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

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202 Deutsche Gesellschaft fur Technische Zusammenarbeit (GTZ) GmbH Ireland Development Cooperation Japan Bank for International Cooperation (JBIC) Japan International Cooperation Agency (JICA) Kreditanstalt fur Wiederaufbau (KFW) Netherlands Development Cooperation New Zealand Official Development Assistance (NZODA) Norwegian Agency for Development Cooperation (NADC) Swedish International Development Cooperation Agency (SIDA) U.K. Department for International Development (DFID) U.S. Agency for International Development (USAID) 5.3.8 The World Bank in the Education sector The World Bank has grouped all sectors of its activity under 37 heads and education is one of them. The World Bank included education sector in the list of “credit worthy” sectors in 1963 before that there was no lending available for this sector. The Bank resealed its first loan for education sector to Tunisia for an education project in 1963. Since then the demand is on the rise and the World Bank investment in education sector is continuously augmenting and touching new record levels every year; in 2009 the Bank invested US$ 3.4 billion whereas in 2010 the Bank has made a commitment of five billion dollar. Whereas during the last fifty years the Bank has made a total investment of US$ 69 billion in this sector via more than 1,500 projects in developing countries (The World Bank, 2010). To meet the changing needs the International Finance Corporation (IFC) has also started investing in education since 2001 and it has supported 46 education projects by lending more than US$ 500 million to the private sector. It is a proven fact that education is a fundamental factor in socio-economic development and its returns are lasting both for individuals and society. Furthermore education is a basic building block of human development and it is also instrumental in reducing poverty, improving the quality of life peace and prosperity. As a result the education is expending, extending,
203 transforming and changing in all parts of the word but many developing countries are finding it hard to meet these new challenges. In the wake of these new developments the Bank has launched Education Strategy 2020 in spring 2011 that focuses on learning for all through better investment in education at all levels: an investment that is early, smart and for all. In the light of this new Strategy the World Bank will focus on early childhood and beyond; efficient investment in learning with quality not merely the provision of inputs for education; and make available quality education for all not merely privileged ones. The World Bank invests in a wide variety of education sub-sectors that ranges from early childhood education to tertiary education and financing to quality assurance in education. 5.3.8.1 The Word Bank, capacity building and higher education The Bank‟s lending policies have passed through many changes and reforms since its inception. Between 1968 and 1980, it focused on poverty alleviation and, due to strong criticism, in 1989 the focus shifted to environment issues as well and in 1992 higher education came under spot light (EconomyWatch, 2010). Today the Bank contributes to the development of education at all levels through its extensive in-country presence in member economies. The Bank‟s long experience of policy applications in different economies and across sectors helps to combine intellectual and financial support to its borrowers. It is also engaged in capacity building that helps its clients to overcome socio-economic issues. The World Bank Institute (WBI) play its role in its member countries with a capacity development program that comprises technical assistance, thematic learning programs, cabinet- level retreats, and other leadership development programs. Its activities include organizing training courses, undertaking policy consultations, entering into partnerships with training and research institutions worldwide, and supporting knowledge networks related to international development (The World Bank, 2007). 5.3.8.1.1 Capacity building through technical assistance In the field of higher education, along with the lending the Bank also provides technical and expertise support (The World Bank, 2002). Some of the general types of intervention are: Vision development, Strategic planning and consensus building
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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
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137 Regional Bureau for Education B
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139 Assessment, Information System
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141 concerned. It assists in the pr
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143 5.1.4 UNESCO-Bangkok office rol
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145 has produced 51 publications on
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147 In the field of higher educatio
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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 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
Page 219: 201 The European Bank for Reconstru
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
Page 257 and 258: 239 Present higher education system
Page 259 and 260: 241 toolkits for teachers and other
Page 261 and 262: 243 these legal instruments. IIEP i
Page 263 and 264: 245 partner countries in Asia and n
Page 265 and 266: 6.3 Response to research questions
Page 267 and 268: 7 Discussion 249 What is the role o
Page 269 and 270: 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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