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

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10 tertiary level is less than 15%, which is far below to the world average of 26.4%. The higher education in this region is passing through transition phase driven by market competition and is accelerated by international forces. Today Asian countries like Malaysia, Qatar and Japan have become net exporter of education. Likewise the region has some of the largest higher education systems o f the world i.e. China, India, Indonesia and Pakistan. In this context this region is becoming a hub of international organizations‟ activities in different fields including higher education, which is evident from the fact that the World Bank made the biggest investment in Asian higher education in terms of both lending and number of projects during the last decade; UNESCO has the biggest network in this region; OECD is enhancing its presence in Asia. 1.2.4 Why do from 1990 to onward? The end of the cold war and later on the end of bipolar world, in the early 1990s, opened new prospects for IOs to expand their roles and functions in order to promote global governance (Diehl, 2005). Consequently a clear policy shift with these IGOs is evident during that period towards education and particularly higher education. Furthermore, during 1990s the research conducted to study the rate of return of education supported the idea that investment in higher education is good for society. This also affected the IGOs policies towards education. With the advent of a new era of ideological freedom, UNESCO embarked on Global Model that promotes new ideological perspectives based on universal philosophy and international cooperation (Pavone, 2007). Since 1990s we see that the importance of higher education is continuously increasing and the IGOs‟ engagement and activities in this sub-sector are also expanding. 1.2.5 Selection of the countries for the study Asia comprises of 48 independent countries where more than 3.7 billion people live. In Asia the distribution of population shows a huge variation; China and India with more than one billion population each whereas Brunei and Maldives with a population of less than 0.5 million. In order to make a selection of the countries the researcher used population as a filter; in this study only those independent Asian countries were included that had a population greater than twenty million. As a result 24 countries passed through this filter where more than 95% of the Asian population lives. So it is clear that this study covers a major portion of the Asian population. The countries included in this research study are as follow:
List of the countries by region part of the study East Asia Southeast Asia South Asia Southwest Asia Central Asia China Indonesia Afghanistan Iran Kazakhstan Japan Malaysia Bangladesh Iraq Uzbekistan South Korea Myanmar India Saudi Arabia The Philippines Nepal Syria Thailand Pakistan Turkey Vietnam Sri Lanka Yemen Source: United Nations Statistics Division 2010 1.2.6 Research questions 11 This research has been conducted to study the role of three intergovernmental organizations (IGOs) that include; UNESCO, OECD and the World Bank. The research questions that guided this study can be grouped into two sets; central and peripheral. Central question What is the role of the IGOs in the development of higher education in the selected Asian countries? Peripheral or Sub-questions 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 the selected Asian countries? 1.2.7 Hypotheses for the study To study the role of the three IGOs, UNESCO, OECD and the World Bank, the following principal hypotheses were established: H1: The IGOs support and catalyze policy reforms to encourage higher education in Asia. H2: The IGOs have launched programs and projects in Asian countries to develop higher education sector. H3: The IGOs are working for capacity building of the member countries. H4: The IGOs initiatives are contributing to the development of higher education in Asia.
Page 1 and 2: Higher education in Asian countries
Page 4 and 5: ii Dedicated to my parents
Page 6 and 7: ii 3 CONCEPTUAL WORK ..............
Page 8 and 9: iv 4.2.3 Europeans in Asia ........
Page 10 and 11: vi 5.2 ORGANIZATION FOR ECONOMIC CO
Page 12 and 13: viii 5.3.8.1.2.2 The Robert S. McNa
Page 14 and 15: Figures x Table 24 The World Bank i
Page 16 and 17: xii Abbreviations ADB Asian Develop
Page 18 and 19: xiv UNLD United Nations Literacy De
Page 20 and 21: 2 productivity that has become esse
Page 22 and 23: 4 Central Commission for Navigation
Page 24 and 25: 6 and international levels and over
Page 26 and 27: 1 Presentation of the research 1.1
Page 30 and 31: 12 These hypotheses are general in
Page 32 and 33: 14 the scope of the study and by de
Page 34 and 35: 16 Participation observation to ha
Page 36 and 37: 18 The count of IGO‟s activities
Page 38 and 39: 20 aims, objectives, priorities and
Page 40 and 41: 22 important actors at internationa
Page 42 and 43: 24 capital theory in order to study
Page 44 and 45: 26 performed by that organization.
Page 46 and 47: 28 According to Bernoux (1985) “E
Page 48 and 49: 30 Before World War I, IGOs were mo
Page 50 and 51: 32 3.3.2 Classification on the basi
Page 52 and 53: 34 council exercise certain of its
Page 54 and 55: 3.3.4.1.1 Hybrid character 36 Conve
Page 56 and 57: 3.4 Theories of International Organ
Page 58 and 59: 40 translate into loss of powers if
Page 60 and 61: 3.4.4.1 Neo-institutionalism 42 Neo
Page 62 and 63: 44 socio-economic development at na
Page 64 and 65: 46 changing needs and meet the new
Page 66 and 67: 48 Game theory deals with parties (
Page 68 and 69: 50 perfect information and imperfec
Page 70 and 71: 3.5.1.2 Cooperative game 52 In a co
Page 72 and 73: 54 economic development, national n
Page 74 and 75: 3.6 Definition of higher education
Page 76 and 77: 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
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5.3.2 The World Bank 195 The World
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197 including early childhood educa
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Member states of: 199 All five WBG
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201 The European Bank for Reconstru
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203 transforming and changing in al
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205 graduate studies that are award
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207 despite of two economic recessi
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209 Summary of the total lending in
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211 education sector where 21% of t
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213 West Asia comprises of 15 sover
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215 South East Asia where the Bank
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217 Several projects successfully
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219 infrastructure development; fro
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221 The Independent Evaluation Grou
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223 countries has achieved 100% GER
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225 universities. State and institu
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Malaysia 227 In Malaysia all educat
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229 primary, secondary and tertiary
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231 government gave more focus to v
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233 transform the higher education
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235 Development (DESD) in 2005, UNE
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237 The time series data, from 1970
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239 Present higher education system
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241 toolkits for teachers and other
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243 these legal instruments. IIEP i
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245 partner countries in Asia and n
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6.3 Response to research questions
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7 Discussion 249 What is the role o
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251 development of human capital, w
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253 In the 1980s the differences be
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255 certainly today we have had a d
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7.4 A shift in IGOs’ stance 257 A
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259 as responsive and high quality
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261 education. The following table
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Conclusions 263 The increased numbe
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265 the countries, for the last two
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267 Outcomes; quality teaching in h
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269 Barnett, M., & Press, M. F. (20
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271 Dincauze, D. F. (2000). Environ
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273 IIEP-UNESCO. (2010). Strategic
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275 McLean, I., & McMillan, A. (200
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277 Powersa, J. B., & McDougall, P.
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279 The World Bank. (2000). Higher
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281 UNESCO. (2010). Recognition of
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283 Yusuf, S. (2007). University-In
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285 is awarded by an institution of
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287 identifying, formulating, and i
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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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