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

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in 2004. The results of the survey have been published in E-learning in tertiary education (2005).
A related policy brief summarizes its main conclusions. CERI work on ICT in education
currently continues with a project on Open Educational Resources and under the project on the
Future of tertiary education.
5.2.6 Role of OECD in Higher Education
Due to the unprecedented expansion, growth, growing cost of higher education many countries
are focusing on issues of quality, relevance and efficiency. In this respect not only governments
but IGOs also searching and researching the answers of the questions; How should higher
education respond to the growing and widening demand for effective services? What should be
done to make education relevance? And what can policy makers do to improve access, quality
and value for money in higher education? To respond to the rapidly changing world of higher
education, OECD is engaged in many activities and it is taking measure today to bring a change
tomorrow. Some of the OECD‟s initiatives are:
5.2.6.1 a) Thematic review of tertiary education
This special review is examining the organization, management and delivery of tertiary
education in 23 countries. This review was in response to rapid growth in tertiary education,
globalization of the economy and labor markets. As a result tertiary education systems are facing
new pressures. In response to these developments OECD’s Education Committee requested a
major review of tertiary education. The review examines how the organization, management and
delivery of tertiary education can help countries achieve their economic and social objectives. It
also focuses primarily on national policies for tertiary education systems rather than on
institutional policies and practices.
5.2.6.2 b) The Guidelines for Quality Provision in Cross-border Higher Education
Like other countries of the world, many OECD countries are recently experiencing a rapid
growth in international education. To protect all stake holders, OECD worked on the guideline
project. This project was partly sponsored by the Department of Education, Science and Training
of Australia, the Ministry of Education, Culture, Sports, Science and Technology of Japan, and
the Ministry of Education and Research of Norway.
The development of the Guidelines was carried out in collaboration with UNESCO which has
also issued the Guidelines under the responsibility of the Secretariat following the decision of the