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

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viii 5.3.8.1.2.2 The Robert S. McNamara Fellowships Program (RSM Fellowships) ............................................. 205 5.3.8.1.2.3 The Japan Indonesia Presidential Scholarship Program (JIPS) ...................................................... 205 5.3.9 The World Bank and the Higher Education sub-sector ...................................................................... 205 5.3.10 The World Bank, higher education and Asia ................................................................................. 207 5.3.11 Review of the WB projects in Asia ................................................................................................. 213 5.3.12 Evaluation of the Bank’s projects .................................................................................................. 215 5.3.12.1 Evaluation of the WB projects on higher education ................................................................................ 215 5.3.12.2 India: Education Sector Development in the 1990s ................................................................................. 215 5.3.12.3 Tertiary Education: Lessons from a Decade of Lending, FY1990-2000 .................................................... 216 5.3.13 Critics on the World Bank role ....................................................................................................... 217 Summary .......................................................................................................................................................... 218 5.4 EFFECT AND IMPACT.......................................................................................................................................... 222 5.4.1 Education Sector Reform Process in Asia ........................................................................................... 222 5.4.1.1 East Asian countries ................................................................................................................................. 223 5.4.1.2 Southeast Asia.......................................................................................................................................... 226 5.4.1.3 South Asia ................................................................................................................................................ 230 5.4.1.4 Central Asia .............................................................................................................................................. 233 5.4.2 Impact on the education .................................................................................................................... 234 5.4.3 The development trends in Asian higher education ........................................................................... 236 6 RESEARCH FINDINGS................................................................................................................................. 240 6.1.1 Role in higher education: a comparison of the IGOs .......................................................................... 240 6.2 KEY FINDINGS .................................................................................................................................................. 242 6.2.1 United Nations Educational, Cultural and Scientific Organization (UNESCO) .................................... 242 6.2.2 The Organization for Economic Cooperation and Development (OECD) ........................................... 244 6.2.3 The World Bank .................................................................................................................................. 245 6.3 RESPONSE TO RESEARCH QUESTIONS .................................................................................................................... 247 7 DISCUSSION .............................................................................................................................................. 249 7.1 CHANGE IN THE VALUE OF HIGHER EDUCATION IN ASIA ............................................................................................ 249 7.2 IGOS ROLE AND REASON OF EXISTENCE ................................................................................................................. 251 7.3 CRITICISM AND APPRECIATION............................................................................................................................. 254 7.4 A SHIFT IN IGOS’ STANCE ................................................................................................................................... 257 7.5 IMPLICATIONS .................................................................................................................................................. 262 CONCLUSIONS ................................................................................................................................................... 263 REFERENCES ....................................................................................................................................................... 268
ix ANNEXES ........................................................................................................................................................... 284 ANNEX I - DEFINITIONS ............................................................................................................................................... 284 ANNEX II- LIST OF THE UNESCO-APEID CONFERENCES ................................................................................................... 289 ANNEX III- DATA TBLES ............................................................................................................................................... 294 ANNEX IV- LEGAL INSTRUMENTS ................................................................................................................................... 304 ANNEX V -COUNTRY TABLES ........................................................................................................................................ 310 ANNEX VI – LIST OF THE UNESCO CHAIRS ..................................................................................................................... 321 RESUME ................................................................................................................................................................... 329 AUTHOR’S INTRODUCTION ........................................................................................................................................... 345 Tables Table 1 Change in the indicators for education ............................................................................................. 70 Table 2 GDP per capita (PPP) income ............................................................................................................ 75 Table 3 Age group ratio of the world population .......................................................................................... 76 Table 4 List of Asian OECD countries ............................................................................................................. 76 Table 5 Gross enrolment ratio at tertiary level in Asia .................................................................................. 78 Table 6 A glance at higher education in East Asia ......................................................................................... 81 Table 7 A glance at higher education in Central Asia .................................................................................... 85 Table 8 A glance at higher education in Western Asia .................................................................................. 86 Table 9 Principal human rights UN- treaties and the number of States Parties .......................................... 118 Table 10 Classification of UNESCO field offices by type and region ............................................................ 132 Table 11 Summary table of UNESCO-Bangkok office publications from 1991 to 2010 ............................... 144 Table 12 UNESCO-Bangkok office Initiatives for Capacity Development in Non-HE (1991-2010) .............. 146 Table 13 UNESCO-Bangkok office Initiatives for Capacity Development in HE (1991-2010) ...................... 146 Table 14 A detailed List of the OECD member countries ............................................................................. 153 Table 15 OECD member countries in different regions................................................................................ 178 Table 16 Status of the Asian countries present on OECD forum .................................................................. 179 Table 17 Asian countries’ presence in the OECD bodies .............................................................................. 180 Table 18 Summary of the publication and documents produced by Directorate for education OECD ........ 182 Table 19 Summary of the WB projects in Asia ............................................................................................ 208 Table 20 Summary of the total lending in Asia ............................................................................................ 209 Table 21 The World Bank investment in the selected countries of South Asia ............................................ 210 Table 22 The World Bank investment in the selected countries of South East Asia .................................... 211 Table 23 The World Bank investment in the selected countries of East Asia .............................................. 212
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 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
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44 socio-economic development at na
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46 changing needs and meet the new
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48 Game theory deals with parties (
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50 perfect information and imperfec
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3.5.1.2 Cooperative game 52 In a co
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54 economic development, national n
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3.6 Definition of higher education
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58 between 17 to 20 years and durat
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4 Asia and higher education 4.1 Int
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1. East Asia: China, Japan, Mongoli
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65 Similarly in East Asian region a
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4.3 History of Education 67 Educati
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69 institutions, financing and fund
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71 because in these economies the e
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73 capacity, and for developing oth
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75 This region is passing through a
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77 Whereas the average value for As
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79 is evident from the state polici
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81 Thailand and Malaysia are the le
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83 According to the World Bank, wid
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Source: The University of Texas Lib
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4.8 Economic Growth and higher educ
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89 provide objective and effective
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91 purpose of existence and t three
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93 general and of human knowledge,
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95 To approve the draft program sub
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97 non UN intergovernmental organiz
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99 The Bureau of Field Coordination
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101 4. UNESCO Office in Beijing - C
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Chairs And Networks Field Offices 5
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105 and centers function as capacit
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107 5.1.1.7.1 International Institu
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7. Caribbean Development Bank 8. Co
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111 34. International Association o
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113 5. Netherlands Organization for
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115 friendly policies and strategie
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117 Protocol Instituting a Concili
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119 In today‟s globalized world i
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121 and a bridge between research,
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Figure 9 Distribution of UNESCO cha
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5.1.2.7 Open Distant Education (ODL
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127 In this regard both organizatio
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129 At national level UNESCO, throu
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131 was adopted by WCHE in 1998, to
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5.1.2.13 Cluster offices 133 A clus
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2. Jakarta Regional Bureau for Scie
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137 Regional Bureau for Education B
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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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