A STUDY BASED ON INTERNATIONAL STUDENT

MIGRATION FROM INDIA: A SPECIAL REFERENCE TO

KERALA
Project submitted to Mahatma Gandhi University, Kottayam in partial fulfillment of the
requirement for the award of degree of
BACHELOR OF ARTS
IN
ECONOMICS

Submitted By

TOMCY JOJAN (Reg.No.210021011151)

VISHNUPRIYA K.B (Reg.No.210021011152)
SABIN SAJU (Reg.No.200021012125)

UNDER THE GUIDANCE OF

MS. JIJIMOL J
ASSISTANT PROFESSOR (ON CONTRACT)
DEPARTMENT OF ECONOMICS

DEPARTMENT OF ECONOMICS
DEVA MATHA COLLEGE, KURAVILANGAD
MARCH-2024
 DEPARTMENT OF ECONOMICS
DEVA MATHA COLLEGE, KURAVILANGAD

CERTIFICATE

This is to certify that the project work titled “A STUDY BASED ON

INTERNATIONAL STUDENT MIGRATION FROM INDIA: A SPECIAL
REFERENCE TO KERALA” is a product of the research work by a team of
three students namely TOMCY JOJAN, VISHNUPRIYA K.B, SABIN SAJU under my
supervision and guidance and this has not been previously submitted to any
institution or university.

Counter signed by, Research Guide

Dr. Elsamma Joseph Ms. Jijimol J

Head of the department of Economics Assistant professor [on contract]
Deva Matha College Deva Matha College
Kuravilangad Kuravilangad

Place: Kuravilangad
Date:
 DECLARATION

We hereby declare that the project work title ‘A STUDY BASED ON

INTERNATIONAL STUDENT MIGRATION FROM INDIA:A SPECIAL
REFERENCE TO KERALA is exclusively a bonafide record of research work
done by us under the guidance of Ms. JIJIMOL.J, Assistant Professor (on
contract), Deva Matha College Kuravilagad and is Submitted to Mahatma Gandhi
University, in partial fulfillment of the requirement for the Award of Degree of
Bachelor of Arts in Economics and that it has not previously formed the basis for
the award of any degree, diploma or similar title of recognition of any university
to the best of our belief.

TOMCY JOJAN [Reg.No.210021011151]

VISHNUPRIYA K.B [Reg.No. 210021011152]
SABIN SAJU [Reg.no.200021012125]

Place: Kuravilangad
Date:
 ACKNOWLEDGEMENT
If words are considered as symbols of approval, then let the words play the heralding role of
expressing our gratitude to all those who have helped us directly or indirectly during this
dissertation work.

First and foremost, we wish to express our gratitude to God Almighty for his grateful blessing
showered upon us.

We express our sincere thanks to Dr. Sunil C Mathew, Principal, Deva Matha College,
Kuravilangad for his timely advice and suggestions throughout our academic career.

Let us express our deep sense of gratitude and immense thanks to Dr Elsamma Joseph, head of
the department of economics for the guidance and sincere support throughout the period of our
project.

It would be in vain not to express our affectionate appreciation to Ms. Jijimol J [ Assistant
professor [ on contract], our guide for this study whose insightful recommendation served as
an inspiration for us to complete our research.

We are also grateful to the migrated students of Kerala for their kind help and cooperation for
the study.

We take the opportunity to thank our friends who helped to collect necessary details to prepare
the final project and provide immense support for the completion of our project.
 CONTENTS

SL TITLES PAGE NO.

NO.

1 CHAPTER-1 INTRODUTION 1

1.1 Significance of the study 3

1.2 Statement of the problem 4

1.3 Objectives 4

1.4 Methodology 4

1.5 Limitations 4

1.6 Chapterisation 5

2 CHAPTER-2 REVIEW OF LITERATURE 6

2.1 Previous studies of individuals 7-9

3 CHAPTER-3 THORETIAL FRAMEWORK 10

3.1 Student migration 11

3.2 Education system in Kerala 12

3.3 Current situation of education 12

3.4 International education 13

3.5 Comparison on international education and Indian education 14

3.6 Factors influencing the migration of students 16

3.7 Benefits and limitations of immigration 18-19

4 CHAPTER-DATA ANALYSIS AND INTERPRETATION 21

5 CHAPTER-FINDING AND SUGGESTIONS 46

5.1 Findings 47

5.2 Suggestions 48

5.3 Conclusions 49

BIBLIOGRAPHY 50

APPENDIX 53
 LIST OF TABLES AND FIGURES

SL NO TITLES PAGE
NO
4.1 Age 23

4.2 Gender 24

4.3 Education Qualification 25

4.4 Place 26

4.5 Migrated country 27

4.6 Year of migration 28

4.7 Family annual Income 29

4.8 Course pursuing now 30

4.9 Challenges faced by Migration 31

4.10 Decision is to study Abroad 32

4.11 Method of financing Education 33

4.12 Ability to repay educational loan with income 34

4.13 Difficulties in getting a job 35

4.14 Current status in country 36

4.15 Ability to meet expenses with income 37

4.16 Number of years of migration 38

4.17 Subject opted for studying 38

4.18 Satisfaction with migration 40

4.19 Residential status 41

4.20 Opinion about promoting migration 42

4.21 financial problems after migration 43

4.22 Comparison between Indian education with foreign education 44

4.23 Opinion about coming back to India 45

 CHAPTER -1

INTRODUCTION

1
 CHAPTER 1

INTRODUCTION

“Migration is the movement by people from one place to another with the intentions of settling,
permanently or temporarily in a new location. The movement is often over long distances and from one
country to another”. Student migration is the movement of students who study outside their country of
birth or citizenship for a period of 12 months or more. ‘Migration has become a global phenomenon all
around the world and we can see an increase in number of international migration to both developing
and developed countries’. Student migration can have both positive and negative effects on the students
themselves, as well as on their families and communities. On the one hand, it can provide students with
access to higher quality education and better career opportunities, leading to greater economic mobility
and improved quality of life. On the other hand, student migration can be stressful for students and their
families, leading to financial strain and social isolation, and it can also contribute to the brain drain of
talent from rural areas. In 2021, there were over 6.4 million international students globally, up from 2
million in 2000.Australia, Canada, and the United States of America were the countries with the highest
numbers of Indian students during the measured time period.

An International student, according to the Institute of International Education, is defined as an

individual who has moved from one country to another country for the purpose of study. International
students also referred as ‘foreign students’ who left their home land in order to experience international
knowledge, life style and qualification. Most the countries attract International students by offering
more benefits than the developing countries. For instance, higher income, better labour market
participation and economic growth. For most of the students, when they think about study abroad led
to the its associating features such as experience new cultures, People, educational and job
opportunities. Moreover, the exploring is not just joyful but also goes through different challenges and
they have to encounter the unexpected things and situation on their way of experiencing.

In the Indian state of Kerala, student migration has become a significant trend in recent years, with
increasing numbers of students moving from rural areas to cities in search of better educational
opportunities. According to the literature, young people between the ages of 15 and 25 are the group
who are most likely to strongly consider moving abroad for their education. Young people typically
migrate both domestically and internationally because their families are looking for employment with
better salary and benefits. 30,948 individuals from Kerala pursued higher education abroad in 2019.
This number represents a significant increase compared to 2016 when the figure stood at 18,428.
Approximately 21 lakhs (2.1 million) Malayali’s have migrated worldwide, according to the 2018
Kerala Migration Survey. Estimates of around 35,000 students are leaving Kerala per year. They

2
migrate for better education, security, job opportunities, trade, etc. Educational migration is the
movement of persons in search of better and higher quality education. Most of the studies on migration
shown it primarily occurred due to economic factors. When considering developing countries factors
such as low income, underdevelopment and unemployment are considered pushing the people to
migrate to developed countries with intention of better and high job opportunities and high quality of
living. So, most of the studies on migration had agreed that almost all the migrants have moved in search
of better economic opportunity. The basic economic factors that motivate people to migrate can be Push
Factors and Pull Factors. The push factors are those factors that force an individual to leave their home
land and move to other place due to some reasons. Most common push factors are poor economic
conditions, lack of job opportunities, lack of innovations, financial family issues, low quality of
education etc. Students migrate due to the push factors such as poor quality of education, unemployment
and family issues. When people didn’t find means of livelihood in their own home land, they like to
push out to the place that satisfy their needs. The Pull Factors are instance better job opportunities and
high wages, better facilities, better economic conditions, high quality of living, freedom and individual
right are those pull factors. It acts as modem facilities for life. This is the reason behind the student
migration to abroad.

The most of the students felt suitable jobs are not available in Kerala. Meanwhile, the most common
benefit for students was the high standards of education abroad. A study of the foreign experience of
India shows that trends in educational migration, the outflow of talented youth are relevant issues for
these countries. Only a competitive economy, financial and professional incentives can retain the best
specialists in their country.

1.1 SIGNIFICANCE OF STUDY

The study on international students' migration from Kerala holds significant implications for both the
educational sector and the socio-economic landscape of the region. Kerala, known for its high literacy
rate and quality education system, has seen a growing trend of students pursuing higher education
abroad. Understanding the motivations, challenges, and outcomes of this migration can provide
valuable insights into the effectiveness of the state's education policies, the competitiveness of its
institutions, and the global relevance of its graduates. Moreover, analysing the experiences of
international students from Kerala can shed light on broader issues such as brain drain, diaspora
engagement, and the impact of global mobility on individual career trajectories and cultural identity.
By examining this phenomenon, policymakers, educators, and stakeholders can develop strategies to
harness the potential benefits of international education while mitigating potential risks, thus
contributing to the sustainable development and global integration of Kerala.

3
1.2 STATEMENT OF THE PROBLEM

The increasing trend of international student migration presents both opportunities and challenges for
host countries and educational institutions worldwide. While the influx of international students
enriches cultural diversity, fosters global collaboration, and contributes to the economy, it also poses
issues such as ensuring academic integrity, providing adequate support services, and managing cultural
integration. Moreover, disparities in access to quality education, visa regulations, and political tensions
can further complicate the landscape of international student migration. Addressing these challenges
requires comprehensive research and policy initiatives to create an inclusive and conducive
environment for both international and domestic students.

1.3 OBJECTIVES

 To identify and analyses the reason behind migration to abroad.

 To analyse the financial background of migrating students.
 To identify the challenges faced by international student migrants.

1.4 RESEARCH METHODOLOGY

The study makes use of both primary and secondary data. The primary data is collected through and
Google forms by taking 53 samples. The samples collected with special references to Kerala etc. Thisis
is presented in the form if tables and graphs. The secondary data are collected from websites,
newspapers, journals, magazines and books

1.5 LIMITATIONS

1. lack of co-operation from the respondents

2. The respondents may not reveal their opinion frankly

3.Time constraint is another limitation

4.The sample size is small that the findings of this study cannot be extrapolated to the whole population

5.The statistical tool used to analyse the data have their own limitation

4
1.6 CHAPTERISATION

The entire study is divided into 5 chapters

CHAPTER 1: INDRODUCTION

The first chapter includes introduction, significance of the study, statement of the problem, objectives
of the study, methodology limitations of the study and chapterization

CHAPTER 2: REVIEW OF LITERATURE

A literature review on international student migration would involve examining existing research,
articles, and academic papers that discuss various aspects of the phenomenon and analysing existing
knowledge and identifying gaps or areas for further research.

CHAPTER 3: THEORETICAL FRAME WORK

This chapter includes overview of general behaviour of international students’ migration, Education
system in Kerala, Current situation of education, International education, Comparison on international
education and Indian education, Factor influencing the migration of students and Benefits and
Limitations of immigration

CHAPTER 4: DATA ANALYSIS AND INTERPRETATION

This chapter included analysis and interpretation of collected data with the help of statistical tools like
tables, graphs, diagrams etc.

CHAPTER 5: FINDING, SUGGESTIONS AND CONCLUSION

This chapter includes findings of the study along with recommendations and conclusion.

5
 CHAPTER 2

REVIEW OF LITERATURE

6
 CHAPTER 2
REVIEW OF THE LITERATURE

Beine et.al (2014) in their research paper "Determinants of the International Mobility of
Students," analyses the determinants of location choice for international students. Using new
data capturing student populations in thirteen Organisation for Economic Co-operation and
Development (OECD) countries, the authors find support for a significant network effect, cost
factors such as housing prices, and attractiveness variables such as the reported quality of
universities, in contrast, university fees do not seem to play a main role.

"International Students and Global Mobility in Higher Education: National Trends and New
Directions." (2011) by Bhandari, et.al, examines national trends in international student
mobility, in origin and destination countries including Africa, China, India, Latin America,
Australia, Germany, the United Kingdom, and the United States. They also examine policies
toward international students in Canada and Australia as well as the rationales and strategies
of regional education hubs in the Middle East, a recent development in cross- border higher
education.

Using focus group interviews, Aliberts et.al in their research paper "There Are Always Two
Voices: International Students' Intentions to Stay in the United States or Return to Their Home
Countries (2005) investigate factors motivating students to stay in the United States of return
home after graduation. Three categories of motivating factors are identified: professional,
societal, and personal. In most cases, professional factors encourage the students to stay in the
United States, while societal and personal factors draw them back to their home countries,
although wide variations exist among students according to specific home country situations.

Gunawardena et.al "International Students at University: Understanding the Student

Experience" (2012) examine how the culture of host countries affects the experiences of
international students, an issue that remained largely unexplored. By examining the
experiences of Indian students in the Australian international tertiary education sector, they

7
conclude that the diversity of international students' cultural backgrounds has not been given
enough attention. Tertiary systems need to be more responsive to the needs of students

Crossman, Joanna Elizabeth, and Marilyn Clarke "International Experience and Graduate
Employ ability: Stakeholder Perceptions on the Connection." (2010) Crossman and Clarke
report, the findings of an Australian qualitative study that examines how employers, academics,
and students perceive the connection between international experience and graduate employ
ability. The findings show that all actors involved identify a positive connection, as it means
forging networks, having opportunities for experiential learning, acquiring language
knowledge, and developing cross-cultural understanding skills as well as new ways of thinking.

Examining the case of the Ford Foundation's International Fellowship Program through
analysis of data collected over a ten-year period, Dassin,et.al demonstrate in their paper "Social
Inclusiveness, Development and Student Mobility in International Higher Education: The Case
of the Ford Foundation International Fellowship Program"(2014), that this targeted program
can mobilize students from marginalized communities in countries of the Global South for
participation in high-quality international education, thus contributing to greater social
inclusiveness, Most fellows returned to their home countries and advanced into influential
positions that contribute to greater social justice.

Knight in his paper "Student Mobility and Internationalization: Trends and Tribulations."
(2012) examines early-21st-century trends and complexities of student mobilities as well as
their unintended consequences. These include "granting and recognition of academic
credentials; diploma and accreditation mills, collaborative programs such as joint or double
degree programs and twinning and franchise arrangements, the great brain race and its
implications for brain gain, brain drain, and brain train, the competitiveness agenda; status
building and world rankings, regional identity and global citizenship" (p. 20).

In Gürüz's article, Higher Education and International Student Mobility in the Global
Knowledge Economy "(2011) surveys the literature in order to understand how the mobility of
students has evolved over time, and also the reasons for the recent expansion in the numbers
of international students. The rationales of students and their families are explored, as well as
the rationales of the governments of their countries of origin, and the institutions and countries
of destination.

8
Using OECD data and a review of relevant literature. Choudaha and de Witt in their paper
"Challenges and Opportunities for Global Student Mobility in the Future" (2014) examine how
and why patterns of international student mobility have changed in the early 21st century. It
compares mobility patterns in key source countries (China, India, and Korea) and key
destination countries (United States, United Kingdom, and Australia). It also examines multiple
factors that influence the mobility of different types of students. Finally, future directions of
student mobility are discussed.

The paper "Motivations and Constraints of Moving Abroad for Indian Students (2016) by
Metka Hercog et.al looks at the determinants, to plan a move to abroad in the specific situation
of Indian students in sciences and engineering. They investigated the role of student's personal
and family background, university-related factors, their social network and preferences for
living locations in their motivations for moving abroad. Professional aspects are confirmed to
be the most prominent motivator in the decision-making regarding international mobility. The
four most important factors mentioned by the interviewees to move abroad were better
possibilities for career advancement, better working and research conditions abroad,
international exposure and financial benefits. International student mobility is obviously a
family decision. Parents' support is crucial for moving abroad, in moral as well as in financial
terms

9
 CHAPTER 03
THEORETICAL
FRAMEWORK

10
3.1 STUDENT MIGRATION
Student migration refers to the moving among learners who study for a year or more elsewhere
than their country of birth or citizenship. The internationalization of higher education has
grown significantly throughout the age of globalization and has turned into a business-driven
endeavor.

Many international students now view overseas study as a stepping-stone to permanent

residency within a country. This is due to the rapid growth of education abroad and the
increasing number of students seeking higher education abroad. Major players have been
Encouraged to implement additional initiatives to facilitate the arrival and integration of
international students, including significant changes to migration and visa regulations and
processes, as a result of the cultural and economic contributions that international students
make to host nation economies. In a time when immigration laws in popular countries like the
Canada and the UK do not allow for the transfer to work visas, institutions are vying hard to
attract international students.

The increasing amount of student mobility is caused by a variety of variables. Students in many
developing nations have no alternative but to study abroad since there are not enough university
seats available to meet demand. Additionally, there is a widely held belief that studying abroad
might improve career and business chances. Students who travel across borders for education
typically settle in nations with more advanced educational systems than their own. Higher
education has developed into a significant international export good with emerging nations
taking advantage of domestic shortages to attract international students. Changes in
immigration and visa regulations have since given students an incentive to travel abroad and
may even open the door to long-term residence in a host country. Opportunities for migrating
have a significant impact on the rise of student mobility. Lower travel costs and improved
communication technologies have made studying abroad more approachable and are other
contributing causes to the increase for student migration.

Due to the depletion of already limited resources, the loss of students from sending nations
might have a pretty negative effect on the economy. Brain drain is the widespread exodus of
people with specialized ability or expertise. A difficulty with student migration is distinctions
in culture in the classroom. This implies that if the instruction, learning, and evaluation methods
are significantly different from those in their prior schooling, the students may find it
challenging.

11
3.2 EDUCATION SYSTEM IN KERALA

One of the states in India with the highest literacy rates is Kerala. This demonstrates how
crucial education is to Keralite. The advancement of education has received major
contributions. Earlier, Vedic knowledge was taught in the Sabha mathams. Then there were the
Kalaris, who ran schools and taught martial arts. With the entrance of Christian missionaries,
widespread adoption of Western schooling started. Numerous schools and other educational
institutions have been established by them. These organizations have Influenced how education
has developed in our state.

In terms of social advancement and quality of daily existence, Kerala has achieved considerable
strides. When comparison to other advanced countries, Kerala has a higher human growth
index. In Kerala, educational opportunities and literacy have always given top emphasis.
Schools are viewed as the centre of social development in this country. People's aspirations are
raised by good education, and raising the standard of education is always the major goal.
www.education.kerala.gov.in is the address of the General Education Department of the
Keralan government's official website. This division is in charge of overseeing the post-
secondary and primary types of education offered in schools, as well as teacher preparation.

Understanding the expansion and evolution of Kerala's educational profile is essential to any
study of the state's educational system. Kerala's current educational system was established
many years ago. When the Maharaja of Travancore announced that people with strong English
skills would be given preference in government jobs. The government created the Raja's Free
School in 1834 with the purpose of offering English education. 33 Vernacular schools were
established in Cochin earlier in 1818. The English teacher at the time was Rev. Dawson, who
also founded an English school in Mattancherry. As time went on, more schools sprung up in
different locations, including Thrissur, Thrippunithura, and Ernakulam.The initial group of
candidates for graduation was in the year 1868.

3.3 CURRENT SITUATION OF EDUCATION

The bulk of higher education institutions today, including universities and colleges, are run by
businesses, governmental organizations, and private persons. The Central Commission for
Secondary Learning (CBSE), the Kerala State Education Board, and the Indian Certificate of
Secondary Education (ICSE) are a few of the boards with which these educational institutions
are affiliated. In the vast majority of institutions, especially private ones, English is the

12
principal language of instruction. The two languages taught in public institutions are either
English or Malayalam. Every student spends ten years in middle school before moving on to
higher intermediate. Science, business, and the arts are the three main areas of study in high
school. One can enrol in professional or general degree programs after graduating from high
school. The Education Development Index (EDI) places Kerala first out of the remaining 21
Indian states. The EDI is calculated utilizing factors like access, resources, instructors, and
outcomes.

The capital of our state, Thiruvananthapuram, is one of the major hubs for higher education.
The University of Kerala and several professional colleges, including 15 engineering schools,
3 medical schools, 3 Ayurveda schools, 2 homoeopathic schools, 6 other medical schools, and
numerous legal schools are located in this area. Thiruvananthapuram Medical College, Kerala's
top medical institution, has been given the All India Institute of Medical Sciences (AIIMS)
status.

The most well-known engineering college in this region is the College of

Engineering. The two main management education institutions in Techno park are the Asian
School of Business and IIITM-K. The Indian Institute of Space Science and Technology is
based in Thiruvananthapuram; Kochi is Kerala’s Kochi is Kerala's second major educational
hub after that. The main university in this region is the Cochin University of Science and
Technology, often known as Cochin University. The majority of Kochi's universities are
connected to the Mahatma Gandhi University. There are many national schools and universities
in Kochi. These organizations include the Central Institute of Fisheries Technology, the Central
Marine Fisheries Research Institute, the Nautical and Engineering Training, and the National
Academy of Oceanography. There is only one Fisheries College in Kerala, and it is located at
Panangad as a division of Kerala Agricultural University. Pothanicad in the Ernakulam district
is the first panchayat in India to have 100% of its population literate. The main university in
the Thrissur district is the Kerala Agricultural University. Kottayam is the first region in India
to get 100% literacy. The Mahatma Gandhi University is located in Kottayam.

3.4 INTERNATIONAL EDUCATION

A dynamic idea, international education refers to a voyage or movement of people, thoughts,

or ideas across political and cultural boundaries. It is made easier by the phenomena of
globalization, which gradually eliminates the geographic limitations on economic, social, and
cultural arrangements. The fundamental benefit of an international education is that you can

13
readily adapt to global changes because the knowledge you are learning is regularly examined
by worldwide standards. A greater range of courses, some with research opportunities and skill-
based training for students, are available when studying abroad. This broadens your perspective
and creates a world of fresh educational chances.

The world of international education is a melting pot of individuals and learning with a global
perspective ensures students are exposed to different cultures, ethnic groups, religions and
languages, enriching society in the process and broadening the academic experience for
everyone. It also, of course, establishes a multicultural learning environment which makes it
the ideal setting for increasing students’ cultural awareness and fostering their understanding
and appreciation of those who come from a different background to their own. Education is at
the forefront of global development and, with globalization making it easier than ever for
families to move abroad for work and study opportunities, it’s easy to see the appeal of pursuing
an international education.

3.5 COMPARISON ON INTERNATIONAL EDUCATION AND INDIAN

EDUCATION

India's educational system is organic because it develops and changes with time, just like the
human mind. So, this is essentially the main reason why education is actually delivered
differently in many countries around the world. Every country has various educational systems
because of the guiding ideas that each one is built around. The objective is still to foster
creativity in people. So, any educational system has advantages and disadvantages. Its benefits
and drawbacks include the fact that, as a developing country, India's educational system was
built on a foundation of in-depth theoretical knowledge. Additionally, it gets pupils ready for
some of the most difficult competitive tests offered in many nations. Therefore, other
industrialized countries have more adaptable educational systems. It is enabling students to
pursue a variety of employment alternatives in addition to the more common ones.

Furthermore, India must raise finances on its own because it is a developing country and lacks
funds. Because it effectively uses them to improve the educational system. So start with
education that is more focused on research. We also need to update the curriculum, be more
flexible, and promote global knowledge, among many other things. The major goal is to fully
understand the distinctions between Indian and other educational systems, particularly if

14
students want to pursue studies abroad. The following are the comparisons between the Indian
and foreign education systems:

Major Differences between Indian and Foreign Education System:

1. Realizing that Indian education places more of an emphasis on theory than on practical skills
alone. Additionally, innovation as such is not permitted in the Indian system of learning.
However, in other nations, the emphasis is typically primarily on practical learning.
Furthermore, it enables innovation in the educational system.

2. Education is a formality and part of the daily routine in India. Actually, every Indian must
earn a degree in either the engineering or medical fields. Students' ability to learn anything is
not its primary concern. On the other hand, education is entirely viewed as a learning process
in other countries.

3. In addition, the foreign education curriculum typically includes both academic subjects and
extracurricular activities like sports and the arts. Arts, sports, music, and theatre are therefore
heavily emphasized in the US curriculum. Like, Australia places more emphasis on sports and
includes boxing, hockey, and cricket in their college curricula. While the Indian educational
system only places a focus on studies. Our educational system does not as a whole allow for
extracurricular activities.

4. With regard to Dubai, primary and secondary education is both free and mandated by law.
In contrast, education in India is turning into a business and is now about profits. As a result,
education is really making considerable money thanks to tuition and coaching centres that have
sprung up since education was privatized. As a result, firms are turning their attention to the
education sector.

5. In India, students are also not allowed to choose their area of interest or talent; instead, they
are forced to study in either engineering or medicine. While sports and the arts are viewed as
frivolous and intended for show. Students may pick the arts if they are not admitted to the
science of commerce stream. So, this is how Indians genuinely feel.

6. As a result, students are accepted into streams in India that, relative to other countries, offer
higher wages or more work opportunities. On the other hand, students are admitted in foreign
nations based on their areas of interest and talents.

15
7.With India in mind, the students enrol after observing and adopting trends. As a result, if
mechanical engineering is the field that students are flocking to in a given year, they will be
forced to enrol in it since it is popular. Students in India are not truly given the option to choose
their topic of study or stream. So, to put it briefly, we always go with the flow. The students
wait while studying abroad till they are admitted into their fields of interest and talent.

8. In India, students are frequently forced to memories facts and statistics as well as thousands
of mathematical equations, the birth and death dates of historical personalities, chemical
reactions, and hundreds of other things. In essence, we only emphasize theory. When taking
foreign nations into consideration, students' knowledge is effectively affected through practical
application.

9. The Indian educational system focuses on teaching antiquated technologies. If we look at it,
the education system hasn't altered all that much since independence. Due to how poorly the
Indian educational system adopts new trends and technologies into its curricula. When studying
abroad, the curriculum is constantly updated to reflect advances in technology and business
needs.

10. To sum up, we primarily place a high value on academic credentials. We support enrolment
in IITs and IIMs. Foreign nations, on the other hand, place a greater emphasis on abilities than
on educational institutions. As a result, all they can see is what the students have learned in
class

3.6 FACTORS INFLUENCING THE MIGRATION OF STUDENTS

Global student migration has increased noticeably in recent years. Specifically, from
developing to developed nations. In academic papers, students often discuss moving away from
their hometowns in order to pursue higher education in different cities, states, or even countries.
In India, the number of individuals moving from rural to urban areas has dramatically increased
over time. The number of Indian students studying abroad has surged four times in the past 14
years, making India the second largest student exporter in the world behind China. Large-scale
student mobility is becoming a significant source of wealth and brain drain for India while
greatly boosting the economies of developed nations. Ninety percent of Indian students travel
abroad, with five countries receiving the majority of them. The United States receives more
than half of them, followed by Australia and the United Kingdom.

16
A major contributing factor to poverty and economic hardship is a lack of access to high-
quality education, which in turn influences people's decision to migrate in search of better work
prospects and a better quality of life. The rise in the number of Indian students going overseas
for higher education may be due to a number of factors.

1. Indian universities, particularly those offering master's and doctoral degrees, are unable to
accept all applications. Only 504 universities exist in a nation of more than 1.42 billion people
(with more than 50% of Indians under 25 and more than 65% under 35).

2. Given the enormous number of students who graduate from high school each year and the
relatively small number of spots available for admission, admission to higher education
institutions in India is exceedingly competitive. Some of India's dream schools include the
Indian Institute of Management, the Indian Institute of Technology, and the All India Institute
of Medical Sciences. Depending on the degree of training and discipline, the competition for
admission gets much more difficult. Additionally, when taking admission tests for certain
fields, such as the Joint Admission Examination (JEE Mains) for engineering colleges and the
National Qualification and Entrance Test (NEET)for medical colleges, students must manage
their stress. According to the report, a student's chances of enrolling at a highly regarded IIT
are often less than 50%

3.Another factor contributing to educational migration is the caliber of education offered by

Indian universities. International criteria are only met by a select fraction of the nation's higher
education institutions.

4. One issue with the Indian educational system is that academic institutions only offer the
most popular STEM (science, technology, engineering, and mathematics) courses. A subset of
Indian students who want to take the unconventional path are constantly looking to promote
their higher education abroad simply because their desired programmed is not widely offered
in the nation. Universities in India lack the expertise and accreditation to equip gifted
individuals for further professional advancement, even If the course is offered.

5. The Indian educational system has long suffered from a severe lack of resources. In Indian
universities, you can notice an acute shortage of teaching staff. There are 24 students per
teacher. There is a severe lack of academic faculty in Indian universities. There are 24 pupils
for each teacher. In India, state governments cover 80% of the price of public education. The
majority of the funding is spent on primary and secondary education, which is their principal

17
area of responsibility. The prestige of the universities itself has a significant impact on the price
of education there.

6. In India, the policy of discrimination against students from low-income families and specific
castes in higher education is 50% in the nation's top colleges and reaches 69% in the southern
state of Tamil Nadu. As a result, the majority of gifted children from particular castes are unable
to pursue higher education in their fields of interest or enrol in the colleges of their choice.

7. A degree earned from a foreign university is more distinguished than one earned from an
Indian university and is highly regarded on the job market.

8. Banks in India are prepared to offer educational loans with low interest rates, and parents of
middle-class students are eager to assist their kids in their quest to attend institutions overseas.

9. Earning a doctorate or PhD (for undergraduate and doctoral students) and continuing
scientific research are two more reasons to study abroad.

3.7 BENEFITS AND LIMITATIONS OF IMMIGRATION

Significant economic benefits from immigration include a more flexible labour market, a larger
pool of skills, more demand, and a wider range of innovative ideas. Immigration, however, is
a contentious issue. Immigration, it is suggested, may lead to problems with crowding,
congestion, and increased demand on public services. The issue also centres on whether the
influx of low-skilled immigrants affects native workers' earnings and even causes them to lose
their jobs. Mostly, the economic costs and advantages of immigration are examined here.

BENEFITS

1. An improvement in living conditions and economic productivity: The size of the labour
force will increase, as will the economy's productivity, as a result of net immigration.
Immigration causes the economy to grow more quickly, which increases tax collections and
opens the door to more government spending.

2. Potential business owners: It is claimed that because immigrants frequently arrive with
little money, they are more motivated to try to build a living for themselves. Additionally, those
that are prepared to relocate and work for a foreign company tend to be the most ambitious and
risk-takers, making them the more dynamic workers. Young, mobile immigrants are more
likely to start enterprises that produce cutting-edge goods than other types of immigrants.
18
4. A rise in growth and demand: A common misconception about immigrants is that they
"steal jobs from the native-born population." This is referred to as the lump of labour fallacy,
though. the conviction that employment numbers are static. Contrary to popular belief, if
immigrants migrate to the US or the UK and find work, they will spend their earnings there,
stimulating the demand for goods and services. Immigrants do not 'take jobs,' but rather help
increase GDP. 15 million immigrants entered the US between 1900 and 1915, although this
was a time of tremendous economic expansion and low unemployment. Immigration played a
significant role in the quick rate of expansion (the US experienced economic growth of over
4% between 1890 and 1910).

4. A net gain for tax collections: Immigrants increase government revenue because they are
more likely than native-born Americans to be youthful and employed. Workers who pay
income tax do not receive advantages like pensions or educational opportunities. Compared to
older persons, young people are less likely to use healthcare services.

5. A more accommodating labour market: Immigrants move around a lot. When labour is in
high demand and earnings are high, they relocate to those economies. This provides manpower
to satisfy the rising demand, preventing an expanding economy from overheating. Less visible
is the reality that migratory flows frequently reverse during economic downturns, meaning
people often Leave to seek unemployment benefits and instead return home.

LIMITATIONS

1. Unemployment that is structural: It's possible that immigration will displace some native-
born employees, who will subsequently face structural unemployment. For instance, if
immigrants attract unskilled workforce due to their willingness to labour for lesser pay. It might
be more difficult for these native-born low-skilled employees to acquire new employment in
higher-skilled occupations.

2. Pressure on government agencies: Social services like schools, hospitals, roads, and public
transit are under more demand as a result of immigration and an increase in local population.
Theoretically, greater growth would result in more tax income, allowing for greater spending.
But migration frequently concentrates in specific regions.

3. Cost of housing: Migration can lower living standards and exacerbate housing poverty for
both migrants and native-born residents who already face high living costs if they move to
locations with a shortage of housing stock. Housing costs are a big issue in the UK, particularly

19
in locations like London and the south where it has been challenging to secure land for new
construction.

4. Discord brought on by mass immigration: While some people welcome this shift and feel
that immigrants who don't fit into their existing society pose a threat to their culture and
heritage, others are less amenable to this change. Immigrants who don't acquire the local
language, practice various religions and belief systems, and reside in primarily secluded
communities are most affected by this.

20
 CHAPTER 04
Data analysis and
interpretation

21
 ANALYSIS AND INTERPRETATION

Data analysis is the act of analyzing, cleaning, manipulating, and modelling data in order to
identify important information, offer conclusions, and enhance decision-making. Data analysis
includes several dimensions and methodologies, including a wide range of techniques under
many titles in various business, scientific, and social science sectors. Data mining is a type of
data analysis approach that focuses on predictive modelling and knowledge finding rather than
just descriptive reasons.

Data interpretation precedes data analysis, and data analysis is inextricably tied to data
visualization and distribution. It is a part of most people's everyday lives. Interpretation is the
process of giving meaning to numerical data that has been gathered, reviewed, and presented.
A common method of assessing numerical data is statistical analysis, and inferential statistics
is the process of studying and interpreting data in order to create predictions. The need of
evaluating the appropriateness of data interpretations and forecasts by taking into consideration
sources of bias including sampling procedures or misleading questions, margins of error,
confidence intervals, and incomplete interpretations is understood by customers who are
knowledgeable about the subject

22
4.1 AGE

AGE PERCENTAGE
15-20 13%
21-25 59%
26-30 26%
31-35 2%
TOTAL 100

TABLE :4.1

AGE
15-20 21-25 26-30 31-35

2%
13%

26%

59%

FIGURE 4.1
The above table and figure shows the distribution of individuals across different age categories.
Specifically, it illustrates that 13% of the respondents belongs to the age category of 15-20.,
59% falls within the 21-25 age category, 26% falls within 26-30 age category and 2% falls
within the 31-35 age category.

23
4.2 GENDER

GENDER PERCENTAGE
MALE 64%
FEMALE 36%

OTHERS 0%

TOTAL 100

TABLE 4.2

GENDER
MALE FEMALE

36%

64%

FIGURE 4.2
The above table and graph reveals that majority of the respondents that is 64% were male and 36%
were female.

24
4.3 EDUCATION QUALIFICATION

EDUCATION RESPONSES PERCENTAGE

QUALIFICATION
TENTH 0 0

PLUS TWO 9 17%

GRADUTION 25 47.2%

POST GRADUTION 12 22.6%

DIPLOMA 6 11.3%

OTHERS 1 1.9%

TOTAL 53 100%

TABLE 4.3

FIGURE4.3

The table and figure reveals that among the respondents 47.2% are graduates ,22.6% are post-
graduates ,17% completed plus two education, 11.30 % completed diploma and 1.90% attained
other levels of education

PERCENTAGE
TOTAL 100%

OTHERS 1.90%

DIPLOMA 11.30%

POST GRADUTION 22.60%

GRADUTION 47.20%

PLUS TWO 17%

TENTH 0

0 0.2 0.4 0.6 0.8 1 1.2

25
4.4 PLACE

DISTRICT RESPONSES PERCENTAGE

THIRUVANANTHAPURAM 0 0
KOLLAM 4 0%
PATHANAMTHITTA 1 1.9%
ALAPPUZHA 1 1.9%
KOTTAYAM 10 18.9%
IDUKKI 25 47.2%
ERNAKULAM 5 9.4%
PALAKKAD 0 0%
THIRSSUR 1 1.9%
MALAPPURAM 0 0%
WAYANAD 0 0%
KOZHIKODE 3 5.7%
KANNUR 3 5.7%
KASARAGOD 0 0%
TOTAL 53 100%

The table and figure reveals that the respondents i.e., 47.2% were from Idukki, 18.9% were
from Kottayam, 9.4% were from Ernakulam,7.5% were from Kollam, 5.7% were from
Kannur, Kozhikode,1.9% were from Alappuzha, Pathanamthitta and Thrissur.

26
4.5 MIGRATED COUNTRY

PLACE RESPONSES PERCENTAGE

CANADA 14 26.4%
AUSTRALIA 7 13.2%
UK 5 9.4%
IRELAND 6 11.3%
GERMANY 4 7.5%
UAE 3 5.7%
OTHERS 14 26.4%
TOTAL 53 100%
TABLE 4.5

migrated country
30.00%

25.00%

20.00%

15.00%

10.00%

5.00%

0.00%
CANADA AUSTRALIA UK IRELAND GERMANY UAE

percentage Column1 Column2

FIGURE 4.5
The table and figure reveals that among the respondents 24.4% migrated to Canada and ,13.2%
migrated to Australia ,11.3% migrated to Ireland ,9.4% migrated to U.K ,7.5% migrated to
Germany and 5.7% migrated to UAE.

27
4.6 YEAR OF MIGRATION

YEARS RESPONSES PERCENTAGE

BEFORE 2013 1 1.9%
2014-16 3 5.7%
2017-19 3 5.7%
2020-22 21 39.6%
2023-24 25 47.2%
TOTAL 53 100%
TABLE4.6

Year of migration
50.00%
45.00%
40.00%
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
BEFORE 2013 2014-16 2017-19 2020-22 2023-24

percentage Column1

FIGURE 4.6

The table and figure reveals that the respondents i.e.,47.2% migrated in the year 2023-24
,39.6% migrated in the year 2020-22, 5.7% migrated in the year 2017-18 and also in the year
2014-16 and 1.9% migrated before 2013.

28
4.7 FAMILY ANNUAL INCOME

INCOME RESPONSES PERCENTAGE

BELOW 1LAKH 23 43.4%
5-10 23 43.4%
11-15 5 9.4%
ABOVE 15LAKH 2 3.8%
TOTAL 53 100%
TABLE 4.7

FAMILY ANNUAL INCOME

BELOW 1LAKH 05-Oct Nov-15 ABOVE 15LAKH

4%
10%

43%

43%

FIGURE 4.7

The table and figure reveals among the respondents 43.4% have income below 1 lakh and the
same percentage have income between 5-10 lakh, 9.4% have income between 11-15 lakhs and
3.8% have income above 15 lakhs.

29
4.8 COURSE PURSUING NOW

OPTIONS RESPONSES PRCENTAGE

BACHELORS 15 28.3%
MASTERS 18 34%
DIPLOMA 6 11.3%
WORKING 14 26.4%
TOTAL 53 100%
TABLE4.8

COURSE PURSUING NOW

BACHELORS
MASTERS
DIPLOMA
WORKING

FIGURE 4.8

The table and figure reveals that the respondents i.e.,34% opted for masters 28.3% opted for
bachelors,26.45% opted working and 11.35% opted for diploma course.

30
4.9 CHALLENGES FACED BY MIGRANTS

CHALLENGES RESPONSES PERCENTAGE

ISOLATION 3 5.7%
HIGH COST OF LIVING 26 49.1%
UNSAFE LIVING /WORKING 4 7.5%
CONDITION
DISCRIMINATION AND 0 0
EXPLOITATION
JUMP IN TUITION FEES 4 7.5%
LACK OF PART TIME JOB 6 11.3%
OTHERS 10 18.9%
TOTAL 53 100%
TABLE 4.9

CHALLENGES FACED BY MIGRANTS

PERCENTAGE
100%
49.10%

18.90%
11.30%
7.50%

7.50%
5.70%
0

0
0

1 2 3 4 5 6 7 8 9

FIGURE 4.9
The table and figure reveals that the respondents i.e.,49.1% faces high cost of living ,11.3%
faces lack of part time job, 7.5% faces increasing tuition fees and unsafe living and 5.7% faces
isolation.

31
4.10 DECISION IS TO STUDY ABROAD

DECISION RESPONSES PERCENTAGE

PERSONAL 43 81.1%
PARENTS 4 7.5%
FRIENDS 3 5.7%
OTHERS 3 5.7%
TOTAL 53 100%
TABLE 4.10

DECISION TO STUDY ABROAD

100%

81.10%

7.50% 5.70% 5.70%

PERSONAL PARENTS FRIENDS OTHERS TOTAL

PERCENTAGE

FIGURE 4.10

The table and figure reveals that the respondents i.e.,81.1% has personal reasons, 7.5% are due
to parent’s opinion and 5.7% due to friend’s opinion.

32
4.11 HOW DID YOU FINANCE YOUR EDUCATION ABROAD

OPTIONS RESPONSES PERCNTAGE

EDUCATION LOAN 26 49.1%
SCHOLARSHIP 8 15.1%
FAMILY SUPPORT 12 22.6%
OTHERS 7 13.2%
TOTAL 53 100%
TABLE 4.11

PRCENTAGE
120.00%
100.00%
80.00% 100%

60.00%
40.00% 49.10%
20.00%
15.10% 22.60% 13.20%
0.00%
EDUCATION SCHOLARSHIP FAMILY OTHERS TOTAL
LOAN SUPPORT

PRCENTAGE

FIGURE 4.11

The table and figure reveals that the respondents i.e., 49.1% availed educational loan, 22.6%
through family support and 15.1% got scholarship.

33
4.12 ARE YOU ABLE TO REPAY YOUR EDUCATIONAL LOAN WITH
YOUR INCOME

OPTIONS RESPONSES PERCENTAGE

YES 32 60.4%
NO 7 13.2%
NO LOAN TAKEN 14 26.4%
TOTAL 53 100%
TABLE 4.12

TOTAL 100%

NO LOAN TAKEN 26.40%

NO 13.20%

YES 60.40%

0.00% 20.00% 40.00% 60.00% 80.00% 100.00% 120.00%

FIGURE 4.12

The table and figure reveals that the respondents i.e., 60.4% was able to repay the loan and
26.4% did not take any loan and 13.2% could not repay the loan.

34
4.13 DID YOU FACE ANY DIFFICULTY IN GETTING A JOB

OPTIONS RESPONSES PERCENTAGE

YES 33 62.3%
NO 20 37.7%
TOTAL 53 100%
TABLE 4.13

100%

62.30%

37.70%

YES NO TOTAL

FIGURE 4.13

The table and figure reveals that the respondents i.e., 62.3% did face difficulty getting job and
37.7% did not.

35
4.14 CURRENT STATUS IN COUNTRY

OPTIONS RESPONESE PERCENTAGE

STUDENT VISA 33 62.3%
WORK PERMIT 13 24.5%
PERMANENT 3 5.7%
CITIZEN 2 3.8%
GRADUATE VISA 2 3.8%
TOTAL 53 100%
TABLE 4.14

120.00%

100.00%

80.00%

60.00%

40.00%

20.00%

0.00%
STUDENT WORK PERMANENT CITIZEN GRADUATE TOTAL
VISA PERMIT VISA

PERCENTAGE

FIGURE 4.14

The table and figure reveals that the respondents i.e., 62.3% are residing with student visa
,24.5% have work permit,5.7% have permanent and 3.8% have graduate visa and citizen.

36
4.15 ARE YOU ABLE TO MEET YOUR EXPENSES WITH YOUR
INCOME

CHOICES RESPONSES PERCENTAGE

NEVER 6 11,3%
RARELY 10 18.9%
SOMETIMES 17 32.1%
OFTEN 8 15.1%
ALWAYS 12 22.6%
TOTAL 53 100%
TABLE 4.15

FIGURE 4.15

The table and figure reveals that the respondents i.e.,32.1% could meet the expenses
sometimes,22.6% could always ,18.9% rarely ,15.1% could often and 11.3% could never meet
the expenses with their income.

37
4.16 FOR HOW MANY YEARS ARE YOU LIVING IN THIS COUNTRY

YEAR RESPONSES PERCENTAGE

LESS THAN 1 YEAR 22 41.5%
2-3 YEAR 23 43.4%
4-5 YEAR 4 7.5%
MORE THAN 5 YEAR 4 7.5%
TOTAL 53 100%
TABLE 4.16

NUMBER OF YEARS LIVING IN THIS COUNTRY

43.40%
41.50%

PERCENTAGE

7.50%
7.50%

LESS THAN 1 YEAR 2-3 YEAR 4-5 YEAR MORE THAN 5 YEAR

FIGURE 4.16

The table and figure reveals that the respondents i.e., 43.4%are living in the country for 2-3
years, 41.5% for less than 1 year and 7.5% for 4-5 years and the same percentage for more than
5 years.

38
4.17 SUBJECT OPTED FOR STUDYING
OPTIONS RESPONESE PERCENTAGE
BUSINESS AND 22 41.5%
MANAGEMENT
ART AND HUMANITIES 2 3.8%
EDUCATION 1 1.9%
COMPUTING 4 7.5%
ENGINEERING AND 5 9.4%
TECHNOLOGY
HEALTH AND SOCIAL CARE 5 9.4%
LANGUAGE 1 1.9%
LAW 0
MEDICINE 4 7.5%
SCIENCE AND 0
MATHEMATICS
SOCIAL SCIENCE 1 1.9%
OTHERS 8 15.1%
TOTAL 53 100%

TABLE 4.17

SUBJECT OPTED
TOTAL
SOCIAL SCIENCE
MEDICINE
LANGUAGE
ENGINEERING AND TECHNOLOGY
EDUCATION
BUSINESS AND MANAGEMENT
0.00% 20.00% 40.00% 60.00% 80.00% 100.00% 120.00%

PERCENTAGE

FIGURE 4.17
The table and figure reveals that the respondents i.e., 41.5% opted for businesses and
management ,9.4% opted for health and social care and engineering and technology, 7.55 %
opted for computing and medicine, 3.8% opted for arts and humanities and 1.9% social science,
language and Education.

39
4.18 HOW SATISFIED ARE WITH YOUR LIFE IN THE COUNTRY

CHOICES RESPONSES PERCENTAGE

VERY SATISFIED 10 18.9%
SATISFIED 28 52.8%
NEUTRAL 15 28.3%
DISSATISFIED 0 0%
TOTAL 53 100%
TABLE 4.18

FIGURE 4.18

The table and figure reveals that the respondents i.e., 52.8% are satisfied ,28.3% are neutral
and 18.9% are very satisfied.

40
4.19 RESIDENTIAL STATUS

ACCOMMODATION RESPONSE PERCENTAGE

STUDENT HOSTEL 9 17%
RENTAL 31 58.5%
YOUR OWN HOUSE 6 11.3%
RELATIVES HOME 4 7.5%
OTHERS 3 5.7%
TOTAL 53 100%
TABLE 4.19

PERCENTAGE

100%
58.50%

11.30%
17%

7.50%

5.70%

STUDENT RENTAL YOUR OWN RELATIVES OTHERS TOTAL

HOSTEL HOUSE HOME

FIGURE 4.19

The table and figure reveals that the respondents i.e., 58.5% are residing in rental
accommodation ,17% in student’s hostel, 11.3% has own house and 7.5% in relative’s home.

41
4.20 IF YOU HAD A CHANCE WOULD YOU STOP MIGRATION OR
ENCOURAGE IT

CHOICE RESPONSES PERCENTAGE

I WOULD STOP IT 11 20.8%
I WOULD ENCOURAGE IT 19 35.8%
I DON’T MIND 23 43.4%
TOTAL 53 100%
TABLE 4.20

FIGURE 4.20

The table and figure reveals that the respondents i.e.,43.4% opted they don’t mind ,35.8% opted
they would encourage it and 20.8% opted for they would stop it.

42
4.21 EXPERIENCED ANY FINANCIAL PROBLEM AFTER
MIGRATION

CHOICES RESPONSES PERCENTAGE

NEVER 8 15.1%
RARELY 15 28.3%
SOMETIMES 26 49.1%
ALWAYS 4 7.5%
TOTAL 53 100%
TABLE 4.21

FIGURE 4.21

The table and figure reveals that the respondents i.e., 49.1% faced financial problems
sometimes, 28.3% rarely ,15.1% never and 7.5% faced financial problems always.

43
4.22 COMPARE INDIAN EDUCATION WITH FOREGIN EDUCATION

CHOICES RESPONSES PERCENTAGE

INDIA IS BETTER 6 11.3%
FOREIGN IS BETTER 35 66%
BOTH ARE SAME 12 22.6%
TOTAL 53 100%
TABLE 4.22

FIGURE 4.22

The table and figure reveals that the respondents i.e.,66% opined that foreign education is better
,22.6% opined both are same and 11.3% opined Indian education is better.

44
4.23 DO YOU WANT TO COME BACK TO INDIA

CHOICES RESPONSES PERCENTAGE

YES 17 32.1%
NO 16 30.2%
MAYBE 20 37.7%
TOTAL 53 100%
TABLE 4.23

100%

37.70%
32.10% 30.20%

YES NO MAYBE TOTAL

PERCENTAGE

FIGURE 4.23

The table and figure reveals that the respondents i.e.,37.7% opted for maybe ,32.1% opted for
Yes and 30.2% opted for No.

45
 CHAPTER 05
FINDINGD, SUGGESTIONS &
CONCLUSIONS

46
5.1 FINDINGS

1. More than half of the respondents were male who belong to 21-25 age group.

2. 49.1% of the respondents acquires their financial assistance through loan.

3. Income and living standards are two of the main reasons for migration.

4. 26.4%of the respondents prefers canada,13.2% Australia and 11.3%prefers Ireland.

5. The main courses preferred are business and management.

6. High cost of living was the major problem faced by migrated students.

7. More than half of the respondents has the opinion that students from middle class families
migrate of family income with 1 lakh and 5-10 lakh.

8. 63% of respondents has opinion that students between age category of 21 to 25 years
migrate more.

9..,34% opted for masters 28.3% opted for bachelors,26.45% opted working and 11.35% opted
for diploma course.

10. 81.1% percentage students’ personal decision was to study abroad.

11. 49.1 % of students find the high cost of living as one of the major challenge.

12. 60.4% was able to repay their educational loan with their income.

13.62.3% students face difficulty in getting a job.

14. 54.7% of the respondents are working full time and 45.3% working part time.

15.More than half of students are choosing in rental accommodation.

16.More than 50 % students are satisfied with their abroad life.

17. 49.1% students experienced financial problem after migration.

18.More than half of people says foreign education is better than Indian education.

19.30.2 % of the respondents were ready to come back to India

47
5.2 SUGGESTIONS

1.It is recommended that the students must be provided with better living standards, Income
and education facilities to retain them in home country.

2.The students who prefer business and management must be given opportunity in our country
to develop their educational performance.

3.Increasing the number of opportunities, improvement in living conditions and work

condition, reduction in corruption and government policies will reduce the migration of
students to abroad.

4.The number of family members deteriorate when migration takes place which can be
prevented by reducing the number of migrants.

5.Migrant students mostly work in industrial sectors in abroad countries which is can be
Minimized by giving better work and guaranteed incomes in home country.

6. Develop comprehensive guidance programs to help students explore alternative sources of

financial assistance beyond loans, such as scholarships, grants, and part-time work
opportunities.

7. Provide targeted career counseling services to help students align their academic choices
with future job opportunities, considering the demand for courses like business and
management both locally and globally.

8. Establish housing assistance programs to help students find affordable accommodation

options abroad, including guidance on navigating rental markets and understanding lease
agreements.

9. Establish mechanisms for monitoring and addressing the satisfaction and well-being of
international students, including mental health support services and feedback channels to
address concerns proactively.

10. Enhance the quality and relevance of higher education in Kerala to attract and retain
talented students, addressing the perception that foreign education is superior to domestic
options.

48
5.3 CONCLUSION

As per the analysed data approximately is male more than female supported migrating India.
The reasons are oriented basically better foreign education and wage rates of the chosen
country. Even though their finances stand against leaving the country, through loans or by
borrowing from others people stand for leaving the country. The basic reasons for leaving
varies from income, living standards etc. to good health care facilities and education. As per
the trend Canada and Australia are the most preferred countries. For a huge country with vast
resources and sprightful population India lacks basic income norms. The government doesn’t
value the youth and their career. Corruption is tremendous and nepotism bears the light to
promotions and higher posts. The middle class which covers almost 60% of Indians population
usually decides to migrate. This destroys the resources for India and availability of labour and
materials. Though the living expenses of the emigrant country is high people choose to leave
India. Leaving the country is a good opportunity for the people but a big threat to the future of
India. So the Indian government must initiate great and good opportunities for youth for well-
disciplined education, to increase their wages, standard of livings or the growing migration will
stagnant the productive activities of India which will lead to ultimate fall of GDP and incomes

49
BIBLIOGRAPHY

50
 REFERENCES
JOURNALS
 Pande, Dr. Amba, Migration of students from India: An overview, Global Research
Forum on Diaspora and Transnationalism.
 Hercog, Metka and Laar, Mindel van de, (26 May 2016) Motivations and Constraints
of Moving Abroad for Indian Students.
 Kumar Perveen, Sarkar Shantanu and Sharma Rashmi, Migration and Diaspora
Formation: Mobility of Indian Students to Developed Countries, IMDS working paper
series Working Paper No. 8
 Riaño Yvonne, Piguet Etienne, (2016) International Student Migration, Published in
Oxford University Press
 Beine, Michel, Romain Noël, and Lionel Ragot, (2014) "Determinants of the
International Mobility of Students." Economics of Education Review
 Bhandari, Rajika, and Peggy Blumenthal, (2011) International Students and Global
Mobility in Higher Education: National Trends and New Directions. New York:
Palgrave Macmillan.
 Altberts, Heike C., and Helen D. Hazen (2005) "There Are Always Two Voices
International Students' Intentions to Stay in the United States or Return to Their Home
Countries." International Migration
 Gunawardena, Harhi, and Rachel Wilson (2012) "International Students at University:
Understanding the Student Experience" Bern, Switzerland: Peter Lang
 Crossman, Joanna Elizabeth, and Marilyn Clarke. (2010) "International Experience and
Graduate Employability: Stakeholder Perceptions on the Connection." Higher
Education 59.5 p: 599-612
 Dassin, Joan, Jürgen Enders, and Andrea Kottmann. (2014). "Social Inclusiveness,
Development and Student Mobility in International Higher Education: The Case of the
Ford Foundation International Fellowship Program." In Internationalisation of Higher
Education and Global Mobility, Edited by B. Streitwieser, Oxford: Symposium. p: 73-
86
 Knight, Jane (2012) "Student Mobility and Internationalisation: Trends and
Tribulations." Research in Comparative and International Education 7 p. 20-33.
 Gürüz, Kemal. (2011) Higher Education and International Student Mobility in the
Global Knowledge Economy. Albany: State University of New York Press.

51
  Choudaha, Rahul, and Hans de Wit, (2014) "Challenges and Opportunities for Global
Student Mobility in the Future." In Internationalization of Higher Education and Global
Mobility, Edited by B. Streitwieser, Oxford: Symposium, p: 19-33

NEWSPAPER ARTICLES

 Datta Ambarish, (17 September 2018), Student migration: An economic opportunity or

a challenge? Financial Express.
 Sharma Kritika, (29 November 2019), 21 % fewer India students went abroad last year
as US figures saw biggest drop, The Print-theprint. in
 Ani, (23 September 2020), Despite Covid-19 challenges, 91% of Indian students want
to study abroad: Survey, livemint.com-e-paper

REPORT

 WORLD MIGRATION REPORT 2020-IOM Publications, p-80,120

 Ministry of External Affairs (govt. of India) - Parliament Q & A, Question No. 964
Data Bank of Students Going Abroad- Annexure I

WEBSITES & WEBPAGES

 Student Migration, Migration-en.m.wikipedia.org

 Introduction to Human Migration-www.nationalgeographic.org
 Internationale studierende - Migration data portal, migrationdataportal.org
 www.grfdt.com
 www.springerlink.com
 lib.jnu.ac.in (https://%E2%9A%ABlib.jnu.ac.in)

52
APPENDIX

53
 QUESTIONNAIRE
1. Name:
2. Age:
15-20
21-25
26-30
31-35
3. Gender:
Male
Female
Others
4.Email:
5. Education Qualification:
Tenth
Plus two
Degree
Post-Graduation
Diploma
6. Place:
Thiruvananthapuram
kollam
Alappuzha
Pathanamthitta
Kottayam
Idukki
Ernakulam
Thrissur
Palakkad
Malappuram
Kozhikode
Wayanad
Kannur
Kasaragod
7.Migrated country?
Canada
UK
Ireland
Australia

54
 Germany
UAE
Other
8.Year of migration:
Before 2013
2014-18
2019-22
2023-24
9.Type of Academic now studying:
Bachelors
Masters
Diploma course
Working

10.Family annual Income:

Below 1 Lakh
1 - 5 Lakh
6 - 10 Lakh
11 - 15 Lakh
Above 15 Lakh
11.what are the challenges faced by migration?
Isolation
High cost of living
Unsafe living/working condition
Discrimination and exploitation
Jumping tuition fees
Lack of part time job
Others
12.Whose decision is to study abroad?
Personal
Parents
Friends
Others
13. Did any members of your family or friends migrate to the country you live in?
Yes
No

55
14. What were the source of financial aid to study abroad?
Education loan
Scholarship
Family support
Others
15.Do you able to repay your educational loan with the income?
Yes
No
No loan taken
16. Did you face any difficulty in getting a job?
Yes
No
17. What is your current status in country?
Student Visa
Work permit
Permanent
resident
Citizen
Graduate visa
18.Are you able to meet your expenses with your income?
Never
Rarely
Sometimes
Often
Always

19. How many years have you lived in this country?

Less than 1 year
2 - 3 years
4 - 5 years
More than 5 years

56
20. Among these which subject you are studying?
Arts and humanities
Business and management
Computing
Education
Engineering and technology
Health and social care
Languages
Law
Medicine
Science and mathematics
Social sciences
Other
21.Are you studying ______
Part time
Full time
22. Where are you currently living?
In a student hostel / hall of residence
In rental accommodation
In your own home
In relatives’ house
Others
23.How do you compare Indian education with foreign education?
Indian is better
Foreign is better
Both are same
24.Do you want to come back to India?
Yes
No
25.If your future plan to settle down in abroad what is your plan about your parents?
Move them to abroad with me
Move them to other family member

57
 Make things comfortable
26.How satisfied with your life in the country?
Very Satisfied
Satisfied
Neutral
Dissatisfied
27.If you had a chance would you stop the migration /would you encourage it?
I would stop it
I would encourage it
I don't mind

28.Do you want to come back to India?

Yes
No
Maybe

58