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

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5.3.1.1 The Bretton Woods Institutions 188 Institutions of the World Bank Group Sometimes the World Bank and the IMF collectively are called Bretton Woods Institutions because, the Bretton Woods agreements led to their existence. These institutions were created with the aims to help the war devastated member countries in the process of reconstruction and to place the international economy on sound footings after the World War II. The World Bank and the IMF were and are two separate institutions. Though their work is complementary, their individual roles are quite different. The World Bank and IMF are different from each other in many ways: ICSID IBRD WBG - The World Bank Group MIGA WBG IMF The World Bank It is basically a cooperative institution All member countries with any level of income can benefit from it Gives loan to address short-term economic problems Oversees the monetary system of the world Provides loan to support country‟s balance IDA IFC IBRD -The International Bank for Reconstruction and Development IDA - The International Development Association IFC -The International Finance Corporation MIGA -The Multilateral Investment Guarantee Agency The World Bank ICSID -The International Centre for Settlement of Investment Disputes It is mainly a development institution Only developing or transition economies can get loans Concerned mainly with longer-term projects that contribute to economic growth Provides technical and financial assistance Loans are given to integrate countries into
of payments and international reserves Focuses on the macroeconomic indicators of a country Presence in 185 countries through 2,500 staff members 189 the wider world economy Focuses particular sectors and policy issues as well Presence in 185 countries through 12,500 staff members, 40% of them in field offices The Bank is engaged in a variety of activities that range from policy guidelines to infrastructure development; from economic revival to the improvement of health and education, and from fighting corruption to support agricultural development. It achieves its goals through lending and technical assistance to the members. The World Bank Group emphasizes more the sharing of development and knowledge. 1) The International Bank for Reconstruction and Development (IBRD) The International Bank for Reconstruction and Development IBRD came into existence on 27 th December 1945 and it became operational on June 25, 1946. At the time of its creation the principal mission of this institution was to help Europe and Japan in the reconstruction and development process after the World War II by financing the member countries. Later on in 1948 Marshall Plan, a monetary support to help rebuild European economies, was also introduced to that remained operational for four years to achieve the similar goals and by 1952 the European economy came on its footing. In its early years the Bank focused only on mega projects related to infrastructure development to improve the services and facilities necessary for economic function and growth. Its support was not available to all countries but it was limited to economies with certain level of income per capita or “graduated countries”: at that time only Japan and some European countries could meet this criterion. Until 1963, loans were approved only for those projects that could generate capital like airports, seaports, energy plants and highways so that the borrower country could repay its loans (Goldman, 2005). Afterward, the amount and number of loans was increased and availability of loan was expanded to social services and other sectors also. At a later stage it has reframed its mission and expanded its operations in the developing countries of Africa, Asia and Latin America (The World Bank, 2010) to promote sustainable, equitable and to reduce poverty. The IBRD has a presence in 187 countries and it is focusing entirely on developing countries and financing to middle-income and creditworthy poorer countries including all types of economies: capitalistic, socialistic and post-Socialist states.
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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
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99 The Bureau of Field Coordination
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101 4. UNESCO Office in Beijing - C
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Chairs And Networks Field Offices 5
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105 and centers function as capacit
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107 5.1.1.7.1 International Institu
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7. Caribbean Development Bank 8. Co
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111 34. International Association o
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113 5. Netherlands Organization for
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115 friendly policies and strategie
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117 Protocol Instituting a Concili
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119 In today‟s globalized world i
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121 and a bridge between research,
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Figure 9 Distribution of UNESCO cha
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5.1.2.7 Open Distant Education (ODL
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127 In this regard both organizatio
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129 At national level UNESCO, throu
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131 was adopted by WCHE in 1998, to
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5.1.2.13 Cluster offices 133 A clus
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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
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: 5.3.1 A glance at the World Bank 18
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
Page 219 and 220: 201 The European Bank for Reconstru
Page 221 and 222: 203 transforming and changing in al
Page 223 and 224: 205 graduate studies that are award
Page 225 and 226: 207 despite of two economic recessi
Page 227 and 228: 209 Summary of the total lending in
Page 229 and 230: 211 education sector where 21% of t
Page 231 and 232: 213 West Asia comprises of 15 sover
Page 233 and 234: 215 South East Asia where the Bank
Page 235 and 236: 217 Several projects successfully
Page 237 and 238: 219 infrastructure development; fro
Page 239 and 240: 221 The Independent Evaluation Grou
Page 241 and 242: 223 countries has achieved 100% GER
Page 243 and 244: 225 universities. State and institu
Page 245 and 246: Malaysia 227 In Malaysia all educat
Page 247 and 248: 229 primary, secondary and tertiary
Page 249 and 250: 231 government gave more focus to v
Page 251 and 252: 233 transform the higher education
Page 253 and 254: 235 Development (DESD) in 2005, UNE
Page 255 and 256: 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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