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

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Annex III- Data Tbles . 294 Gross enrolment ratio. Primary. Female 1980 1990 2001 2009 Afghanistan 16.2 21.5 - 83.0 Bangladesh 46.4 65.6 ... 97.2 Cambodia ... 95.6 95.1 112.7 China 105.5 122.1 113.8 115.1 India 66.8 78.8 85.8 ... Indonesia 105.5 116.4 110.8 118.8 Iran (Islamic Republic of) ... 99.0 105.7 102.3 Iraq 99.1 90.8 85.0 ... Japan 99.9 99.4 100.3 102.3 Kazakhstan ... ... 97.7 108.9 Myanmar 87.0 92.1 102.5 114.8 Nepal 50.9 81.7 103.7 ... Pakistan ... ... 55.8 77.2 Philippines 108.9 108.0 110.1 109.1 Republic of Korea 105.6 106.6 100.0 103.4 Saudi Arabia 45.0 ... ... 97.0 Sri Lanka 96.1 109.3 106.8 97.1 Thailand 95.2 99.6 93.0 90.1 Turkey 87.5 95.4 93.2 98.0 Uzbekistan 107.8 109.3 99.1 90.8 Viet Nam Gross enrolment ratio. Primary. Total 106.6 ... 103.5 ... Year 1980 1990 2001 2009 Afghanistan 43.1 30.5 21.9 103.9 Bangladesh 61.7 72.0 ... 95.1 Cambodia 180.0 93.9 102.2 116.5 China 113.7 128.9 112.1 112.7 India 83.6 93.0 94.1 116.9 Indonesia 112.5 118.7 112.7 120.8 Iran (Islamic Republic of) 93.5 105.6 108.8 102.8 Iraq 107.3 100.1 94.0 ... Japan 99.8 99.3 100.3 102.3 Kazakhstan 111.7 114.4 97.1 108.8 Myanmar 88.4 95.2 103.4 115.8 Nepal 87.9 109.6 117.9 ... Pakistan ... ... 69.3 85.1 Philippines 107.1 109.1 110.2 110.1 Republic of Korea 105.2 106.0 100.8 104.3 Saudi Arabia 58.9 ... ... 98.9 Sri Lanka 98.5 111.5 107.5 96.9 Thailand 96.3 100.1 94.2 91.1 Turkey 94.6 98.8 97.5 99.3 Uzbekistan 109.9 110.1 99.3 91.8 Viet Nam 109.4 103.3 106.4 ...
Source: Table is based on the data from UIS 2011 295 .. Gross enrolment ratio. Secondary. All program- Female 1980 1990 2001 2009 Afghanistan 7.7 10.6 - 28.5 Bangladesh 8.6 12.0 44.4 44.8 Cambodia ... ... 12.7 ... China 43.3 32.6 61.1 80.9 India 18.9 27.0 38.1 56.0 Indonesia 23.7 43.7 54.8 79.1 Iran (Islamic Republic of) ... 43.5 78.3 80.8 Iraq 32.4 34.8 27.9 ... Japan 94.0 97.3 102.1 101.1 Kazakhstan ... ... 93.9 93.7 Myanmar ... 19.6 39.4 53.7 Nepal 8.6 19.1 29.0 ... Pakistan 8.8 11.7 ... 29.1 Philippines 69.2 71.9 77.7 86.1 Republic of Korea 70.6 90.4 96.7 95.3 Saudi Arabia 20.4 ... ... 89.7 Sri Lanka 58.3 74.4 ... ... Thailand ... 29.9 62.4 78.9 Turkey 23.7 35.2 59.6 76.9 Uzbekistan ... ... 86.3 103.0 Viet Nam ... ... 61.6 ... Gross enrolment ratio. Secondary. All program- Total Year 1980 1990 2001 2009 Afghanistan 16.1 11.0 12.7 43.8 Bangladesh 17.5 18.0 44.0 42.3 Cambodia ... 25.3 18.0 ... China 51.5 38.5 61.1 78.2 India 29.1 37.4 46.2 60.0 Indonesia 29.0 48.0 56.2 79.5 Iran (Islamic Republic of) ... 52.1 81.5 83.1 Iraq 51.5 44.9 36.7 ... Japan 93.0 96.1 101.5 101.0 Kazakhstan 93.3 99.7 93.0 94.9 Myanmar 21.8 20.3 38.4 53.1 Nepal 20.9 31.9 35.0 ... Pakistan 16.5 20.1 ... 33.1 Philippines 65.2 70.7 74.3 82.5 Republic of Korea 76.8 92.6 97.2 97.2 Saudi Arabia 27.5 ... ... 96.8 Sri Lanka 54.7 71.6 ... ... Thailand 26.9 29.1 63.2 75.6 Turkey 35.4 46.7 70.5 82.0 Uzbekistan 105.5 101.5 87.6 103.5 Viet Nam 42.5 35.5 64.6 ... Source: Table is based on the data from UIS 2011
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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
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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
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
Page 309 and 310: 291 20th AAOU Annual Conference: Re
Page 311: 1997-1998 293 Regional Conference o
Page 315 and 316: Net enrolment rate. Secondary. All
Page 317 and 318: 299 School life expectancy (years).
Page 319 and 320: 301 Educational expenditure by natu
Page 321 and 322: 303 . Public expenditure per pupil
Page 323 and 324: 305 Arab and European States Border
Page 325 and 326: . 307 Convention on the Recognition
Page 327 and 328: 309 Higher education UNESCO-Bangkok
Page 329 and 330: . . 311 A glance at education Repub
Page 331 and 332: . A glance at education Philippines
Page 333 and 334: 315 A glance at education in India
Page 335 and 336: 317 A glance at education in Afghan
Page 337 and 338: 319 A glance at education Syrian Ar
Page 339 and 340: Annex VI - List of the UNESCO Chair
Page 341 and 342: 323 UNITWIN Network on emergency pr
Page 343 and 344: 325 UNITWIN Network on Economics Te
Page 345 and 346: 327 Major higher education UNESCO p
Page 347 and 348: Résumé L'augmentation du nombre d
Page 349 and 350: 331 comment, quand et pourquoi ces
Page 351 and 352: 333 laboratoire d'idées, un produc
Page 353 and 354: 335 différents. Le bureau de Bangk
Page 355 and 356: 337 Direction de l'Education de l'O
Page 357 and 358: 339 spécialisées de l'ONU, dix-se
Page 359 and 360: 341 Les résultats des activités d
Page 361 and 362: L’OCDE 343 OCDE n'est pas puremen
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Author’s introduction Mr. Amjad A
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