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

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246 science and technology development. The Bank also contribute to the process capacity building in the field of higher education through publications, country reports, research studies, conferences, workshops, newsletters, data and information repositories at national and regional levels, and web-based analytical tools. In education sector the World Bank has invested US$ 69 billion in more than 1,500 projects majority of them were in Asian countries. The Bank‟s lending for education is more than 8% of the total lending for all sectors in the world. Since 1963, as compared to other regions, the Bank has invested the largest share in Asian higher education: an amount of $US 13.4 billion in 187 higher education projects, or projects with higher education components in 27 countries. By all accounts the Bank is a leading source of funds for higher education in developing countries (Banya and Elu 2001). The World Bank lending for higher education is constantly increasing every year: five million US$ in 1963 to 5 billion US$ in 2010, an increase by one thousand times. Likewise, the Bank has given the highest loans to higher education sub-sector after primary education: 5235 $US million and 10167 $US million respectively. The average share of education in the Bank‟s total loans for all sectors is also increasing: it was once less than 1% and today it is more than 8%. Education adjustment Literacy/ nonformal World Bank lending by Education sub-sectors, 1981–200 (current $US million) Early childhood development Distance /Tech. Other education Primary Secondary Vocational / tech./ training Tertiary Total 1443.2 144 128.9 4 1728.5 10167.3 3248.5 4646.3 5235.3 25866.4 Sources: (Psacharopoulos, World Bank policy on education: A personal account 2006) Table 29 World Bank lending by Education sub-sectors To meet the increased demand of assistance for higher education the Bank has launched Education Strategy 2020 in spring 2011 that focuses on an investment, which is early, smart, and for all. Merely investing in higher education is no guarantee of success so the Bank Group also evaluates the results, outcomes and impacts of its projects and programs through the Independent Evaluation Group (IEG). According to IEG‟s evaluation reports most of the World Bank‟s tertiary education projects performed poorly and were unsuccessful in achieving the set goals in low-income countries in Asia. Similarly Operations Evaluation Department (OED) rated the outcomes of 70 percent of the Bank‟s projects moderately satisfactory or better.
6.3 Response to research questions 247 This study was guided by some research questions that had been framed at the beginning. These questions were; What is the role of the IGOs in the development of higher education in the selected Asian countries? What different activities are performed by the IGOs to support higher education in Asia? How are the IGOs contributing to strengthen national capacities in higher education? How are these IGOs different in their approach, functions and initiatives in the field of higher education? What is the importance of IGOs‟ initiatives for respective the selected countries? These questions were transformed in to hypotheses in order to give a direction to this research. The detailed study, of the role of UNESCO, OECD and the World Bank in the development of higher education, enabled us to derive result and conclusions. The following table provides information on the key indicators that had been used to test the hypostheses. H1 H2 H3 H4 Hypothesis Indicator Sub-Indicators The IGOs support and catalyze policy reforms to encourage higher education in Asia. The IGOs have launched programs and projects in Asian countries to develop higher education sector. The IGOs are working for capacity building of the member countries. There is an impact of IGOs initiatives on higher education in Asia. 1= Yes, 0= No .d Legal documents Programs & Projects Capacity development initiatives Change Hypothesis testing UNESCO Organization OECD The WB Conventions 1* 0* 0 Declarations 1 0 0 Bilateral documents 1 0 1 Conferences 1 1 1 Seminars 1 1 1 Forums etc. 1 1 1 Non-higher education 1 1 1 Vocational Education 1 0 1 Teacher Education 1 0 1 Higher education 1 1 1 Quality assurance 1 1 1 Training Workshops 1 0 1 Scholarship/ fellowships 1 0 1 Toolkits 1 0 0 Publications 1 1 1 Data & information 1 1 1 Networking 1 1 1 Technical Assistance 1 1 1 Financial Assistance 0 0 1 Expertise 1 1 1 Policy reforms 1 Gross Enrolment ratio 1 Accessibility 1
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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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of payments and international reser
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191 these countries to meet the ter
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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
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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 and 258: 239 Present higher education system
Page 259 and 260: 241 toolkits for teachers and other
Page 261 and 262: 243 these legal instruments. IIEP i
Page 263: 245 partner countries in Asia and n
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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Page 311 and 312: 1997-1998 293 Regional Conference o
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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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