scholarly journals KOREA HAS CONSTRUCTED WORLD CLASS UNIVERSITIES: “BRAIN KOREA 21” PROJECT

2011 ◽  
Vol 14 (3) ◽  
pp. 83-92
Author(s):  
Linh Ai Dinh
Keyword(s):  
Higher Education ◽  
Advanced Technology ◽  
Second Phase ◽  
National University ◽  
World Class ◽  
Two Phases ◽  
Seoul National University ◽  
The Right ◽  
World Class Universities ◽  
The Brain

In 1999, Korea carried out “Brain Korea 21” project to construct their worldclass universities and reformed higher education. The project consists of two phases: the first phase from 1999 to 2005 with estimated investment of 1,2 billion dollar, the second phase from 2006 to 2012 at a cost of approximately 2,1 billion dollar investment.With the “Brain Korea 21” project, Korea has had a breakthrough step in the right direction in the development of higher education as well as the world-class university. With all the determination and effort, so far South Korea has guidelined of Seoul National University (SNU) and the Institute for Science Korea Advanced Technology (KAIST) always in the top position of 100 Universities in world-class raking THES.

The Kothari Saga (1965–85)

2018 ◽  
Author(s):  
R.V. Vaidyanatha Ayyar
Keyword(s):  
Higher Education ◽  
Gross Domestic Product ◽  
Central Government ◽  
National Policy ◽  
Constitutional Amendment ◽  
Educational Discourse ◽  
Congress Party ◽  
World Class ◽  
World Class Universities ◽  
National Policy On Education

This chapter outlines the exceptional composition of the landmark Kothari Commission, and its blend of idealism and realism. It offers a succinct account of the recommendations of the Kothari Commission, and the ferocious opposition to its recommendations regarding elementary and higher education, language policy, and the establishment of world class universities. It presents a candid critique of its recommendation that has become a hardy perennial of Indian educational discourse, namely that Government allocate at least 6 per cent of Gross Domestic Product (GDP) to education. It gives a crisp account of Independent India’s first National Policy on Education (1968). It also outlines the Constitutional Amendment of 1978 which made education a ‘concurrent subject’, and the educational initiatives of the short lived Janata Government (1976–8), India’s first non-Congress Party Central Government. It also outlines the key role played by J.P Naik in the Kothari Commission and Janata Government and evolution of his thinking.

World class universities and international student mobility: Repositioning strategies in the Asian Tigers

2021 ◽  
Vol 16 (3) ◽  
pp. 295-317
Author(s):  
Anatoly V Oleksiyenko ◽  
Sheng-Ju Chan ◽  
Stephanie K Kim ◽  
William Yat Wai Lo ◽  
Keenan Daniel Manning
Keyword(s):  
Higher Education ◽  
International Student ◽  
Student Mobility ◽  
Global Science ◽  
Major Cluster ◽  
Knowledge Economies ◽  
Asian Tigers ◽  
World Class ◽  
Local Students ◽  
World Class Universities

A major cluster of economic engines that have changed Asian higher education, Hong Kong, Singapore, South Korea, and Taiwan have all developed high-income societies as well as world-class universities which linked local “knowledge economies” to global science and created hubs for international collaborations and mobility. However, there has been limited analysis of interdependencies between the rise of world-class universities and changes in the flows of international talent. This paper elaborates on the concept of higher education internationalization that aims at enhancing geopolitical equity in global mobility and re-positioning local students for improved access to the world-class excellence. The paper compares key themes and patterns that define the Tiger societies’ unique positions in the field of global higher education.

scholarly journals Creating World-Class Universities in Japan: Policy and Initiatives

2008 ◽  
Vol 6 (5) ◽  
pp. 629-640 ◽  
Author(s):  
Jun Oba
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Basic Education ◽  
Higher Education Reform ◽  
Develop World ◽  
Funding Policy ◽  
Higher Education System ◽  
World Class ◽  
The Government ◽  
World Class Universities

For a very long time the Japanese government concentrated its higher education investment on a handful of national institutions, until the policy came to be called into question in the late 1980s in the face of globalisation and other factors. Higher education reform was significantly accelerated in the 1990s: the government has continuously deregulated the higher education system including the incorporation of national universities, and has brought more and more competition through diverse competitive funding schemes. Some policies – not only higher education policies but also science and technology ones – were explicitly designed to develop ‘world-class’ education and research centres, such as the 21st COE programme. This article suggests that although a funding policy based on competition, with a strict evaluation, seems to be a move in the right direction, a right balance of budget allocation between competitive funds and basic education-research funds should be sought. Furthermore, the programmes of the government have to be offered in a more consistent manner, and more concerted and integrated efforts will be required, to address the critical problem of building world-class universities.

scholarly journals China Calls for Smarter Standards for Its World-Class Universities

2016 ◽  
pp. 10-11 ◽  
Author(s):  
Qiang Zha
Keyword(s):  
Higher Education ◽  
Education Development ◽  
Higher Education Development ◽  
Class Standing ◽  
Chinese Characteristics ◽  
World Class ◽  
World Class Universities

China recently launched a new stage of world-class university campaign, and emphasized developing the “Chinese characteristics” this time. Arguably, global rankings remain the most powerful illustration of who can claim world-class standing, which in turn renders the “Chinese characteristics” in question. This article argues that China would benefit from a kind of explicit “Chinese standards” to help establish a clearer direction for higher education development in the country.

scholarly journals HIGHER EDUCATION AND PUBLIC POLICY

2017 ◽  
pp. 88-92
Author(s):  
Prerna Pandya
Keyword(s):  
Higher Education ◽  
Education System ◽  
Higher Education System ◽  
Indian Higher Education ◽  
World Class ◽  
Access And Quality ◽  
Basic Infrastructure ◽  
Policy And Planning ◽  
World Class Universities ◽  
Do So

The Indian higher education system is facing a crisis that is affecting its ability to build world class higher education institutions. Indians have the ability to cope up with that crisis but sometimes they fail to do so because of the ‘EDUCATION SYSTEM’. This paper will focus on issues and challenges related to quality, access and integrity of the higher education system in India.The government is responsible for the overall development of the basic infrastructure of Higher Education sector, both in terms of policy and planning. The combination of these two will expand the access and quality improvement in the Higher Education, through world class Universities, Colleges and other Institutions. The paper will throw light on the Vision, Mission, Objectives and Functions for making Higher Education peculiar by using public policies.

scholarly journals ANECDOTES AND CONTOURS OF HIGHER EDUCATION IN INDIA

2015 ◽  
Vol 3 (11) ◽  
pp. 35-42
Author(s):  
Gopal Krishna Thakur
Keyword(s):  
Higher Education ◽  
Education System ◽  
The Sustainable Development ◽  
Higher Education System ◽  
The Core ◽  
Education In India ◽  
World Class ◽  
Historical Trajectory ◽  
World Class Universities

Higher education is considered as an invaluable instrument for the sustainable development of human being and society through a dynamic process of creation, advancement, and dissemination of knowledge. In a fast developing country like India the role of higher education assume utmost importance. Universities have a pivotal role in realizing this goal. Our higher education system has had a glorious past in the form of world-class universities like Nalanda, Vikramsila, and Taxila, which attracted students and intellectuals from all over the world those days. However, in the present time we are lagging far behind in terms of qualitative education and research. This necessitates a serious concern and introspection to look into the nuances and flaws of our system that make our higher education system stand at where it is now. This paper, based on the analysis of various reports and Govt. documents, discusses some of the issues, which are at the core of the main concerns pertaining to higher education in India. Taking a snapshot of the historical trajectory of higher education system in India to the present time, this paper presents an overview of the higher education system in India and points out some most relevant concerns troubling the issue at the core.

scholarly journals ACMEOLOGICAL INTERACTION OF PARTICIPANTS OF THE INCLUSIVE PROCESS IN THE INCLUSIVE EDUCATIONAL ENVIRONMENT IN HIGHER EDUCATION SETTINGS OF UKRAINE

2021 ◽  
pp. 267-278
Author(s):  
Tetyana Shapovalova
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Legal Framework ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Inclusive Process ◽  
National University ◽  
The Right

The article describes the prerequisites for the creation and implementation of an inclusive educational environment in higher education settings in Ukraine. Contradictions have been identified between the legal framework governing higher education for students with special educational needs and the lack of appropriate physical and psychological conditions for the realization of the right to education, and the contradiction between the existence of a tendency to integrate the educational process and the need to individualize the educational process. It is determined that the state of development of inclusive education in Ukraine is characterized by insufficient development of both social and acmeological mechanisms of interaction of key figures of the educational process. The types of inclusive education implemented by higher education institutions are described. The experience of implementation of inclusive educational policy at Lviv Polytechnic National University and the University "Ukraine" is considered. The author's development of the model of acmeological interaction of participants of the inclusive process in the inclusive educational environment is presented, and the criteria and indicators of evaluation of the interaction of the participants of the inclusive process in the inclusive educational environment are explained. It was found that a serious obstacle to the introduction of inclusive higher education in Ukraine is the lack of financial capacity of universities: there is no equipped environment, there are no special programs aimed at such education. Conclusions are made regarding the importance of acmeological interaction of participants in the inclusive process in an inclusive educational environment, which is not only to improve the situation of students with special educational needs but also to create positive aspects of social development in general.

scholarly journals Building World-Class Universities: Some Insights & Predictions

2019 ◽  
pp. 13-35 ◽  
Author(s):  
P. S. Aithal ◽  
Shubhrajyotsna Aithal
Keyword(s):  
Higher Education ◽  
Intellectual Property ◽  
Sufficient Conditions ◽  
Intellectual Assets ◽  
Privatization Of Higher Education ◽  
World Class ◽  
Primary Focus ◽  
Necessary And Sufficient ◽  
World Class Universities ◽  
Generic Strategies

Innovations in higher education model are finding importance than ever before due to enhanced higher education institutions and the advancement in technology adopted mass education opportunities. After privatization of higher education, there is an enhanced competition between universities to attract students globally. Universities are competing with each other in terms of their physical and intellectual assets. It is postulated that the six essential assets to be developed by a university based on our predictive analysis for the growth and prosper as world-class university are (1) Physical infrastructure, (2) Digital infrastructure, (3) Innovative academic & training Infrastructure for confidence building, (4) Intellectual property infrastructure, (5) Emotional infrastructure, and (6) Networked infrastructure. In this paper, we have determined the primary focus of these infrastructures along with their essential objectives in detail. We have also discussed the various generic strategies to be followed to develop such infrastructures along the lifecycle of the university including Survival, Sustainability, Differentiation, and Growth & prosperity are analysed. The necessary and sufficient conditions of developing such infrastructures using all the above strategies towards building World-class universities are identified. It is estimated that Physical, Digital, and Innovative Academic infrastructures are necessary conditions and Intellectual Property, Emotional, and Network infrastructures are sufficient conditions respectively.

scholarly journals India's Effort to Join 21st-Century Higher Education

2015 ◽  
Author(s):  
Philip Altbach ◽  
N. Jayaram
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Educational System ◽  
Playing Field ◽  
World Class ◽  
The Creation ◽  
Higher Educational ◽  
World Class Universities

India is poised to invest into the creation of many new universities, toward the goal of having 30 "world-class" universities capable of competing on the global academic playing field. Many problems currently plague the Indian higher educational system (an underpaid professoriate, institutional corruption, lack of focus on research, etc.) and must be carefully examined and addressed before investments are made, or these lofty goals may not succeed.

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