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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6 Research f<strong>in</strong>d<strong>in</strong>gs<br />
240<br />
The world political structure is complex <strong>and</strong> <strong>in</strong>terl<strong>in</strong>ked. Fur<strong>the</strong>rmore cultural <strong>and</strong> economic<br />
diversity, <strong>in</strong> different parts <strong>of</strong> <strong>the</strong> world, pose challenges to <strong>the</strong> process <strong>of</strong> cooperation <strong>and</strong><br />
<strong>in</strong>teraction at <strong>in</strong>ternational level but with <strong>the</strong> passage <strong>of</strong> time cooperation <strong>and</strong> <strong>in</strong>teraction at<br />
<strong>in</strong>ternational level is becom<strong>in</strong>g a common phenomenon. So a multiple actor model has an<br />
<strong>in</strong>creased acceptance <strong>in</strong> this globalized world where <strong>in</strong>stitutions <strong>and</strong> IGOs work toge<strong>the</strong>r to<br />
achieve shared goals <strong>in</strong> <strong>the</strong> field <strong>of</strong> <strong>education</strong>. In this complex environment, IGOs be<strong>in</strong>g<br />
<strong>in</strong>ternational actors play an important <strong>role</strong> to <strong>in</strong>itiate <strong>and</strong> promote cooperation at state level.<br />
Perhaps due to this reason IGOs have grown very rapidly <strong>in</strong> <strong>the</strong> post world war period. The level<br />
<strong>of</strong> state-IGOs <strong>and</strong> sate-state cooperation varies from government to government due to multiple<br />
reasons. States establish, support <strong>and</strong> promote IGOs to protect <strong>the</strong>ir <strong>in</strong>terests <strong>and</strong> to face<br />
<strong>in</strong>ternational challenges. Peace, health, literacy <strong>and</strong> economic development are <strong>the</strong> major<br />
challenges faced by <strong>in</strong>ternational community. Many IGOs are now reach<strong>in</strong>g <strong>education</strong> <strong>in</strong> order to<br />
face all <strong>the</strong>se challenges. So <strong>education</strong> has becom<strong>in</strong>g an important component <strong>of</strong> <strong>the</strong> IGOs<br />
development assistance strategies.<br />
6.1.1 Role <strong>in</strong> higher <strong>education</strong>: a comparison <strong>of</strong> <strong>the</strong> IGOs<br />
The three organizations, UNESCO, OECD <strong>and</strong> <strong>the</strong> World Bank, have different organizational<br />
<strong>and</strong> bureaucratic structures. These IGOs follow different but overlapped objectives, approaches,<br />
functions <strong>and</strong> activities. OECD <strong>and</strong> <strong>the</strong> World Bank are economic organizations but very<br />
different from each o<strong>the</strong>r whereas UNESCO is purely a laboratory <strong>of</strong> ideas. All <strong>the</strong> three IGOs<br />
are engaged <strong>in</strong> <strong>the</strong> field <strong>of</strong> <strong>education</strong> <strong>in</strong>clud<strong>in</strong>g higher <strong>education</strong> but none <strong>of</strong> <strong>the</strong> organization<br />
considers higher <strong>education</strong> as priority area. UNESCO <strong>and</strong> <strong>the</strong> World Bank have larger presence<br />
<strong>in</strong> Asia through programs, projects memberships, <strong>and</strong> <strong>of</strong>fices at regional <strong>and</strong> national levels.<br />
UNESCO is comparatively more active <strong>and</strong> visible <strong>in</strong> <strong>the</strong> region at <strong>in</strong>stitutional levels through<br />
UNITWIN, UNESCO Chair, ASPnet <strong>and</strong> o<strong>the</strong>r Programs. All three organizations work for<br />
capacity development, policy reform <strong>in</strong> <strong>the</strong> member <strong>countries</strong> through technical assistance <strong>and</strong><br />
capacity build<strong>in</strong>g measures that <strong>in</strong>clude conferences, workshops, tra<strong>in</strong><strong>in</strong>g programs, publications,<br />
newsletters, <strong>and</strong> data <strong>and</strong> <strong>in</strong>formation shar<strong>in</strong>g. All three organizations work for quality assurance<br />
<strong>in</strong> <strong>the</strong> field <strong>of</strong> higher <strong>education</strong>, collaborate with o<strong>the</strong>r IGOs, through different means. UNESCO<br />
is <strong>the</strong> only organization that has launched degree program for capacity development, produces