In contrary to many countries, China moved away from a centralized higher education system to where the government will act a facilitator. It is interesting to see some countries finding that centralizing their systems while China felt it was better to just facilitate it from a government level. Thay also moved to cost sharing policy where students had to pay fees and also began to accept students who would pay for tuition fully by private sponsors. In China private higher education is a new idea as higher education was predominantly public and students did not contribute as much financially. In the reading , Vietnam is the poorest of the group that was observed in the study but one of the first to move toward private higher education which makes sense as they were looking for ways to increase revenue. They even moved to internationalization of higher education sooner than the other countries. To improve their higher education system they went through reform on curriculum and teaching methods. This reform was implemented in 1987 which is rather early compared to the other countried but have these reform plans set out until 2020 to increase enrollment and diversity through university research. As the smallest country in the study it seems that Vietnam had one of the most advanced thoughts in higher education. Cambodia spent aprtion of the 1990’s looking for qualified teaching staff to refill positions that were vacant due to foreign staff leaving. The same idea Vietnam included in their higher education policy, Camodia did in 2000 where fee paying and government sponsored students were allowed to enroll. I wonder if there was controversy due to the fact that not all the teachers were qualified to teach and if the reform hired enough to make the institution worthy of the tuition fee paying students and government sponsored students were paying. In the study Japan was the most successful in higher education out of the other countries. It is interesting to see that they are the only country that introduce a slef-evaluation and external evaluation systems to ensure that they are meeting the changing requirements. Japan finally had an accreditation system put in place for all higher education institutions by the NIAD-UE since 2004. Though all these countries are located in Asia they have had very different approaches in bettering their higher education system but were effected by their different economic-socio statuses. At this time each country had moved toward some form of evaluation for teaching and curriculum development. Economicaly, they have also moved toward allowing students to pay certain fees or tuition and have opened up to private higher education.

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