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

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122 it offers an opportunity for information and experiences sharing in all fields. The majority of the projects, under UNITWIN/UNESCO Chairs programs, are interdisciplinary and inter-sector. These programs provides the academic community with the opportunity to become affiliated with UNESCO, and to contribute directly to the implementation of UNESCO‟s strategic objectives, as well as contribute to the achievement of the Millennium Development Goals (MDGs), in this way it also play a key role in realization of international solidarity, harmony and peace. The UNESCO Chairs and UNITWIN Networks, being poles of excellence and innovation at the regional or sub-regional level, play dual function; as “think tanks” and “bridge builders” between, the research and policy-making; the academic world and civil society and local communities (UNESCO, 2007). UNESCO field Offices, Institutes and Centers around the world have an active and constructive role to play in the success of UNITWIN/UNESCO Chairs programs. Relevance, anticipation and effectiveness are key properties of the UNITWIN Program. Due to this the projects have proven very useful in establishing new teaching programs, generating new ideas through research, exploration and reflection, and facilitating enrichment of existing university programs without perturbing cultural diversity both in the developing and developed countries. UNESCO Chairs and UNITWIN data (2010) Chairs All fields in the world UNITWINs All fields in the world Resource: UNESCO 715 69 Chairs in Higher Education UNITWINs in Higher Education World 48 Asia-Pacific 7 Arab States 4 World 7 Asia-Pacific 1 Arab States 1 There are over 715 UNESCO chairs and 69 UNITWIN Networks in 70 fields are established within the UNITWIN Program, involving over 830 institutions in 131 countries (UNESCO, 2011). These programs cover all UNESCO program sectors: Education, the Natural Sciences, the Social and Human Sciences, Culture, and Communication and Information.
Figure 9 Distribution of UNESCO chairs by region. Figure 10 Distribution of UNESCO chairs by Field 123
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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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40 translate into loss of powers if
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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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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 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: 121 and a bridge between research,
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
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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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