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Sustainability and Higher Education in Asia and the Pacific 85 posting of II.3 Sustainability and Higher Education in Asia Copying and the Pacific Ko Nomura and Osamu Abe http://www.guninetwork.org/. Abstract website Higher education institutions in Asia and the Pacific have endeavoured towards sustainability, which has been propelled by government policies and agencies in many cases, as well as several regional and subregional efforts. their To cope with the complexity and uncertainty embedded in sustainable development, networking, multi-stake- on holder approaches and community engagement/outreach are often seen in the region to promote education for it. The region has also witnessed the start of several significant research projects and centres in this field, which tend to emphasize community engagement and outreach as well as action-research. The strong commitment to, and the Innovation emphasis on the community-based approach in, sustainability education and research can be considered as a means for to respect the region’s rich social and environmental diversities that are under threat against the backdrop of rapid globalization. Actions for sustainable management, such as campus greening, are also popular in the region. [email protected]. For the further progress of sustainability efforts in higher education, this paper highlights the importance of the Network following points: ●● to review the impact of existing policies that have been significant in shaping the current actions contact ●● strategic developments of the community-based approach University ●● to promote the whole-institution approach in each local context please IntroductIon ple China and India) and smallest island nations (for Global example the Pacific Islands), where one can encounter The DiversIty and GlobalIzatIon: challenGes for a large number of ethnic groups with diverse languages, by permission, sustaInabIlIty cultures and different religions (for example Hinduism, Asia-Pacific is such a vast and diverse region. This is Buddhism, Islam, Christianity). There is also a signifi- only request particularly so when one follows UNESCO’s defini- cant economic disparity between the highly developed use to tion, which encompasses Russia to the north, New nations (for example Japan), the least developed (for for Zealand to the south, Turkey to the west and the South example Nepal), the smallest (for example Tuvalu), wish Pacific Islands to the east. and the fastest growing economies. In such a situation, Its diversity, which is evident in comparison with effort to achieve sustainability, including education for you If other UNESCO regions, is reflected in each of the three it, should require diverse action. authorised is pillars of sustainable development – environmental, This diversity defies simple generalizations; economic and social sustainability. The climate in the however, it may be possible to illustrate a map of how region ranges from tropics to arid and polar, including the region is advancing with regard to education for document the world’s highest mountains (the Himalayas), the sustainable development (ESD) at the higher education infringement. level and identify some trends by referring to common deepest sea (the Mariana Trench), the driest deserts (for This example Gobi), rainforests and permafrost tundra. It challenges among the Asia-Pacific countries. Perhaps accommodates the world’s largest countries (for exam- the most significant one is the challenge of globaliza- copyright GUNi. a is © highereducationintheworld4 84 9780230535558_06_PartII_03.indd 84 20/10/2011 14:10 tion. In fact, its impacts seem more significant for the publish their research outcomes in English regardless Asia-Pacific higher education institutions (HEIs). of their local languages. Many Asian economies were hit hard by the Globalization can also harm social diversity, an economic crisis in the late 1990s. Strong demands for essential element in sustainable development. Globali- posting recovery increased the drive for rapid industrialization zation is more often than not about globalizing Western of and exploitation of natural resources. Further integra- culture, knowledge and values. Since the universities tion into the global market economy and the introduc- in the Asia-Pacific have been in the vanguard of tion of foreign capital damaged local industries in Western knowledge in the process of modernization Copying many Asia-Pacific countries, creating various social and economic growth, the challenge of sustainability in problems. Accordingly, research and education on the era of globalization has required them to reconsider the socioeconomic and environmental implications of their roles both in local and global contexts. economic globalization have become significant. In other words, the challenge of sustainable devel- At the same time, the economic crisis forced govern- opment requires significant transformation for educa- ments to reconsider their policies on higher education tional institutions in Asia-Pacific, for regional diversity (HE). In many cases, HE policies have shifted to lay and the impact of globalization upon it. Accordingly, more weight on producing human resources that can the region has shown strong commitment to ESD. For lead national development in a competitive global example, the adoption of the United Nations Decade of http://www.guninetwork.org/. economy. Also, guided by market principles, govern- Education for Sustainable Development (UN DESD) is ments have increased the autonomy of the universities based on the proposal by the Japanese government and (for example Thailand, Indonesia, Singapore) and/or NGOs at the Johannesburg Summit (Nomura and Abe, website corporatized them (for example Malaysia, Japan, South 2009), and Japanese-Fund-In-Trust is a major resource their Korea, Australia, Singapore) to assist flexible manage- for UNESCO to promote ESD worldwide. A strong on ment for increasing competitiveness, while cutting commitment to sustainability in higher education is government expenditure on them. also established in the region.1 These factors have promoted the internationalization This paper first introduces relevant ‘policies and of university education. For example, most Australian international efforts’ in the following section, which Innovation universities have off-shore programmes in Asia in will illustrate the levels of consciousness about the need for addition to increasing foreign students in their home to shift HEIs toward sustainable development within campuses. The Japanese and South Korean governments the region. Then, the progress in the ‘curricula/learning [email protected]. launched a plan for ‘300,000’ and ‘50,000’ foreign process’, ‘research’ and ‘institutional management and Network students respectively. Malaysian universities are the operation’ are introduced in turns, with reference to the pioneers of twinning programmes with foreign (mainly efforts made on community engagement in each aspect, contact Anglo-American) universities, in which students spends which the authors consider as a regional characteristic. University a part of their study time in Malaysia to obtain degrees This is followed by a section on ‘future directions’, which please from foreign universities, which can help save on their identifies the issues to be addressed for further progress. Global expenses. ‘Boston of the East’ programme was launched in Singapore to increase the number of potential foreign The by PolIcIes and InternatIonal efforts permission, students by inviting the world’s leading universities to create a centre of brainpower for Asia’s industries. regional efforts/networks only Countries in the Asia-Pacific region started UMAP request Since UNESCO is the lead agency of UN DESD, use (University Mobility in Asia and the Pacific) in 1991 its Asia and Pacific Regional Bureau for Education to for to promote student exchange programmes. These have has given guidance for its progress. Although the promoted the Anglicization of the programmes in many ESD programme of the Bureau generally works in a wish of the countries (for example Japan, South Korea, Thai- comprehensive manner, with regard to HE, the Bureau you If land, Malaysia, and Indonesia). started the Asia-Pacific Regional Network of Teacher authorised In terms of research, many Asia-Pacific govern- Education Institutes for ESD (ESD-Net) in 2006.2 It has is ments started establishing Centres of Excellence provided training workshops on reorienting educational (CoEs), which are intended to be hubs for world-class programmes as well as opportunities to share informa- document research (for example the Chinese ‘211 Project’, the tion and experiences through the internet. The Bureau’s infringement. ‘Brain Korea 21’, the CoE Programmes in Japan and Asia-Pacific Programme of Educational Innovation for This the Philippines). The globalization of the HE market Development (APEID) has also hosted several interna- has increasingly pressurized HEI staff members to tional conferences on ESD, covering the HE sector. copyright GUNi. a is © sustainabilityandhighereducationinasiaandthepacific 85 9780230535558_06_PartII_03.indd 85 20/10/2011 14:10 UNEP’s Regional Office for Asia and the Pacific subregional efforts (UNEP-ROAP) established UNEP Asia-Pacific This vast region can be divided into several subregions Regional University Consortium (RUC) with eight in many ways. According to international efforts 3 HEIs in the region. It strives for cooperation in inter- concerning ESD, it can be divided into the following: posting
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