Higher education in Asian countries and the role of international ...
Higher education in Asian countries and the role of international ...
Higher education in Asian countries and the role of international ...
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<strong>in</strong> 2004. The results <strong>of</strong> <strong>the</strong> survey have been published <strong>in</strong> E-learn<strong>in</strong>g <strong>in</strong> tertiary <strong>education</strong> (2005).<br />
A related policy brief summarizes its ma<strong>in</strong> conclusions. CERI work on ICT <strong>in</strong> <strong>education</strong><br />
currently cont<strong>in</strong>ues with a project on Open Educational Resources <strong>and</strong> under <strong>the</strong> project on <strong>the</strong><br />
Future <strong>of</strong> tertiary <strong>education</strong>.<br />
5.2.6 Role <strong>of</strong> OECD <strong>in</strong> <strong>Higher</strong> Education<br />
Due to <strong>the</strong> unprecedented expansion, growth, grow<strong>in</strong>g cost <strong>of</strong> higher <strong>education</strong> many <strong>countries</strong><br />
are focus<strong>in</strong>g on issues <strong>of</strong> quality, relevance <strong>and</strong> efficiency. In this respect not only governments<br />
but IGOs also search<strong>in</strong>g <strong>and</strong> research<strong>in</strong>g <strong>the</strong> answers <strong>of</strong> <strong>the</strong> questions; How should higher<br />
<strong>education</strong> respond to <strong>the</strong> grow<strong>in</strong>g <strong>and</strong> widen<strong>in</strong>g dem<strong>and</strong> for effective services? What should be<br />
done to make <strong>education</strong> relevance? And what can policy makers do to improve access, quality<br />
<strong>and</strong> value for money <strong>in</strong> higher <strong>education</strong>? To respond to <strong>the</strong> rapidly chang<strong>in</strong>g world <strong>of</strong> higher<br />
<strong>education</strong>, OECD is engaged <strong>in</strong> many activities <strong>and</strong> it is tak<strong>in</strong>g measure today to br<strong>in</strong>g a change<br />
tomorrow. Some <strong>of</strong> <strong>the</strong> OECD‟s <strong>in</strong>itiatives are:<br />
5.2.6.1 a) Thematic review <strong>of</strong> tertiary <strong>education</strong><br />
This special review is exam<strong>in</strong><strong>in</strong>g <strong>the</strong> organization, management <strong>and</strong> delivery <strong>of</strong> tertiary<br />
<strong>education</strong> <strong>in</strong> 23 <strong>countries</strong>. This review was <strong>in</strong> response to rapid growth <strong>in</strong> tertiary <strong>education</strong>,<br />
globalization <strong>of</strong> <strong>the</strong> economy <strong>and</strong> labor markets. As a result tertiary <strong>education</strong> systems are fac<strong>in</strong>g<br />
new pressures. In response to <strong>the</strong>se developments OECD’s Education Committee requested a<br />
major review <strong>of</strong> tertiary <strong>education</strong>. The review exam<strong>in</strong>es how <strong>the</strong> organization, management <strong>and</strong><br />
delivery <strong>of</strong> tertiary <strong>education</strong> can help <strong>countries</strong> achieve <strong>the</strong>ir economic <strong>and</strong> social objectives. It<br />
also focuses primarily on national policies for tertiary <strong>education</strong> systems ra<strong>the</strong>r than on<br />
<strong>in</strong>stitutional policies <strong>and</strong> practices.<br />
5.2.6.2 b) The Guidel<strong>in</strong>es for Quality Provision <strong>in</strong> Cross-border <strong>Higher</strong> Education<br />
Like o<strong>the</strong>r <strong>countries</strong> <strong>of</strong> <strong>the</strong> world, many OECD <strong>countries</strong> are recently experienc<strong>in</strong>g a rapid<br />
growth <strong>in</strong> <strong>in</strong>ternational <strong>education</strong>. To protect all stake holders, OECD worked on <strong>the</strong> guidel<strong>in</strong>e<br />
project. This project was partly sponsored by <strong>the</strong> Department <strong>of</strong> Education, Science <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g<br />
<strong>of</strong> Australia, <strong>the</strong> M<strong>in</strong>istry <strong>of</strong> Education, Culture, Sports, Science <strong>and</strong> Technology <strong>of</strong> Japan, <strong>and</strong><br />
<strong>the</strong> M<strong>in</strong>istry <strong>of</strong> Education <strong>and</strong> Research <strong>of</strong> Norway.<br />
The development <strong>of</strong> <strong>the</strong> Guidel<strong>in</strong>es was carried out <strong>in</strong> collaboration with UNESCO which has<br />
also issued <strong>the</strong> Guidel<strong>in</strong>es under <strong>the</strong> responsibility <strong>of</strong> <strong>the</strong> Secretariat follow<strong>in</strong>g <strong>the</strong> decision <strong>of</strong> <strong>the</strong>