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150 UNESCO Chairs and Networks, assisting in quality assurance, sharing of information and data. Besides this, UNESCO is also engaged in promoting policy dialogues, quality enhancement and capacity development in research, knowledge generation and knowledge sharing. Furthermore, UNESCO is playing its role in the establishment of higher education system by the following measures: National capacity building and strengthening Teacher training and policy development Support in research and knowledge sharing ICTs in education and in lifelong learning UNESCO, being a leading organization of UN system in higher education, has played an important role of a statutory body by erecting, adopting and facilitating more than eighteen legal instruments that include: conventions, recommendations, treaties and agreement at international, regional and sub-regional levels. These UNESCO legal instruments on higher education serve the purpose of students, teachers, institutions and other stakeholders including states. UNESCO achieves its goals in higher education through international conferences. This organization is the pioneer body among UN agencies and world IGOs that organized world conferences on higher education in 1998 and 2009. UNESCO in Asia is present through its sixteen field offices but the UNESCO Bangkok office has a central position. It is the Principal Regional Office for Asia and Pacific (PROAP). UNESCO Bangkok office is also the regional office for education. It acts as technical advisory body to all field offices and Member States of the region and the site of regional programs in most areas covered by the Education Sector. UNESCO-Bangkok office has launched a eleven major programs in education, policy reforms, innovation, sustainable development, HIV, social sciences, oceanography, communication, information and statistics. One of the programs is Asia- Pacific Program for Educational Innovation for Development (APEID), which is active in 47 Asia-Pacific UNESCO member states. This program focuses the development education including higher education and ICT in Education through ten different projects and networks. Where the Bangkok office is supporting UNESCO initiatives for higher education there it also makes its own contributions to higher education sub-sector through capacity development and
151 policy reforms. APEID is contributing to higher education in Asia through different projects that focus promotion of mobility, teacher education, technical and vocational education and use of information and communication technologies. Guideline on cross border higher education is another initiative of APEID to support and promote higher education. UNESCO and the World Bank have launched a joint program Global Initiative for Quality Assurance Capacity (GIQAC) to help member countries in development of quality assurance process in higher education by assisting in policy reforms and developing their capacities. GIQAC program is building capacities of the participating countries through the development of international clearinghouse of information on quality assurance, the development of global working groups, regional seminars on quality assurance, training for external reviewers and exchange staff. GIQAC initiatives are implemented through global and regional partner NGOs and IGOs that include: International Network for Quality Assurance Agencies in Higher Education (INQAAHE), Association of African Universities (AAU), Arab Network for Quality Assurance in Higher Education (ANQAHE) , Asia-Pacific Quality Network (APQN) and La Red Iberoamericana para la Acreditación de la Calidad de la Educación Superior (RIACES)
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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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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
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: Summary 149 UNESCO is the heir of I
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
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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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