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

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14 the scope of the study and by developing possible link between/ among different phenomena based on logic. 1.3.2 Data and evidence In a case study research, usually we use six sources of evidence: documents, archives, interviews, direct and participation observation, surveys and physical artifacts (Yin, 2009). This scientific study uses mixed method analysis that draws on documents, related previous research work, archives, digital sources, and data repositories. These sources are available with institutions, ministries of education of the selected countries and IGOs under study: OECD, The World Bank and UNESCO. The purpose of mix method design is to have possible clear picture. Interview method was not used because researcher considers that usually an interview is solely personal opinion of a subject/s and do not necessarily reflect the ideology of an organization that is being evaluated. Likewise survey of stakeholders was not included because in the age of information and technology bulk of data and information are available online and accessible from multiple resources. The major limitation of this design was reliance on the information available with the stakeholders: states and IGOs because it was not possible for the researcher to collect data at micro level by approaching each higher education institution or by having on the site visits in twenty three countries, in order to witness and verify IGOs role. Therefore we have presumed that the available information is correct, reliable and sufficient to conduct this study and to draw conclusions. 1.3.3 Data and difficulties: a true story During my studies at Master level, I decided to study the role of international organization (IOs) in the development of education at Ph.D. level because I was fascinated by IOs presence in different sectors; humanitarian work, environment, economics, agriculture, politics, and of course education as well. Having selected a “good topic” for my PhD thesis in October 2008, I was satisfied and others too because this topic was liked and appreciated by everybody. Certainly I feel good with my nice, a new and never touched topic! When I embarked on the research project soon I realized that the research topic is so wide that it demands a writing not one but a pile of theses and at the same time this topic demands not a single researcher or a student researcher like me but a team of researchers.
15 Despite all these dreadful day time dreams, I was enthusiastic, determined and serious with my research so I decided to construct a quantitative model. For that I needed some directions by having a look at data so I set out for data collection, and at the first I went to the UNESCO headquarters in Paris, they welcomed me and gave an access to archive section but I could not find what I was looking for “role in Asia”. I was told that the detailed data on Asia can only be available with UNESCO Bangkok office in Thailand. In a chase for much needed data I went to Bangkok, Thailand and took an entry into the UNESCO-Bangkok regional office as an intern to find and hunt data on “role in Asia”. But mission was unsuccessful as no detailed data was available with that office as well. During my stay inside the UNESCO, I got an opportunity to study the UNESCO “role in Asia” and realized the best possible way to study the role of IGOs in education. Then I decided to redesign the research model to overcome the limitations and to serve the needs of topic. The internship at UNESCO regional office gave me opportunity to do an observational research and learn those aspects of the UNESCO role in education that otherwise could not be possible. At last I found the right track that led to the completion of this research study. 1.3.4 Source of data and evidence Researcher spent significant amount of time to have a document review to locate, dig and identify pre-existing information on the subjects. The sources consulted by the researcher include: Archives review: documents, letters, drafts, proceedings and communiqué, recordings, conventions, resolutions and budgets etc. Review of UNESCO General Conference, Executive Board reports, Administrative documents Evaluation reports and publications. Documents available on UNESCO Paris, UNESCO Bangkok office websites, UNESDOC repository and UNESCO National Commission country websites UNESCO Institute for Statistics (UIS) data center The World Bank documents, reports, research papers, reviews, assessments and analyses The World Bank data and Databank OECD website, OECD iLibrary, documents, reports, books, publication etc OECD database to access data on health, demography, education and economics
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 28 and 29: 10 tertiary level is less than 15%,
Page 30 and 31: 12 These hypotheses are general in
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
Page 78: 4 Asia and higher education 4.1 Int
Page 81 and 82: 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
Page 301 and 302:
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).
Page 319 and 320:
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
Page 335 and 336:
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
Page 361 and 362:
L’OCDE 343 OCDE n'est pas puremen
Page 363:
Author’s introduction Mr. Amjad A
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