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

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ii UNIVERSITÉ DE BOURGOGNE Institut de Recherche sur l'Education: Sociologie et Economie de l'Education (IREDU) THÈSE Pour obtenir le grade de Docteur de l‟Université de Bourgogne Discipline : Science de l‟éducation Par Amjad ALI Le 10 Octobre 2011 L'enseignement supérieur dans les pays asiatiques et le rôle des organisations internationales dans son développement: une étude comparative Membres du jury Directeur de thèse Thierry CHEVAILLIER, professeur de sciences de l‟éducation, Université de Bourgogne Professeur Georges HADDAD, Directeur de la Recherche et de la Prospective en Education, UNESCO M. Bernard HUGONNIER, Directeur-adjoint, Direction de l‟éducation, OCDE. M. Alain MINGAT, Directeur de recherche au CNRS, IREDU, Université de Bourgogne Professeur Gilles ROUET, Professeur de sciences de l‟éducation à l‟Université de Reims-Champagne-Ardenne
Page 1: Higher education in Asian countries
Page 5 and 6: Table of contents TABLE OF CONTENTS
Page 7 and 8: iii 3.4.3 Idealism ................
Page 9 and 10: v 5.1.1.8.1 Inter-governmental orga
Page 11 and 12: vii 5.2.11 The OECD role in Asian h
Page 13 and 14: ix ANNEXES ........................
Page 15 and 16: xi Acknowledgement I am humbly than
Page 17 and 18: IFC International Finance Corporati
Page 19 and 20: 1 Abstract The international commun
Page 21 and 22: Introduction 3 The drastic and dram
Page 23 and 24: 5 range from human rights to trade,
Page 25 and 26: 7 The main goal of this research is
Page 27 and 28: 9 education. This research is also
Page 29 and 30: List of the countries by region par
Page 31 and 32: 13 Hypothesis H3 has been put in pl
Page 33 and 34: 15 Despite all these dreadful day t
Page 35 and 36: 17 study without setting delimitati
Page 37 and 38: 2 Review of the research literature
Page 39 and 40: 21 Christopher Steven Collin (2009)
Page 41 and 42: 23 effectiveness, international rel
Page 43 and 44: 25 dissemination, production and pr
Page 45 and 46: 3 Conceptual work 27 With the passa
Page 47 and 48: 29 3.2 History of International Org
Page 49 and 50: 3.3.1 Classification on the basis o
Page 51 and 52: 3.3.3.1 General terminologies 33 So
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35 Project: OECD High Temperature R
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3.3.4.1.6 Heterogeneous membership
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39 international organizations and
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41 based on matte and it can be rea
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43 (1988) “institutions are descr
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45 Behavioralist assumes that the a
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47 at sub-regional, regional and in
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3.5 Game theory and IGOs 49 The inc
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51 In this case only one pure Nash
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53 The above hypothesized situation
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55 sociology, economics, political
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57 institution: a college, polytech
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59 It has a minimum of two years
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62 Asia Minor: now modern republic
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64 these old human settlements had
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66 that it had become impossible to
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68 for the rich while to educate th
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70 UNESCO data show that from 1999
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72 followed, in China blended model
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74 education but it encompasses stu
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76 versa: high income countries hav
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78 mobilize resources to make prima
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80 capita is more than US$ 8000. Ea
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4.7.3 South Asia 82 South Asia, wit
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4.7.4 Central Asia 84 According to
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86 decreased from 23.2% in 1990 to
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88 a given number of skilled labor,
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90 5 Models of change: IGOs’ role
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5.1 United Nations Educational, Sci
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94 16 November 1945, came into forc
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To prepare the program/s budget for
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98 humanity. Currently, UNESCO is e
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100 12. UNESCO Office in Maputo - N
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102 3. UNESCO Office in Havana - Re
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104 target date of 2015. The rapid
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106 International Centre for Girls
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108 Since its inception IIEP is act
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10. Association of Arab Universitie
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58. World Student Christian Federat
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114 On 12 th of December 1960 the G
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116 staff, researcher and professio
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118 The Convention on Intolerable
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5.1.2.4 Reforms and Innovation 120
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122 it offers an opportunity for in
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124 Figure 11 Distribution of UNESC
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126 course materials and lectures i
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128 UNESCO has adopted following re
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130 The World Conference on Higher
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132 adopted different strategies an
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134 Education, Culture, Social and
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136 collaboration and networking 22
Page 156 and 157:
138 Education Policy and Reform (E
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140 build partnerships in educatio
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142 The expert workshop for develo
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144 Bangkok offices. Researcher con
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146 replicating and reproducing sim
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5.1.5 Criticism on UNESCO 148 Accor
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150 UNESCO Chairs and Networks, ass
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152 5.2 Organization for Economic C
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154 Development (OECD) was drawn up
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156 professionals. Most staff membe
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158 they return home, they have onl
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160 Its basic objectives also inclu
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162 members agreed to work for the
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PISA CYCLE SOURCE: OECD, Program fo
Page 184 and 185:
166 Evaluation of quality of teachi
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168 in 2004. The results of the sur
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170 AHELO is pioneer international
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5.2.7 OECD and other IGOs 172 To ac
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174 International Institute for Sus
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5.2.7.1 OECD Partner Organizations
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178 only four full-members: Israel,
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180 5.2.11 The OECD role in Asian h
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182 points (OECD, 2010). The iLibra
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184 OECD.Stat Extracts: This databa
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186 only 12 variables and 30 countr
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5.3.1.1 The Bretton Woods Instituti
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190 Before the Bank embarked on its
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192 IDA and MIGA. Along other secto
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194 The governors have the authorit
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5.3.2.2 World Bank’s lending inst
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198 access also. This library has b
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200 headquarters-based and indirect
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202 Deutsche Gesellschaft fur Techn
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Finance reforms Governance and man
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206 these studies the World Bank re
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208 children are out school and mos
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210 South Asian countries together
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212 Reform” this project ended in
Page 232 and 233:
214 Asian countries out of total 48
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216 According to this document, sin
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218 primary education (Banya & Elu,
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220 agencies, four Multilateral Dev
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5.4 Effect and impact 222 It is ver
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224 management and administration s
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226 focused on professional educati
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228 creative learning, critical thi
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230 scheme (6+6) was introduced and
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232 institutions were increased thr
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234 Since its independence Kazakhst
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236 From the data on demography, po
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238 it is evident that more and mor
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6 Research findings 240 The world p
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6.2 Key Findings 242 IGOs‟ partic
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244 social engagement among the sta
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246 science and technology developm
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248 The IGOs‟ policy reform initi
Page 268 and 269:
250 According to the World Declarat
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252 politics more effectively and t
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254 design to study the IGO-state r
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256 return provided strong theoreti
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258 cooperation for implementing th
Page 278 and 279:
260 development. This causal link i
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7.5 Implications 262 Though Asia i
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264 system, decentralization and de
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The World Bank 266 The World Bank i
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References 268 AEGEE. (2010). Highe
Page 288 and 289:
270 Bryant, J. (1983). A simple rat
Page 290 and 291:
272 Haack, K., & Mathiason, J. (201
Page 292 and 293:
274 Lauglo, J. (1996). Banking on e
Page 294 and 295:
276 OECD. (2010). OECD enlargement.
Page 296 and 297:
278 Shanks, H. C., Jacobson, K., &
Page 298 and 299:
280 UIA. (2011). Classification cat
Page 300 and 301:
282 Valderrama, F. (1995). A Histor
Page 302 and 303:
Annex I - Definitions 284 Annexes A
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286 under the same conditions as th
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288 Iraq Morocco United Arab Emirat
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290 Expert Meeting on Utilization o
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292 Sub Regional Seminar on Possibi
Page 312 and 313:
Annex III- Data Tbles . 294 Gross e
Page 314 and 315:
. Net enrolment rate. Primary. Fema
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Gross enrolment ratio. ISCED 5 and
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300 Educational expenditure by natu
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302 Public expenditure per pupil as
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Annex IV- Legal instruments .. .. 3
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Asia and the Pacific 306 Regional C
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308 34 Bosnia and Herzegovina 09/01
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Annex V -Country Tables 310 A glanc
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. 312 A glance at education in Mala
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314 A glance at education Viet Nam
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316 A glance at education Pakistan
Page 336 and 337:
318 A glance at education in Iraq T
Page 338 and 339:
320 . A glance at education Yemen T
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Fiji 1 322 UNESCO Chair in Teacher
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Mongolia 2 324 UNESCO/DAISAN KIKAKU
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326 International Network for Quali
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328 International Association of D
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330 dans toutes les régions et pou
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332 pourquoi? Cette recherche est d
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334 L'UNESCO a de nombreuses activi
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336 intergouvernementales (OIG) et
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338 BIRD a le plus grand nombre de
Page 358 and 359:
340 supérieur, la Banque a lancé
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342 monde. Afin d'atteindre ses obj
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344 nécessaires n‟ont sans doute
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