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

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graduate studies that are awarded to individuals from the eligible countries. Since the inception
this program more than three thousand scholarships have been awarded under regular program.
More than 150 universities from thirty countries are linked with this program where the
scholarship awardees pursue their studies. While under JJ/WBGSP Partnership Programs more
than1300 scholars have so far benefited the scholarships.
5.3.8.1.2.2 The Robert S. McNamara Fellowships Program (RSM Fellowships)
The RSM Fellowships Program was started in 1982 by the World Bank. It has a mutual funding
from the World Bank, Bangladesh, China, India, Kuwait, Nigeria, Pakistan, Peru, and
Yugoslavia. This Program provides opportunities to young researchers and professionals who are
enrolled doctoral program and working in academic or research institutions to advance their
doctoral research work by joining any research institutions in a country other than their home
country. Under this program research grants is provided for a period of five to ten months. The
RSM Fellowship is available to the individuals from eligible countries and so far under this
program 247 fellowships have been awarded.
5.3.8.1.2.3 The Japan Indonesia Presidential Scholarship Program (JIPS)
The JIPS has been established to improve the quality of higher education and to extend the base
of research in Indonesia by providing opportunities to nationals and residents of Indonesia to
pursue their doctoral studies in Indonesian Centers of Excellence (CoE), which are participating
in the program. Furthermore the scholars enrolled in this program have an opportunity to build
academic collaborations and partnerships with international research institutions. The World
Bank Institute (WBI) works as facilitator. This scholarship program is funded by the government
of Japan.
5.3.9 The World Bank and the Higher Education sub-sector
The World Bank had started funding education sector in 1963 but the case of higher education is
very different. As until early 1990s the Bank did not give due attention to this sub-sector: the
funding was too little, too slow, and too narrow. There did no existed comprehensive strategies
for higher education consequently much of the funding went to the discrete measures and
activities that were not outcome based. In 1992 the World Bank assessed different interventions
in higher education/ tertiary education sub-sector that offered critical insight into more
productive ways of supporting higher education reforms and innovation. In the back ground of