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

5.4 Effect and impact
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It is very difficult to assess the impact of the IGO‟s initiatives on any country‟s higher education
because the level of success of an actor depends upon other factors too, as it is explained by
game theory related to organizations. The performance of IGOs measured in terms of outcomes
may not be appropriate when these organizations are constrained by various political and other
factors, which are outside of their control; in such cases, it is difficult to link outcomes causally
to the role of the international organizations (Gutner & Thompson, 2010). In this context, it is
inappropriate to credit or blame solely an IGO for certain outcomes either as a result of achieving
the set objectives or vice versa. However, to study the IGO‟s role, one should see how actively
that IGO tried to track the goals and whether it efficiently played its role in its member countries
through policy directions, capacity building, technical assistance, information sharing monitoring
and reporting.
Despite all limitations and criticisms regarding the study of IGOs‟ role, it is true that IGOs are
contributing active players in the process of development of higher education but not wholly
solely responsible for developing higher education of/ in any country or region. As society and
state are the key players at national level so the major responsibility lies with them to work for
the development of higher education through effective initiatives including cooperation and
collaboration with the IGOs that are engaged with this sub-sector.
Like in other parts of the world in Asia also, the OECD, UNESCO and the World Bank have
been supporting and contributing to higher education for the last many decades through a variety
of initiatives. The principal aim of their initiatives and activities is to encourage, support and
create higher education friendly environment through policy and institutional reforms and
assistance in capacity building that ultimately increase the participation rate, improve the quality,
and enhance accessibility and acceptability.
5.4.1 Education Sector Reform Process in Asia
In most of the Asian countries, states follow functionalist and pragmatic approach while
endeavoring to boost education sector for development. These countries consider education as a
mean to achieve socio-economic progress. Two decade back, primary and secondary level
education was the priority areas in education sector in many Asian countries. As the data on
basic education show except that of Afghanistan, Bangladesh and Pakistan all rest of the Asian