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

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90 5 Models of change: IGOs’ role in Asian Higher Education The increased demand of higher education and its multilateral importance have broadened the need for cooperative interaction model where multiple actors including international institutions and organizations work together to achieve collective objectives. This boost in the demand is a deviation from traditional single actor model where state is responsible for all matters and it is the sole player also. With the passage of time there has been a growing emphasis on the cooperative interaction through international organization particularly through IGOs. These bodies are giving different inputs to member countries and organizations. These inputs include policy advice, analytical work, piloting of innovations, knowledge exchange, capacity-building of states and institutions, training of teachers, consensus-building among education stakeholders, networking of stakeholders, sharing of statistics, research and experiences, financing of education, assessment of learning etc. IGOs How do IGOs act for education? Project Program As there exists diversity in socio-political structure, culture, education systems and administrative pattern in all Asian countries so there is a need to adopt decentralized and flexible policy. The process of capacity building as well demands enhanced focus on the self-sufficiency in human capital and resource utilization. States Institutes Capacity development Development of HE In this research, three organizations namely; OECD, UNESCO and the World Bank were studied. These IGOs are engaged in higher education along with other fields; have different
91 purpose of existence and t three IGOs follow different models to achieve the objectives. United Nations Organizations (UNO) has five major technical agencies; FAO, IAEA, ILO, UNESCO and WHO (Burnett, 2010), among these bodies UNESCO is the only organization, which has a mandate to work for higher education (Davis & Mutch, 2006). On the other hand OECD is an intellectual face of global capitalism. It disseminates analysis, suggestions and policy recommendation to make higher education responsive to the knowledge based economy. Contrary to UNESCO and OECD, the World Bank is purely a development institution engaged in all fields related to socio-economic development. Like other fields, it provides loans and as well as technical and expertise support to the field of education also, including higher education (The World Bank, 2002). .
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Higher education in Asian countries
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ii Dedicated to my parents
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ii 3 CONCEPTUAL WORK ..............
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iv 4.2.3 Europeans in Asia ........
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vi 5.2 ORGANIZATION FOR ECONOMIC CO
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viii 5.3.8.1.2.2 The Robert S. McNa
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Figures x Table 24 The World Bank i
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xii Abbreviations ADB Asian Develop
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xiv UNLD United Nations Literacy De
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2 productivity that has become esse
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4 Central Commission for Navigation
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6 and international levels and over
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1 Presentation of the research 1.1
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10 tertiary level is less than 15%,
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12 These hypotheses are general in
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14 the scope of the study and by de
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16 Participation observation to ha
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18 The count of IGO‟s activities
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20 aims, objectives, priorities and
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22 important actors at internationa
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24 capital theory in order to study
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26 performed by that organization.
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28 According to Bernoux (1985) “E
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30 Before World War I, IGOs were mo
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32 3.3.2 Classification on the basi
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34 council exercise certain of its
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3.3.4.1.1 Hybrid character 36 Conve
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3.4 Theories of International Organ
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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 and 104: Source: The University of Texas Lib
Page 105 and 106: 4.8 Economic Growth and higher educ
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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
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141 concerned. It assists in the pr
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143 5.1.4 UNESCO-Bangkok office rol
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145 has produced 51 publications on
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147 In the field of higher educatio
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Summary 149 UNESCO is the heir of I
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151 policy reforms. APEID is contri
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5.2.2 History and creation of OECD
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5.2.3.2 Council 155 Governance stru
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157 Directorate for Employment, Lab
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159 Non-Members (CCNM) develops and
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161 laws against spam. They may als
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163 5.2.5.1.1 Program for Internati
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165 students, at age 15, are prepar
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167 The CELE is actively working to
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169 33rd session of its General Con
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171 Phase 2: an exploration of appr
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173 European Federation for Retirem
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UN Development Group (UNDG) UN Deve
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177 5.2.8 OECD in the World and its
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179 Status of the Asian Countries i
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181 Knowledge based economy and inf
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183 documents belongs to these cate
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185 A large part of the OECD‟s ac
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5.3.1 A glance at the World Bank 18
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of payments and international reser
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191 these countries to meet the ter
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193 by the president of the World B
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5.3.2 The World Bank 195 The World
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197 including early childhood educa
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Member states of: 199 All five WBG
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201 The European Bank for Reconstru
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203 transforming and changing in al
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205 graduate studies that are award
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207 despite of two economic recessi
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209 Summary of the total lending in
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211 education sector where 21% of t
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213 West Asia comprises of 15 sover
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215 South East Asia where the Bank
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217 Several projects successfully
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219 infrastructure development; fro
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221 The Independent Evaluation Grou
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223 countries has achieved 100% GER
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225 universities. State and institu
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Malaysia 227 In Malaysia all educat
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229 primary, secondary and tertiary
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231 government gave more focus to v
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233 transform the higher education
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235 Development (DESD) in 2005, UNE
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237 The time series data, from 1970
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239 Present higher education system
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241 toolkits for teachers and other
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243 these legal instruments. IIEP i
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245 partner countries in Asia and n
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6.3 Response to research questions
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7 Discussion 249 What is the role o
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251 development of human capital, w
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253 In the 1980s the differences be
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255 certainly today we have had a d
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7.4 A shift in IGOs’ stance 257 A
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259 as responsive and high quality
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261 education. The following table
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Conclusions 263 The increased numbe
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265 the countries, for the last two
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267 Outcomes; quality teaching in h
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269 Barnett, M., & Press, M. F. (20
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271 Dincauze, D. F. (2000). Environ
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273 IIEP-UNESCO. (2010). Strategic
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275 McLean, I., & McMillan, A. (200
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277 Powersa, J. B., & McDougall, P.
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279 The World Bank. (2000). Higher
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281 UNESCO. (2010). Recognition of
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283 Yusuf, S. (2007). University-In
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285 is awarded by an institution of
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287 identifying, formulating, and i
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289 Annex II- List of the UNESCO-AP
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291 20th AAOU Annual Conference: Re
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1997-1998 293 Regional Conference o
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Source: Table is based on the data
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Net enrolment rate. Secondary. All
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299 School life expectancy (years).
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301 Educational expenditure by natu
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303 . Public expenditure per pupil
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305 Arab and European States Border
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. 307 Convention on the Recognition
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309 Higher education UNESCO-Bangkok
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. . 311 A glance at education Repub
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. A glance at education Philippines
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315 A glance at education in India
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317 A glance at education in Afghan
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319 A glance at education Syrian Ar
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Annex VI - List of the UNESCO Chair
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323 UNITWIN Network on emergency pr
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325 UNITWIN Network on Economics Te
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327 Major higher education UNESCO p
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Résumé L'augmentation du nombre d
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331 comment, quand et pourquoi ces
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333 laboratoire d'idées, un produc
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335 différents. Le bureau de Bangk
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337 Direction de l'Education de l'O
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339 spécialisées de l'ONU, dix-se
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341 Les résultats des activités d
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L’OCDE 343 OCDE n'est pas puremen
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Author’s introduction Mr. Amjad A
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