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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7 Discussion<br />
249<br />
What is <strong>the</strong> <strong>role</strong> <strong>of</strong> <strong>the</strong> IGOs <strong>in</strong> <strong>the</strong> promotion <strong>and</strong> development <strong>of</strong> higher <strong>education</strong> <strong>in</strong> Asia?<br />
How are <strong>the</strong> IGOs achiev<strong>in</strong>g <strong>the</strong>ir objectives <strong>in</strong> <strong>the</strong> field <strong>of</strong> higher <strong>education</strong>? These two<br />
questions are <strong>of</strong> great importance, for all stakeholders, <strong>in</strong> today‟s <strong>in</strong>ternationalized <strong>and</strong><br />
globalized world. There exist different approaches to respond <strong>the</strong>se questions as a result <strong>the</strong>re are<br />
different models that <strong>of</strong>fer starkly contrast<strong>in</strong>g <strong>in</strong>terpretations <strong>of</strong> <strong>the</strong> <strong>role</strong> <strong>and</strong> function <strong>of</strong><br />
<strong>in</strong>tergovernmental organizations: traditional models that consider IGOs central actor whereas<br />
non-traditional models keep IGOs <strong>in</strong> a peripheral position.<br />
7.1 Change <strong>in</strong> <strong>the</strong> value <strong>of</strong> higher <strong>education</strong> <strong>in</strong> Asia<br />
In <strong>the</strong> early 21st century, due to <strong>the</strong> <strong>in</strong>crease <strong>in</strong> <strong>the</strong> dem<strong>and</strong>, higher <strong>education</strong> has become a<br />
competitive enterprise this elevated competition is helpful <strong>in</strong> produc<strong>in</strong>g excellence (Altbach,<br />
Reisberg et Rumbley 2009). Education <strong>in</strong> general higher <strong>education</strong> <strong>in</strong> particular acts as a fulcrum<br />
as it help to f<strong>in</strong>d an equilibrium between resources <strong>and</strong> needs at national <strong>and</strong> <strong>in</strong>ternational levels:<br />
<strong>education</strong> has a capacity to produce counter balance by transform<strong>in</strong>g raw human resource <strong>in</strong>to<br />
high valued human capital that is a prerequisite for a better utilization <strong>of</strong> o<strong>the</strong>r resources. The<br />
<strong>in</strong>creased dem<strong>and</strong> <strong>of</strong> higher <strong>education</strong>, at national <strong>and</strong> <strong>in</strong>ternational levels, is putt<strong>in</strong>g fur<strong>the</strong>r<br />
pressure on IGOs to play effective <strong>role</strong> through enhanced <strong>in</strong>teraction with states <strong>and</strong> o<strong>the</strong>r IGOs.<br />
At present knowledge has become <strong>the</strong> ma<strong>in</strong> driv<strong>in</strong>g force <strong>in</strong> <strong>the</strong> development <strong>of</strong> economy so less<br />
developed <strong>countries</strong> can no longer compete through unskilled labor <strong>and</strong> simple material<br />
resources. The knowledge poverty <strong>and</strong> <strong>in</strong>novation deficit <strong>in</strong> such <strong>countries</strong> has a negative impact<br />
on <strong>the</strong> human development <strong>in</strong>dex (HDI) that is also evident from UNDP data on HDI. Neo-<br />
liberal market ideologies have led to <strong>the</strong> new developments <strong>and</strong> reforms <strong>in</strong> <strong>the</strong> field <strong>of</strong> higher<br />
<strong>education</strong>, as a result policy <strong>and</strong> governance framework has also transformed <strong>and</strong> it has had a<br />
great impact on <strong>the</strong> mode <strong>of</strong> f<strong>in</strong>ance <strong>and</strong> management <strong>of</strong> <strong>in</strong>stitutions (Rizvi 2004). The World<br />
Bank Group supports, promotes <strong>and</strong> propagates <strong>the</strong> neo-liberal globalization <strong>in</strong> economics <strong>and</strong><br />
<strong>education</strong> as well this is result<strong>in</strong>g <strong>in</strong> an enhanced <strong>role</strong> <strong>of</strong> market <strong>and</strong> organizations <strong>in</strong> <strong>education</strong><br />
particularly higher <strong>education</strong> (Jakobi 2007). IGOs are now reach<strong>in</strong>g out to secondary <strong>and</strong> tertiary<br />
<strong>education</strong>, as <strong>the</strong> balance between poverty reduction <strong>and</strong> growth promotion is adjusted with<strong>in</strong><br />
development assistance strategies.