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

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6 Research findings 240 The world political structure is complex and interlinked. Furthermore cultural and economic diversity, in different parts of the world, pose challenges to the process of cooperation and interaction at international level but with the passage of time cooperation and interaction at international level is becoming a common phenomenon. So a multiple actor model has an increased acceptance in this globalized world where institutions and IGOs work together to achieve shared goals in the field of education. In this complex environment, IGOs being international actors play an important role to initiate and promote cooperation at state level. Perhaps due to this reason IGOs have grown very rapidly in the post world war period. The level of state-IGOs and sate-state cooperation varies from government to government due to multiple reasons. States establish, support and promote IGOs to protect their interests and to face international challenges. Peace, health, literacy and economic development are the major challenges faced by international community. Many IGOs are now reaching education in order to face all these challenges. So education has becoming an important component of the IGOs development assistance strategies. 6.1.1 Role in higher education: a comparison of the IGOs The three organizations, UNESCO, OECD and the World Bank, have different organizational and bureaucratic structures. These IGOs follow different but overlapped objectives, approaches, functions and activities. OECD and the World Bank are economic organizations but very different from each other whereas UNESCO is purely a laboratory of ideas. All the three IGOs are engaged in the field of education including higher education but none of the organization considers higher education as priority area. UNESCO and the World Bank have larger presence in Asia through programs, projects memberships, and offices at regional and national levels. UNESCO is comparatively more active and visible in the region at institutional levels through UNITWIN, UNESCO Chair, ASPnet and other Programs. All three organizations work for capacity development, policy reform in the member countries through technical assistance and capacity building measures that include conferences, workshops, training programs, publications, newsletters, and data and information sharing. All three organizations work for quality assurance in the field of higher education, collaborate with other IGOs, through different means. UNESCO is the only organization that has launched degree program for capacity development, produces
241 toolkits for teachers and other stakeholders. It has also established decentralized field offices. UNESCO encourages students through representation and internship facilities in the organization. The World Bank provides financial assistance in the form of loans and grants but the share of grants is negligible. Among the three IGOs, only the OECD has launched a program to assess higher education learning outcomes. Table 28 Summary table- Comparison of the three IGOs A Comparison of the three IGOs Activities UNESCO OECD The WB Works for Education (along other fields) Works in the field of higher education Provides loans for higher education Engaged in higher education since its inception Keeps higher education as a priority Open membership Head of the IGO can be from any member country. Works on Policy reforms in education including HE Field offices cover all sub-regions of Asia Supports country specific projects as well Engaged in the development of higher education Activities in HE in majority of the countries in Asia Works for capacity building in higher education Quality Assurance in higher education Decentralized regional offices Net working of higher education institutions Conferences on higher education Workshops/ trainings higher education Provides technical assistance for higher education Declaration and Conventions on higher education Students‟ representation in the organization Promoting peer pressure in higher education Assessing student/ institutional performance in HE Publication/ reviews/ reports on higher education Supporting Teacher training programs in Asia Open Data repository on Asian higher education Financial Information Disclosure Policy Gives scholarships/ fellowships Internships facility eLibrary/ online document centre Degree program for capacity development Embarked on Transparency of information policy News letter on higher Education Produces Toolkits for teacher Maintains official relations with other IGOs
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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
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151 policy reforms. APEID is contri
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5.2.2 History and creation of OECD
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5.2.3.2 Council 155 Governance stru
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157 Directorate for Employment, Lab
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159 Non-Members (CCNM) develops and
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161 laws against spam. They may als
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163 5.2.5.1.1 Program for Internati
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165 students, at age 15, are prepar
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167 The CELE is actively working to
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169 33rd session of its General Con
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171 Phase 2: an exploration of appr
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173 European Federation for Retirem
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UN Development Group (UNDG) UN Deve
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177 5.2.8 OECD in the World and its
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179 Status of the Asian Countries i
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181 Knowledge based economy and inf
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183 documents belongs to these cate
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185 A large part of the OECD‟s ac
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5.3.1 A glance at the World Bank 18
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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 and 220: 201 The European Bank for Reconstru
Page 221 and 222: 203 transforming and changing in al
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
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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: 239 Present higher education system
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
Page 271 and 272: 253 In the 1980s the differences be
Page 273 and 274: 255 certainly today we have had a d
Page 275 and 276: 7.4 A shift in IGOs’ stance 257 A
Page 277 and 278: 259 as responsive and high quality
Page 279 and 280: 261 education. The following table
Page 281 and 282: Conclusions 263 The increased numbe
Page 283 and 284: 265 the countries, for the last two
Page 285 and 286: 267 Outcomes; quality teaching in h
Page 287 and 288: 269 Barnett, M., & Press, M. F. (20
Page 289 and 290: 271 Dincauze, D. F. (2000). Environ
Page 291 and 292: 273 IIEP-UNESCO. (2010). Strategic
Page 293 and 294: 275 McLean, I., & McMillan, A. (200
Page 295 and 296: 277 Powersa, J. B., & McDougall, P.
Page 297 and 298: 279 The World Bank. (2000). Higher
Page 299 and 300: 281 UNESCO. (2010). Recognition of
Page 301 and 302: 283 Yusuf, S. (2007). University-In
Page 303 and 304: 285 is awarded by an institution of
Page 305 and 306: 287 identifying, formulating, and i
Page 307 and 308: 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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