Higher education in Asian countries and the role of international ...

More documents

Recommendations

Info

86 decreased from 23.2% in 1990 to 10.2% in 2009. But data on participation at secondary level show that GER at this level increased from 82% in 1990 to 93% in 2008. The decline in participation rate at ISCED 5 and 6 is perhaps due to import of skilled and educated labor force. .Table 8 A glance at higher education in Western Asia Higher education in Western Asia Country Gross enrolment ratio ISCED 5 and 6. Total School life expectancy in years (Primary to tertiary) 1990 2000 2009 1990 2000 2009 Bahrain 17.6 ... ... 13.5 ... ... Iraq 11.9 11.8 ... 9.5 8.5 ... Iran 6.0 18.0 36.0 9.5 12.2 12.5 Israel 34.6 52.1 62.5 13.1 15.1 15.5 Jordan 22.9 27.2 40.7 12.5 12.5 13.1 Kuwait 15.3 21.8 ... 11.1 12.5 ... Lebanon ... ... 52.5 ... ... 13.8 Oman 4.1 ... 26.4 8.2 ... 11.8 Qatar 23.2 19.1 10.2 12.4 12.0 12.0 Saudi Arabia 10.5 22.3 32.8 ... ... 13.7 Syrian Arab Republic 17.9 ... ... 9.9 9.5 ... Turkey 33.0 50.0 63.0 12.8 14.9 15.5 United Arab Emirates 7.6 22.6 30.4 11.4 11.1 13.3 Yemen ... 10.2 ... ... 7.9 ... … Data not available Table is based on the data from UIS-UNESCO 2011
4.8 Economic Growth and higher education 87 The role of human capital increases with industrial development and overall level of educational attainment and eventually human capital equipped with knowledge and skills becomes the strongest driver of economic growth (OECD-UIS, 2002). Human capacity building measures help to minimize the inefficient and under-utilization of available resources. Unfortunately, in the most of low income Asian countries, the process of human capacity building is very slow or not according to societal needs. This problem can be overcome through association and collaboration with other institutions and organization at sub-regional, regional and global levels (Ali, 2011). In this regard many of the IGOs play an affective role human capacity building. The forums of such IGOs‟ can be of great use for countries, which are facing capacity poverty. It is true that education and development are positively correlated. The impact of education on the knowledge societies and knowledge driven economies is still not fully known. For that reason, Policy attention in OECD countries has begun to focus on the outcomes of higher education including how higher education institutions contribute to regional development (Marmolejo & Puukka, 2006). Whereas in many less developed countries the higher education has not been given same status as in the high income countries by reason of it is still tertiary priority of the governments. This all is due to the lack of awareness about the crucial role of education particularly higher education in socio-economic development, in many countries government policies and strategies still put emphasis on traditional factors of development such as capital, natural resources and cheap labor (Bubtana, 2005). Higher education in most of the countries is faced with double pressure; a need to accommodate growing number of students and a demand for relevance. At present higher education institutions in the world are faced with rising demand of new programs and areas of studies that show a deep change in the societies and new roles for HEIs (Thierry, 2002) Psacharopoulos (1991) has given three rationales for the rapid increase in the demand of higher education in the less developed countries: industrial development, increase in the per capita GDP and need for graduate labor. According to him, in the post World War era industrial expansion coincided with economic growth gave birth to the development model, which is known as manpower forecasting. According this model for a country to grow economically it should have
Page 1 and 2:
Higher education in Asian countries
Page 4 and 5:
ii Dedicated to my parents
Page 6 and 7:
ii 3 CONCEPTUAL WORK ..............
Page 8 and 9:
iv 4.2.3 Europeans in Asia ........
Page 10 and 11:
vi 5.2 ORGANIZATION FOR ECONOMIC CO
Page 12 and 13:
viii 5.3.8.1.2.2 The Robert S. McNa
Page 14 and 15:
Figures x Table 24 The World Bank i
Page 16 and 17:
xii Abbreviations ADB Asian Develop
Page 18 and 19:
xiv UNLD United Nations Literacy De
Page 20 and 21:
2 productivity that has become esse
Page 22 and 23:
4 Central Commission for Navigation
Page 24 and 25:
6 and international levels and over
Page 26 and 27:
1 Presentation of the research 1.1
Page 28 and 29:
10 tertiary level is less than 15%,
Page 30 and 31:
12 These hypotheses are general in
Page 32 and 33:
14 the scope of the study and by de
Page 34 and 35:
16 Participation observation to ha
Page 36 and 37:
18 The count of IGO‟s activities
Page 38 and 39:
20 aims, objectives, priorities and
Page 40 and 41:
22 important actors at internationa
Page 42 and 43:
24 capital theory in order to study
Page 44 and 45:
26 performed by that organization.
Page 46 and 47:
28 According to Bernoux (1985) “E
Page 48 and 49:
30 Before World War I, IGOs were mo
Page 50 and 51:
32 3.3.2 Classification on the basi
Page 52 and 53:
34 council exercise certain of its
Page 54 and 55: 3.3.4.1.1 Hybrid character 36 Conve
Page 56 and 57: 3.4 Theories of International Organ
Page 58 and 59: 40 translate into loss of powers if
Page 60 and 61: 3.4.4.1 Neo-institutionalism 42 Neo
Page 62 and 63: 44 socio-economic development at na
Page 64 and 65: 46 changing needs and meet the new
Page 66 and 67: 48 Game theory deals with parties (
Page 68 and 69: 50 perfect information and imperfec
Page 70 and 71: 3.5.1.2 Cooperative game 52 In a co
Page 72 and 73: 54 economic development, national n
Page 74 and 75: 3.6 Definition of higher education
Page 76 and 77: 58 between 17 to 20 years and durat
Page 78: 4 Asia and higher education 4.1 Int
Page 81 and 82: 1. East Asia: China, Japan, Mongoli
Page 83 and 84: 65 Similarly in East Asian region a
Page 85 and 86: 4.3 History of Education 67 Educati
Page 87 and 88: 69 institutions, financing and fund
Page 89 and 90: 71 because in these economies the e
Page 91 and 92: 73 capacity, and for developing oth
Page 93 and 94: 75 This region is passing through a
Page 95 and 96: 77 Whereas the average value for As
Page 97 and 98: 79 is evident from the state polici
Page 99 and 100: 81 Thailand and Malaysia are the le
Page 101 and 102: 83 According to the World Bank, wid
Page 103: Source: The University of Texas Lib
Page 107 and 108: 89 provide objective and effective
Page 109 and 110: 91 purpose of existence and t three
Page 111 and 112: 93 general and of human knowledge,
Page 113 and 114: 95 To approve the draft program sub
Page 115 and 116: 97 non UN intergovernmental organiz
Page 117 and 118: 99 The Bureau of Field Coordination
Page 119 and 120: 101 4. UNESCO Office in Beijing - C
Page 121 and 122: Chairs And Networks Field Offices 5
Page 123 and 124: 105 and centers function as capacit
Page 125 and 126: 107 5.1.1.7.1 International Institu
Page 127 and 128: 7. Caribbean Development Bank 8. Co
Page 129 and 130: 111 34. International Association o
Page 131 and 132: 113 5. Netherlands Organization for
Page 133 and 134: 115 friendly policies and strategie
Page 135 and 136: 117 Protocol Instituting a Concili
Page 137 and 138: 119 In today‟s globalized world i
Page 139 and 140: 121 and a bridge between research,
Page 141 and 142: Figure 9 Distribution of UNESCO cha
Page 143 and 144: 5.1.2.7 Open Distant Education (ODL
Page 145 and 146: 127 In this regard both organizatio
Page 147 and 148: 129 At national level UNESCO, throu
Page 149 and 150: 131 was adopted by WCHE in 1998, to
Page 151 and 152: 5.1.2.13 Cluster offices 133 A clus
Page 153 and 154: 2. Jakarta Regional Bureau for Scie
Page 155 and 156:
137 Regional Bureau for Education B
Page 157 and 158:
139 Assessment, Information System
Page 159 and 160:
141 concerned. It assists in the pr
Page 161 and 162:
143 5.1.4 UNESCO-Bangkok office rol
Page 163 and 164:
145 has produced 51 publications on
Page 165 and 166:
147 In the field of higher educatio
Page 167 and 168:
Summary 149 UNESCO is the heir of I
Page 169 and 170:
151 policy reforms. APEID is contri
Page 171 and 172:
5.2.2 History and creation of OECD
Page 173 and 174:
5.2.3.2 Council 155 Governance stru
Page 175 and 176:
157 Directorate for Employment, Lab
Page 177 and 178:
159 Non-Members (CCNM) develops and
Page 179 and 180:
161 laws against spam. They may als
Page 181 and 182:
163 5.2.5.1.1 Program for Internati
Page 183 and 184:
165 students, at age 15, are prepar
Page 185 and 186:
167 The CELE is actively working to
Page 187 and 188:
169 33rd session of its General Con
Page 189 and 190:
171 Phase 2: an exploration of appr
Page 191 and 192:
173 European Federation for Retirem
Page 193 and 194:
UN Development Group (UNDG) UN Deve
Page 195 and 196:
177 5.2.8 OECD in the World and its
Page 197 and 198:
179 Status of the Asian Countries i
Page 199 and 200:
181 Knowledge based economy and inf
Page 201 and 202:
183 documents belongs to these cate
Page 203 and 204:
185 A large part of the OECD‟s ac
Page 205 and 206:
5.3.1 A glance at the World Bank 18
Page 207 and 208:
of payments and international reser
Page 209 and 210:
191 these countries to meet the ter
Page 211 and 212:
193 by the president of the World B
Page 213 and 214:
5.3.2 The World Bank 195 The World
Page 215 and 216:
197 including early childhood educa
Page 217 and 218:
Member states of: 199 All five WBG
Page 219 and 220:
201 The European Bank for Reconstru
Page 221 and 222:
203 transforming and changing in al
Page 223 and 224:
205 graduate studies that are award
Page 225 and 226:
207 despite of two economic recessi
Page 227 and 228:
209 Summary of the total lending in
Page 229 and 230:
211 education sector where 21% of t
Page 231 and 232:
213 West Asia comprises of 15 sover
Page 233 and 234:
215 South East Asia where the Bank
Page 235 and 236:
217 Several projects successfully
Page 237 and 238:
219 infrastructure development; fro
Page 239 and 240:
221 The Independent Evaluation Grou
Page 241 and 242:
223 countries has achieved 100% GER
Page 243 and 244:
225 universities. State and institu
Page 245 and 246:
Malaysia 227 In Malaysia all educat
Page 247 and 248:
229 primary, secondary and tertiary
Page 249 and 250:
231 government gave more focus to v
Page 251 and 252:
233 transform the higher education
Page 253 and 254:
235 Development (DESD) in 2005, UNE
Page 255 and 256:
237 The time series data, from 1970
Page 257 and 258:
239 Present higher education system
Page 259 and 260:
241 toolkits for teachers and other
Page 261 and 262:
243 these legal instruments. IIEP i
Page 263 and 264:
245 partner countries in Asia and n
Page 265 and 266:
6.3 Response to research questions
Page 267 and 268:
7 Discussion 249 What is the role o
Page 269 and 270:
251 development of human capital, w
Page 271 and 272:
253 In the 1980s the differences be
Page 273 and 274:
255 certainly today we have had a d
Page 275 and 276:
7.4 A shift in IGOs’ stance 257 A
Page 277 and 278:
259 as responsive and high quality
Page 279 and 280:
261 education. The following table
Page 281 and 282:
Conclusions 263 The increased numbe
Page 283 and 284:
265 the countries, for the last two
Page 285 and 286:
267 Outcomes; quality teaching in h
Page 287 and 288:
269 Barnett, M., & Press, M. F. (20
Page 289 and 290:
271 Dincauze, D. F. (2000). Environ
Page 291 and 292:
273 IIEP-UNESCO. (2010). Strategic
Page 293 and 294:
275 McLean, I., & McMillan, A. (200
Page 295 and 296:
277 Powersa, J. B., & McDougall, P.
Page 297 and 298:
279 The World Bank. (2000). Higher
Page 299 and 300:
281 UNESCO. (2010). Recognition of
Page 301 and 302:
283 Yusuf, S. (2007). University-In
Page 303 and 304:
285 is awarded by an institution of
Page 305 and 306:
287 identifying, formulating, and i
Page 307 and 308:
289 Annex II- List of the UNESCO-AP
Page 309 and 310:
291 20th AAOU Annual Conference: Re
Page 311 and 312:
1997-1998 293 Regional Conference o
Page 313 and 314:
Source: Table is based on the data
Page 315 and 316:
Net enrolment rate. Secondary. All
Page 317 and 318:
299 School life expectancy (years).
Page 319 and 320:
301 Educational expenditure by natu
Page 321 and 322:
303 . Public expenditure per pupil
Page 323 and 324:
305 Arab and European States Border
Page 325 and 326:
. 307 Convention on the Recognition
Page 327 and 328:
309 Higher education UNESCO-Bangkok
Page 329 and 330:
. . 311 A glance at education Repub
Page 331 and 332:
. A glance at education Philippines
Page 333 and 334:
315 A glance at education in India
Page 335 and 336:
317 A glance at education in Afghan
Page 337 and 338:
319 A glance at education Syrian Ar
Page 339 and 340:
Annex VI - List of the UNESCO Chair
Page 341 and 342:
323 UNITWIN Network on emergency pr
Page 343 and 344:
325 UNITWIN Network on Economics Te
Page 345 and 346:
327 Major higher education UNESCO p
Page 347 and 348:
Résumé L'augmentation du nombre d
Page 349 and 350:
331 comment, quand et pourquoi ces
Page 351 and 352:
333 laboratoire d'idées, un produc
Page 353 and 354:
335 différents. Le bureau de Bangk
Page 355 and 356:
337 Direction de l'Education de l'O
Page 357 and 358:
339 spécialisées de l'ONU, dix-se
Page 359 and 360:
341 Les résultats des activités d
Page 361 and 362:
L’OCDE 343 OCDE n'est pas puremen
Page 363:
Author’s introduction Mr. Amjad A
show all

Higher education in Asian countries and the role of international ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?