Higher education in Asian countries and the role of international ...
Higher education in Asian countries and the role of international ...
Higher education in Asian countries and the role of international ...
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<strong>countries</strong> has achieved 100% GER at primary level before <strong>the</strong> advent <strong>of</strong> <strong>the</strong> 21 st century.<br />
Consequently <strong>in</strong> <strong>the</strong>se <strong>countries</strong> dem<strong>and</strong> for secondary <strong>education</strong> started grow<strong>in</strong>g very rapidly.<br />
Fur<strong>the</strong>rmore <strong>the</strong> <strong>in</strong>dustrial progress <strong>and</strong> economic development enhanced <strong>the</strong> dem<strong>and</strong> for higher<br />
<strong>education</strong> as well. As a result a process <strong>of</strong> reform, restructurization <strong>and</strong> re-organization started <strong>in</strong><br />
all parts <strong>of</strong> Asia <strong>in</strong> order to respond <strong>the</strong> chang<strong>in</strong>g needs <strong>and</strong> new challenges. Still <strong>the</strong> higher<br />
<strong>education</strong> <strong>in</strong> <strong>the</strong>se <strong>countries</strong> is pass<strong>in</strong>g through <strong>the</strong> period <strong>of</strong> transition.<br />
UNESCO responded to <strong>the</strong> chang<strong>in</strong>g need by design<strong>in</strong>g responsive strategies; encouraged policy<br />
reform, focused <strong>the</strong> capacity build<strong>in</strong>g <strong>and</strong> launched different <strong>in</strong>itiatives to promote quality,<br />
equity, accessibility, relevance etc. Whereas <strong>the</strong> Bank re-positioned itself by refram<strong>in</strong>g lend<strong>in</strong>g<br />
policies towards higher <strong>education</strong> <strong>and</strong> it provided f<strong>in</strong>ancial assistance to member states <strong>and</strong> s<strong>in</strong>ce<br />
<strong>the</strong>n Bank‟s <strong>in</strong>vestment <strong>in</strong> higher <strong>education</strong> is on <strong>the</strong> rise. In this context OECD, be<strong>in</strong>g a th<strong>in</strong>k<br />
tank, provided policy guidel<strong>in</strong>es, systematic analyses, <strong>and</strong> a forum to share ideas <strong>and</strong> experiences<br />
to f<strong>in</strong>d <strong>in</strong>novative solutions. In addition to this, OECD also played its <strong>role</strong> <strong>in</strong> <strong>the</strong> jo<strong>in</strong>t programs<br />
with UNESCO <strong>and</strong> <strong>the</strong> World Bank. Though OECD does not have much presence <strong>in</strong> Asia, it is<br />
<strong>in</strong>fluenc<strong>in</strong>g this region through its <strong>in</strong>novative ideas <strong>and</strong> <strong>in</strong>itiatives that have a global visibility<br />
<strong>and</strong> implication.<br />
Likewise <strong>the</strong> process <strong>of</strong> reforms <strong>in</strong> o<strong>the</strong>r sectors is also push<strong>in</strong>g for reforms <strong>in</strong> <strong>the</strong> <strong>education</strong><br />
system. To meet <strong>the</strong>se challenges, multi-level reforms have been <strong>in</strong>troduced that <strong>in</strong>cludes<br />
reforms <strong>of</strong>: <strong>education</strong>al philosophy, <strong>education</strong>al adm<strong>in</strong>istration <strong>and</strong> management system, school<br />
system <strong>and</strong> f<strong>in</strong>anc<strong>in</strong>g system have been <strong>in</strong>troduced. This has resulted <strong>in</strong> advanced curriculum,<br />
effective methodologies, decentralization <strong>of</strong> management, shared responsibility <strong>in</strong> f<strong>in</strong>anc<strong>in</strong>g<br />
<strong>education</strong>, enhancement <strong>of</strong> quality, promotion <strong>of</strong> vocational <strong>and</strong> technical <strong>education</strong>, more<br />
<strong>in</strong>dependence to stake holders <strong>and</strong> elevated participation <strong>of</strong> <strong>the</strong> society (IBE 2006).<br />
Accord<strong>in</strong>g to <strong>the</strong> UNESCO statistics higher <strong>education</strong> <strong>in</strong> all <strong>Asian</strong> <strong>countries</strong> is expend<strong>in</strong>g very<br />
rapidly so <strong>the</strong>re is need for multipronged strategy to meet <strong>the</strong> ris<strong>in</strong>g dem<strong>and</strong>. In <strong>the</strong> follow<strong>in</strong>g<br />
<strong>in</strong>formation on <strong>the</strong> reform process has been presented on different <strong>Asian</strong> regions <strong>in</strong> <strong>the</strong> selected.<br />
5.4.1.1 East <strong>Asian</strong> <strong>countries</strong><br />
Ch<strong>in</strong>a<br />
In Ch<strong>in</strong>a, <strong>the</strong> reforms <strong>in</strong> <strong>education</strong> system are driven by economic, political, scientific <strong>and</strong><br />
technological forces. The reforms process is transform<strong>in</strong>g <strong>education</strong>al philosophy, <strong>education</strong>al