Higher Education in Asia: An Overview - · PDF file8/3/2013 · Higher Education in...

Higher Education in Asia:

An Overview

IFE 2020 John Hawkins

September, 2007 Victor Ordonez

• Rapid Expansion

• New forms of knowledge

• New delivery mechanisms

• Globalization

• Internationalization

• Policy Responses

Prepared for EWC Institute

on Higher Education

• Increased numbers from E.F.A. efforts

• Higher requirements from world of work

• Increasing social demand

• Diploma devaluation

• Six-fold increase: 13 M in 1960 to 82 M in 1995

• Further dramatic increase to 280 M by 2006 .

Enrolment in higher education in Asia and the

Pacific Region 1970-1990

0

1

2

3

4

5

6

7

8

9

1970 1975 1980 1985 1990

M

i

l

l

i

o

n

Southern

Asia

Eastern Asia

West Asia

South

eastern

Asia Asia

Oceania

Year

Enrollment in higher education in Asia and the

Pacific Region 1970-1990

1970

1975

1980

1985

1990

0

2

4

6

8

10

Southern Asia

Eastern Asia

West Asia

South eastern Asia

Oceania

Quantitative Expansion of H.E.

(GER%)

Country 1965 1975 1985 1995 2000

Korea, Rep. of 6 10 34 52 72

Australia 16 24 28 72 63

Japan 13 25 29 41 46

Singapore 10 9 12 34 n.a.

Thailand 2 4 20 20 32

Philippines 19 18 38 30 30

Malaysia 2 3 6 11 23

Indonesia 3 2 7 11 n.a.

Vietnam n.a. n.a. n.a. 4 10

China n.a. n.a. 2 5 7

India 5 9 9 7 n.a.

0 5 10 15 20 25

Asia

East Asia

South East Asia

South Asia

Oceania

1980

2000

Enrollment Ratio by Age-Group 18 - 23

Students in higher education per 100,000

inhabitants 1980 and 1992

0 1000 2000 3000 4000 5000

Korea. Rep of

New Zealand

Australia

Phillipine

Japan

Thailand

Malaysia

Nepal

India

Myanmar

Indonesia

Bangladesh

Pakistan

Vietnam

China

1992

1980

0

5

10

15

20

25

30

35

40

45

50

East Asia South East

Asia

South Asia Oceania

1980

2000

Female Participation (Third Level)


• Further dramatic increase to 300 M by 2006

.

UNESCO Activities on HE

• UNESCO Global Forum on Higher Education, Research and Knowledge

• UNESCO-OECD Guidelines for Quality Provision in Cross-Border Higher Education

• UNESCO Global Forum on International Quality Assurance, Accreditation and the Recognition of Qualifications in Higher Education.

• International Meeting on University Community and EFA


• Further dramatic increase to 300 M by 2006

• Implications

– Inability of governments to keep up

– Privatization

– Corporatization of public universities

– Equity concerns: scholarships, loans, taxation schemes

– Quality concerns: standards vs. local needs

.

Share of enrollment in private higher

education

0 10 20 30 40 50 60 70 80 90

Pakistan

Malaysia

Thailand

Bangladesh

India

Indonesia

Japan

Korea, Rep of

Philippines

Percent

Privatization

• Dangers to equity from fee-driven

institutions:

- economic class inequities

- geographical inequities

- discipline inequities

- quality inequities

• An alternative: public-private partnerships

• The new learning society demands new configurations of knowledge

16

Strategic Planning

Analysing the needs of the school

Judging the feasibility and acceptability of the activity/project/policy

Seeking alternative plans and contingency measures; thinking “outside the box”

Consultation as a means of soliciting support and co-ownership

Learning needs have changed; but curricula have not.

Danger of teaching for a world that may no longer exist.

Curriucula supply driven, not demand driven

Fundamental reorganization of programs not around academic disciplines but around global issues.

Delors: 4 pillars; currently the weakest of which is learning to live together (MINEDAP consensus)

Implications: pedagogy, technology, calendaring, teacher configurations, etc.

• The new learning society demands new configurations of knowledge

• New definitions of quality; accreditation

Assessing quality; the evolving nature of accreditation

Quality teaching – academic freedom, the challenges to the professoriate and tenure

Quality research – publications, research facilities, exchange programs

Quality service - outreach programs, service to community, service to larger society

•Emergence of alternative knowledge providers.

•Need for closer collaboration with these.

.

20

Strategic Planning





Diversified mission, purposes, clientele

Different types – traditional and virtual universities, technical institutes, open learning institutes, autonomous universities, community colleges

Different types of HE providers – private providers of for-profit organizations, non-profit institutions, religious bodies, corporate subsidiaries, cross-border operations, people-founded universities, etc.

•Emergence of alternative knowledge providers.

•Need for closer collaboration with these.

•New mechanisms must suit new clientele.

22

Strategic Planning





Students and individuals have greater demands from a competitive, globalized, and still unfolding knowledge society.

Universities must cater to this learning society. Its clientele is no longer just early adults pre-work secondary school graduates; it must serve learning needs of individuals of all ages in a knowledge society.

Even in undergraduate degree programs, students are:

Older

More discriminating

Think and learn differently, ergo musts be taught differently

• Globalization of the economy

• Commodification of knowledge

• Increasing trade in education services

• Potential of ICT in knowledge dissemination

International standardization of expectations; league tables, national centers of excellence

Distance education – national and international

Other forms of cross border education: branchy campuses, twinning arrangements, joint degree programs, etc.

Government policy still in flux.

• Student exchanges, brain drain

• International convention on recognition of

degrees

Students Abroad: Developing and

Industrialized Countries

54%

6%

1%

39%

Dev-ind

Dev-dev

Ind-dev

Ind-ind

0 100,000 200,000 300,000

Africa

Arab States

Latin

America

East Asia

South Asia

Foreign Students by Region of Origin

Official South-

south

Total

36%

40%

23%

1%

Asia

N. America

Europe

Other regions

Asian Students AbroadAsian Students Abroad

29

Strategic Planning





Student and faculty mobility increasing dramatically

Greater Mobility of labor: need for mutual recognition of degrees

Portability of degrees, protection of students and employers, coherence of recognition procedures, role of international associations and agencies

Cross-border education:

- the range of importers and exporters of cross-border education

- a rapidly growing phenomenon

• Student exchanges, brain drain

• International convention on recognition of

degrees

• Faculty exchanges, university partnerships

• Global and regional networks

• Information flows; intellectual property

right considerations; global human capital

Global Networks

• UNESCO: - UNITWIN and UNESCO Chairs - Ministerial meetings, conferences

• OECD

• Commonwealth Secretariat: - ACU

• International Association of Universities

• Association of University Presidents

DISTRIBUTION OF UNESCO CHAIRS BY DISCIPLINE Total 158 Chairs

As of 15 February 1995

11

18

42

20

12

14

11 414

12

Sustainable development Engineering and architectureEducation CommunicationEcology and environment Basic sciences and technologyHuman rights CultureMarine sciences Social sciences

UNESCO Chairs

• Australia - Tropical Architecture

• China - Plant Genetics; Rural Literacy; Industry

• India - Cultural Development

• Indonesia - Traditional Arts

• Iran - Biology

• Japan - Environment Management; Ocean Engineering; Scientific Literacy

• Pakistan - Distance Education

• Thailand - Rational Use of Drugs

• Vietnam - Environmental Education

Regional Networks

• UNESCO PROAP; U.N.U.

• SEAMEO; SAARC; EAGA; Mekong; etc.

• RIHED

• Asian Association of Universities

• ASAIHL

• APEC - HRD

• ASEM

Bilateral Modalities

• Branch campuses

• International studies programs

• Mutual centers of excellence

• Joint seminars, research projects

• Memoranda of understanding: twinning

• From administration to governance

• “Corporatization” of public universities; managerialism

• Accountability vs. autonomy

• Diversified formulas of financing

• Equity mechanisms

• Quality vs. access

• Policies governing cross-border education

• Rapid Expansion

• New forms of knowledge

• New delivery mechanisms

• Globalization

• Internationalization

• Policy Responses

Prepared for EWC Institute

on Higher Education

• HOW FAR SHOULD WE

DEMOCRATIZE?

- purpose of higher education

- absorptive capacity of economy

- meritocracy; standards; entrance exams

• Redefining roles of the university

• Fundamental reform in knowledge market

• Internal/external efficiency

• Redefining relations with:

- government, business, potential students

• Globalization, information technology

• Redefining discipline mix

Percentage of students by field of study (Third Level)- 1992

0% 20% 40% 60% 80% 100%

South East Asia

South Asia

East Asia

Oceania

Central Asia

Education Humanities Law & Soc SciencsNatural Sciences Medical Sciences

Student in higher education by major field of study

1992

0% 20% 40% 60% 80% 100%

Afghanistan

Australia

Bangladesh

China

Fiji

Hong Kong

India

Indonesia

Iran, Islamic Rep. of

Japan

Ex-USSR

Korea, Rep of

Lao P. D. R

Malaysia

Nepal

New Zealand

Philippines

Sri Lanka

Thailand

Turkey

Education Humanities Law and Soc Sci Natural Sci, eng, agri Med Sci

Percentage of students by field of study by gender (South East Asia)- 1992

0 20 40 60 80 100

%

Education

Humanities

Law & Soc. Sciences

Natural Sciences

Medical Sciences

Female

Male

Percentage of students by field of study by gender (South Asia)- 1992

0 20 40 60 80 100

%

Education

Humanities

Law & Soc. Sciences

Natural Sciences

Medical Sciences

Female

Male

Percentage of students by field of study by gender (East Asia)- 1992

0 20 40 60 80 100

%

Education

Humanities

Law & Soc. Sciences

Natural Sciences

Medical Sciences

Female

Male

• Redefining roles of the university

• Fundamental reform in knowledge market

- Internal/external efficiency

• Redefining relations with:

- government, business, potential students

• Globalization, information technology

• Redefining discipline mix

• Privatization

• Financing: corporatization, cost recovery

• Administration vs. governance

• Academic freedom; university autonomy

• Management techniques: simulation

models, PPBS, participatory management

• New Modalities:

- open schooling - Dualtech

- distance education - lifelong learning

Distribution of UNESCO Chairs by Region

0 10 20 30 40 50

Asia-Pacific

Latin Amer.

E.Europe

W.Eur/N.Am.

Africa

Arab States

Total

Contemplated

Established

UNESCO-CRC

UNITWIN on

Higer Ed. in Central

Asian Republics

UNITWIN on DE for

TT in Disadvantaged

Conditions

UNITWIN on the

Making of Social

History, Seven

farmers in Asia

UNESCO Chair in

Traditional Arts

UNITWIN on DE for

Development in

South Asia

UNITWIN on DE for

Development in

Greater Mekong

Subregion

UNITWIN and UNESCO Chairs to be

established in 1996 - 1997

• Sixfold increase: 13 M in 1960 to 82 M in 1995

• Increased numbers from E.F.A. efforts

• Globalization and changing marketplace

• Higher employment requirements

• Lobbies from ruling elite

• Public and private returns

• Democratization and empowerment: How far should we democratize?

EWC Conference for administrators

The Inevitable Impact of a Fast

Changing Society and Globalization

- Knowledge has changed.

- Higher learning and knowledge no longer monopoly of universities.

- Society’s knowledge needs have changed.

- The clientele of higher education is changing, and growing.

- Higher education is internationalizing dramatically in many ways.


54

Strategic Planning





A historical overview of universities reveals its traditional functions: create, transmit, and preserve knowledge.

Those functions have taken many forms over time, as political, social and economic demands change.

Today’s changes are so fast that universities have great difficulties in re-shaping these traditional functions.





- Society’s knowledge needs have changed.




57

Strategic Planning





Students and individuals have greater demands from a competitive, globalized, and still unfolding knowledge society.

Universities must cater to this learning society. Its clientele is no longer just early adults pre-work secondary school graduates; it must serve learning needs of individuals of all ages in a knowlege society.

Even in undergraduate degree programs, students are:

Older

More discriminating

Think and learn differently, ergo musts be taught differently

Turning up in greater and greater numbers

58

Strategic Planning





Quantitative Expansion of H.E.

(GER%) Country 1965 1975 1985 1995 2000

Korea, Rep. of 6 10 34 52 72

Australia 16 24 28 72 63

Japan 13 25 29 41 46


Thailand 2 4 20 20 32





China n.a. n.a. 2 5 7

India 5 9 9 7 n.a.

59

Strategic Planning





Chart of statistics, c/o David

Implications

Corporitization, privatization

Equity concerns: loans, scholarships, taxes

Equity, market distortions

Global standards vs. national capacities

Government policy ambiguities





Society’s knowledge needs have changed.




1

HI GHER EDUCATI ON I N ASI A-

PACI FI C:TRENDS AND I SSUES

SHELDON SHAEFFER, UNESCO Bangkok, email: [email protected]

GLOBAL TRENDS OF HE

• Massification of HE

• Bureaucratisation of HE

• Marketisation of HE

• Diversification of HE

• Internationalisation of HE

Restructuring of HE

• Rapid expansion of HE

• Diversified sources of funding

• Changes in university governance and management

• Emergence of cross-border education

Role of UNESCO

• Supporting efforts of member countries

• Facilitating increased collaboration and networking

• Advocating well thought-out responses to changes

• Building capacity • Supporting research

Trend II:

Bureaucratisation of HE

Growing bureaucratisation and standardisation But bigger and more complex HEIs

require more decentralised management

Corporate managerialism for greater entrepreneurship and for income generation

Concerns over efficiency, productivity and accountability

Autonomy-Accountability trade-off

Common Features

• University heads as CEOs

• Increased power of central administration

• Pressure to generate revenues

• Internal and external quality control from

• Delinkage from civil service

Trend IV:

Diversification of HE

Diversification of funding:

• Policy of corporatisation

• Cost-recovery – tuition fees

• Off-shore programmes

• Overseas campuses

• Foreign students

Trend I:

Massification of HE

Increasing social demand

Widening access

Rapid expansion

Trend V: Internationalisation

of HE

• Increased mobility of students, staff, programmes and institutions

• Demand for foreign education

• HE as trade services

• More importers and exporters of cross-border

Major Issues and Challenges

• Funding and resources for continued expansion

• Pressure for more and better HE – the quantity and quality dilemma

• Increasing role of ICT

• Pressures for mutual recognition in qualifications

• Responses to GATS

UNESCO Bangkok Activities

(2004 - 2005)

• Revision of the Asia-Pacific Regional Convention on the Mutual Recognition of Academic Qualifications

• Developing a HE Open and Distance Learning Knowledge Base portal and capacity building for ODL

• Situation analysis of HE in Southeast Asia

• Regional survey of innovative and best practices in Open and Distance Learning

• Research on globalization’s impact on HE

• Research on performance indicators on

Quantitative Expansion of

H.E. (GER%) Country 1965 1975 1985 1995 2000

Korea, Rep. of 6 10 34 52 72

Australia 16 24 28 72 63

Japan 13 25 29 41 46


Thailand 2 4 20 20 32





China n.a. n.a. 2 5

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