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

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Outcomes; quality teaching in higher education; the OECD Global Forum on Education. To
promote and support higher education, OECD is working directly and very actively in its
member countries but in non-member Asian countries it has no considerable programs but it is
influencing indirectly through its analytical studies and reports, and innovate ideas.
The OECD, as compared to UNESCO and the World Bank, perform only limited functions
function for the development of higher education in the member countries, such as assessment of
learning outcomes, provision of guidelines, coordination, and information gathering and
dissemination.
The IGOs‟ policy reform initiatives have contributed effectively to the process of change as in
the majority of the countries, for the last two decades, policy reform process has accelerated and
resulted in responsive national polices from the member states to serve better the needs of
education sector. As a result an increase in the participation rate has been seen from primary to
tertiary levels in most of the countries. There is a possibility that, in some cases, IGOs tried
actively to track the goals and efficiently played its role in its member countries through policy
directions, capacity building, technical assistance and information sharing but the change
remained too slow. This can be due to the some missing links at any level. In such cases, as we
saw in Game Theory, the cooperation from both sides can only produce the desired results.