. And India’s numbers to all these countries grew at a faster rate than the overall international student growth (except UK again) (MMA, 2016). The craze to settle abroad study visa has grown tremendously among the youth of Punjab. The earlier student would go abroad to pursue post-graduation degrees but even class 12 pass outs prefer studying in foreign universities. Students are also fascinated by modern lifestyle in other countries. Migration to foreign countries has become a status symbol in some villages. Majority of students from Punjab is considering study as stepping stone to permanent residency in advance countries. Keeping in view the enormous strength and keen interest expressed by Overseas Punjabis as being partners in the development the government of Punjab has adopted many institutional measures in the recent past to harness the diasporic potential for the transformation of the rural economy. But there is dearth of literature dealing with the overseas migration from the state. The existing studies are essentially micro and location IJRAR19J1448 International Journal of Research and Analytical Reviews (IJRAR) www.ijrar.org 1053

© 2018 IJRAR January 2019, Volume 06, Issue 1 www.ijrar.org (E-ISSN 2348-1269, P- ISSN 2349-5138) specific and do not reflect upon the full reach of the issues involved. Some literature is available about the diasporic involvement in the development of some of the selected villages. But speaking precisely, there exist research vacuum in the form of availability of a coherent and comprehensive study focusing exclusively upon all the worthwhile economic dimensions of the overseas emigration from the farm households of the state. The present study intends to fulfill such gap in the academic literature and formulation of policy. The main objectives of the study to examines the incidence and extent of overseas student migration from farm households and to understand the nature and pattern of overseas student migration from farm households.

RESEARCH METHODOLOGY To research answers to overseas migration issues from rural Punjab, at the empirical level, a survey is conducted for collecting primary data because information from secondary sources is either limited or sketchy. The universe of the study emerges out from the recent information generated by the state government of Punjab about the number of families having a member abroad for all the villages of the state and duly incorporated in the report namely Village Directory (2011) published by Economic and Statistical Organization (ESO), Chandigarh. There are 22 districts in the state; four districts (Jalandhar, Ludhiana, Moga and Amritsar) have been selected on the basis of stratified random sampling. Total 200 farm households have been identified as emigrant households. For this research paper out of those households 80 students were identified as first emigrant from the household. The nature, extent and pattern of these student’s migration has been studied.

MAIN FINDINGS OF THE STUDY The number of admissions in overseas colleges and universities that private emigration consultants in the state have facilitated for the ‘spring’ and ‘fall’ sessions this year. The emigration process comes at a cost of Rs. 15 to Rs. 22 lakhs for the first year of study, depending on the institute, course and country. Multiplied by the number of students flying out, that amounts to approximately Rs. 27,000 crore going out of Punjab each year on account of student education. (The Tribune 2018) Total 80 student identified as first emigrants from the family, out of them 72 (90.00 per cent) were male students and 8 (10.00 percent) were female student emigrants. Out of 72 male student emigrants 28 (38.89 per cent) had temporary status of migration and 44 (61.11 per cent) had permanent status of migration in destination country. 5 (62.5 per cent) female students had permanent status and 3 (37.5 per cent) had temporary status in destination country (table 1). Table 1: Student Emigration from Rural Punjab. Category Total Number of students Permanent Temporary

44 (89.79) 28 (90.32) Males 72 (90.00) [61.11] [38.29]

5 (10.20) 3 (9.67) Females 8 (10.00) [62.5] [37.5]

Total 80 (100) 49 (100) 31 (100) Note: Figures in round brackets refers to column wise and in square brackets refers to row wise percentages. Source: Primary Field Survey (2013-14)

Table 2 explores the information about the year when they emigrated 8 (10.00 per cent) were emigrated in the years of 1991 to 2000. The students migrated in the years of 2001 to 2010 was 39 (48.75 per cent), out of them 35 (89.74 per cent) were males and 4 (10.25 per cent) were females. 2011 to 2015, in the time period of five years, 33 (41.25 per cent) students emigrated out of them 29 (87.88 per cent) were males and 4 (12.12 per cent) were females.

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Table 2: Percentage of Student Emigrants according to Year of Migration from the Farm Households in Punjab Number of Persons Year of Migration Males Females Total 1971-1980 - - -

1981-1990 - - - 8 (11.11) 1991-2000 8 (10.00) [100] 35 (48.61) 4 (50.00) 2001-2010 39 (48.75) [89.74] [10.25] 29 (40.27) 4 (50.00) 2011-2014 33 (41.25) [87.88] [12.12] Total 72 (100) 8 (100) 80 (100) Note: Figures in round brackets refers to column wise and in square brackets refers to row wise percentages. Source: Primary Field Survey (2013-14) The Canadian government’s policy is more liberal among developed countries to grant the Permanent Residency (PR). They facilitated the opening up as many as 200 colleges to international students, Punjabi youth are making full use of the opportunity. From the state of Punjab about 1.25 lakh students chose Canada this year for education while only 25,000 picked Australia, New Zealand, the US and the UK, where laws and policies have become very stringent. (The Tribune 2018) Destination of first emigrant plays an important role in education, income, status of migration, remittances and the next migration from the family. Table 3 reveals the information about the preferences of student for the destination. The above information shows 31 (38.5 per cent) students migrated to Australia and 30 (37.5 percent) were migrated to Canada. New Zealand is newly emerging country for the student migration from Punjab, 7 (8.75 per cent) students emigrated to New Zealand. 9 (11.75 per cent) and 3 (3.75 per cent) students emigrated to USA and UK because of Restrictive Visa policies of these countries.

Table 3: Destination Wise distribution of student emigrants from Farm Households in Punjab

First student Emigrants Destination Country Males Females Total 27 (37.50) 4 (50.00) Australia 31 (38.5) [88.00] [12.90]

26 (36.11) 4 (50.00) Canada 30 (37.5) [86.67] [13.33] 9 (12.5) USA - 9 (11.25) [100.00] 7 (9.72) New Zealand - 7 (8.75) [100.00] 3 (4.16) UK - 3 (3.75) [100.00] Total 72 (100) 8 (100) 80 (100) Note: Figures in round brackets refers to column wise and in square brackets refers to row wise percentages. Source: Primary Field Survey (2013-14)

Tables 4 explore the information about the education levels of students who emigrated first from the family. Majority of students belongs to higher secondary education levels that is 45 (56.25 per cent) of total 80 student emigrated no female migrant belongs to this level of education. The second level of education is graduation attained by 27 (33.75 per cent) emigrant students. Out of these 27 emigrant students, 22 (81.49 per cent) were males and 5 (18.51 per cent) were females. Post-graduation is achieved by 9 (11.25 per

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© 2018 IJRAR January 2019, Volume 06, Issue 1 www.ijrar.org (E-ISSN 2348-1269, P- ISSN 2349-5138) cent) emigrant students. Out of these 6 (66.67 per cent) were males and 3 (33.33 per cent) were females. Table 4: Educational Level of Students at the Time of Emigration Level of Number of Student Emigrants Education Males Females Total Higher 44 (61.11) - 45 (56.25) Secondary [100] 22 (30.55) 5 (62.5) Graduation 27 (33.75) [81.49] [18.51] 6 (8.33) 3 (37.5) Post-Graduation 9 (11.25) [66.67] [33.33] Total 72 8 80 Note: Figures in round brackets refers to column wise and in square brackets refers to row wise percentages. Source: Primary Field Survey (2013-14)

The process of flying overseas to study is tedious one, a student has to prepare to various exam to be merely eligible to getting admission into the college and course. There are five main alternative tests to study abroad namely GMAT, SAT, GRE, TOFEL and IELTS. From the survey it is found that the Punjabi students preferred three tests, GRE, TOFEL and IELTS. IELTS is preferred by 71 (88.75 per cent) students 64 (90.14 per cent) were males and 7 (9.86 per cent) were Females. TOFEL and GRE were preferred by 5 (6.25 per cent) and 4 (5.00 per cent) respectively (table 4.18). IELTS (International English Language Testing System) is a standardized test to measure the language proficiency of people to study or work in environments where English is the main form of communication (table 5).

Table 5: The Basic Tests of English Language Passed by Students to Study Abroad. Number of Students Test Total Male Female 64 (88.89) 7 (87.5) IELTS 71 (88.75) [90.14] [9.86]

5 (6.94) TOEFL 5 (6.25) [100] GRE 3 (4.17) 1 (12.5) 4 (5.00) PTE [75.00] [25.00] Total 72 (100) 8 (100) 80 (100) Note: Figures in round brackets refers to column wise and in square brackets refers to row wise percentages. Source: Primary Field Survey (2013-14)

Governments in Australia, Canada, New Zealand, and United Kingdom use IELTS to process immigration applications. GRE (Graduate Record Examination) is Prospective graduate and business school applicants from all around the world who are interested in pursuing a Master's degree, post-graduation, MBA, specialised Master's degree in business or doctoral degree take the GRE revised General Test. GRE is generally required by universities in North America (USA and Canada). It can be a mere admission formality or a selection criterion for jobs as well. TOEFL (Test of English as a Foreign Language) is a standardized test to judge one's English language abilities. This test is mostly taken by non- native speakers of the language looking to enroll in foreign universities. And a few immigration departments use the score to issue residential and work visas as well. The ‘outbound student mobility’ has risen significantly which has expanded the ‘study abroad’ market in the Punjab. Hoardings and banners of IELTS (International English Language Testing System) centers and consultant agencies dot every nook and corner of the cities of Punjab. The shopping complexes, the largest commercial sites in the cities, seem to be a market of IELTS coaching centers. The great rush of the students is enough to tell the inclination of the young generation which finds its future in these coaching centers.

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Table 6: Courses Opted by First Emigrant Students in Foreign Countries.

Number of Students Courses Total Male Female Information 17 (23.61) - 17 (21.25) Technology Hotel and Resort 14 (19.44) 3 (37.5) 17 (21.25) Management Project Management 10 (13.89) - 10 (12.50)

Business studies - 9 (11.25) 9 (12.50) Finance 78 (11.11) 3 (37.5) 11(13.75) Engineering 5 (6.94) - 5 (6.25) Health Science 4 (5.56) 1 (12.5) 5 (6.25) MBA 2 (2.78) 1 (12.5) 3 (3.75)

Logistics and Supply 3 (4.17) - 3 (3.75) Chain Management

Total 72 8 80 Note: figures in brackets are percentages Source: Primary Field Survey (2013-14)

Table 6 reveals the information about the courses opted by the Punjabi students abroad. From the identified 80 students, 17 (21.25 per cent) student studied the information technology or computer science. 17 (21.25 per cent) students preferred the hotel and resort management course. 10 (12.5 per cent) student preferred the project management courses, 9 (11.25 per cent) studied business studies and 9 (11.84 per cent) preferred courses of finance. 5 (6.25 per cent) engineering, 5 (6.25 per cent) health sciences, 3 (3.75 per cent) MBA and 3 (3.75 per cent) studied Logistics and Supply Chain Management courses. Studying abroad is an expensive affair with a variety of costs involved like tuition fees, living expenses and travel expenses, etc. Many students opt for part-time jobs abroad while studying to take care of their extra expenses. To attract international students many countries, allow students to engage in some kind of part-time jobs to help them fund their expenses. While some countries ask students to apply for separate work permits to work during studies, others let the students to work on their student visa itself, although, only for restricted hours usually spanning 10-20 hours a week.

Table 7: Part Time Work They are Doing or They have Done During Studies.

Number of Students Part Time Total Works Male Female

Driving 15 (20.83) - 15 (18.75) Agriculture 10 (13.89) - 10 (12.50) Works Petrol Pump 5 (6.94) - 5 (6.25) Store keeper 6 (8.33) 3 (37.50) 9 (11.25) Restaurant 7 (9.72) - 7 (8.17) Works* Motor 3 (4.17) - 3 (3.75) Garage Bakery 3 (4.17) 2 (25.00) 5 (6.25) Company 4 (5.56) - 4 (5.00) Employee Plumbing 3 (4.17) - 3 (3.75) IJRAR19J1448 International Journal of Research and Analytical Reviews (IJRAR) www.ijrar.org 1057

Glass Fitting 3 (4.17) - 3 (3.75) Marketing 3 (4.17) - 3 (3.75) CCTV Camera 2 (2.78) - 2 (2.50) Fitting Receptionist - 3 (37.50) 3 (3.75) Total 72 8 80 Note: Figures in round brackets refers to column wise and in square brackets refers to row wise percentages. Source: Primary Field Survey (2013-14)

Table 7 shows the information about the types of part time work preferred by Punjabi students. 15 (19.74 per cent) students preferred the driving (Truck or taxi) as a part time work during their studies. 11 (14.47 per cent) students were engaged in agricultural works. 8 (10.53 per cent) working as store keepers and same percentage of students were working on petrol pump. 7 (9.21 per cent) were engaged in restaurant works. 5 (6.68 per cent) students preferred work in Motor Garage and same percentage of students were worked in bakery. Remaining was worked as delivery boy, plumber, glass fitting, sales man, and receptionist. Table 8: Occupations of Students after They Completed their Courses. Number of Students Occupation Total Male Female Driving 13 (21.31) - 13 (20.31) Agriculture Works 8 (3.11) - 8 (12.50) Restaurant Works* 6 (9.84) - 6 (9.38) Store keeper 5 (8.20) 1 (33.33) 6 (9.38) Company Employee 4 (6.56) - 4 (6.25) Petrol Pump 3 (4.92) - 3 (4.69) Motor Garage 3 (4.92) - 3 (4.69) Bakery 3 (4.92) - 3 (4.69) Marketing 3 (4.92) - 3 (4.69) Own business 2 (3.28) - 2 (3.13) Engineering 2 (3.28) - 2 (3.13) Working in hospital 2 (3.28) 1 (33.33) 3 (4.69) Plumbing 2 (3.28) - 2 (3.13) Glass Fitting 2 (3.28) - 2 (3.13) Factory employee 2 (3.28) - 2 (3.13) CCTV Camera Fitting 1 (1.64) - 1 (1.56) Receptionist - 1 (33.33) 1 (1.56) Total 61 (100) 3 (100) 64 (100) Note: Figures in brackets are percentages. Source: Primary Field Survey (2013-14). Table 8 explores that majority of students, 13 (20.31 per cent) were chosen driving as occupation (taxi, tarralla, truck, etc.) many of them established their own transport business. Most of choose earlier jobs which they are doing as a part time worker. From the data it is found that students were not getting jobs according to their qualifications. 8 (12.50 per cent) students working at farms, about 9 percent at restaurant, 7.81 percent at stores (grocery stores, cloth showrooms, etc.). Only 6.25 percent students got job in companies after completed their studies.

CONCLUSION

While studying the student emigration from Punjab the study identified students. They constitute an important part in migration. The majority of students 88 per cent were males. The student migration increased over the time. In 2001 to 2010, 48 per cent students were emigrated and from 2011 to 2015, 41 per cent students were migrated in only 5 years. The liberal policies of Australia and Canada during last decade attract the student migration from Punjab. The majority of students passed higher secondary levels of education at the time of emigration. They have to pass the English language test to study abroad. IELTS is the basic test passed by 88 per cent students. After emigration the student opted various courses namely, information technology, hotel and resort management, project

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© 2018 IJRAR January 2019, Volume 06, Issue 1 www.ijrar.org (E-ISSN 2348-1269, P- ISSN 2349-5138) management, health and sciences, etc. Majority of them did not get work according to their field of study, but the main motive of the student from Punjab to settle abroad. The study is first step of students to go abroad but the main purpose to be to earn and get permanent residency in destination country. So if they do not get work according to their skills, they choose any occupations like, driving, agricultural works, plumbing, petrol pump works, store keeping, etc.

REFERENCES

Goodwin, C.D. (Ed.) 1993: International Investments in Human Capital: Overseas Education for Development, New York: institute of International Education. MMA (2016): Indian Student Mobility Report: Latest Trends from India and Globally, M.M. Advisory Services. Retrieved from http://mdotm.in/wp- content/uploads/2018/01/MM-Report-2016-Final-for-Print-SinglePage.pdf OECD (2012), Education at a glance 2012: OECD indicators, OECD Publishing. Retrieved from http://www.oecd.org/edu/EAG%202012_e-book_EN_200912.pdf The Tribune (2018): Cost of Foreign Dreams for Patients in Punjab, Posted at July 29, 2018, Retrieved from https://www.tribuneindia.com/news/punjab/cost-of-foreign-dreams-for- parents-in-punjab-rs-27-000-cr/628584.html Varghese N.V. (2008): Globalisation of Higher Education and Cross-border Student Mobility. Retrieved from International Institute for Educational Planning, Paris. www.unesco.org/iiep/en/publications/pubs.htm UNESCO (2009): Trends in Student Mobility, UNESCO institute for statistics, Retrieved from www.unaoc.org/2009/.../unesco-report-shows-trends-in-student mobility

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