担当教員：黒田一雄　　参加学生数：12名

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INTRODUCTION

The International Conference on Higher Education (IHERD)

Overview

Dhurakij Pundit University of Bangkok, Thailand, hosted the International Conference on Higher Education (IHERD) for the celebration of its 40th anniversary, from the 9th to the 11th of July 2009. “Looking Beyond Globalization” was the subtitle of the symposium. The discussion aimed, in fact, to analyse how globalization has impacted on higher education and vice versa. In the last few years we have witnessed an evident transformation in all aspects of higher education. A large variety of innovations have been proposed and some applied in higher education policy and management, instructional practices and research. In the light of these reflections the theme of the conference has emerged. Above all the objectives of the gathering was the need to start evaluating globalization in relation to higher education together with a call to take action, creating an autonomous higher education system within the Asian region. The prime minister of Thailand, Abhisit Vejjajiva opened the IHERD pointing out two different aspects of the impact of globalization in higher education. While recognizing the benefits obtained by the global system, he is manifestly reluctant to the idea that higher education in Asia has, so far, played a marginal role, passively absorbing western models. Mr. Vejjajiva suggested that Asian higher education system should find new original solutions, appropriate to its regional needs, learning from the effects of globalization.According to many outstanding lecturers present at the conference, Asia is already on track to contribute to the global higher education system. The mobilization of foreign students within the region shows that many universities in China, Japan and South Korea, above all, are able to offer a different and qualitative educational service to their students/ customers. These institutions are dynamically seeking elements of differentiation from their western counterparts, in order to put into effect what has been called an “Asianization” of higher education. It seems right to say that the International Conference on Higher Education has indeed looked beyond globalization. From a variety of perspectives, outstanding academics, specialists as well as international students from many parts of the planet had gathered to share opinions and ideas with a common goal: contribute enthusiastically to the future of higher education in a global world.

(Benedetta Frandi)

Student Presentaions

Now days many countries use and experience the word, internationalization, in many sectors of society, and certainly sector of education is not exceptional. As a great emphasis is placed on the capacity development, which depends on high skills, interest of higher education is continuously increasing. “Tertiary education contributes to capacity development by training a country’s workforce in all fields relevant to its development, including education, as well as statisticians and policy analysts, measuring and monitoring the progress achieved (or not)” (OECD, 2007). With growing interest on higher education, some countries’ higher education market may not have enough capacity to serve all their higher education demands; therefore, as a counter plan, internationalization of higher education may improve the quality of higher education in both domestic and foreign countries. According to Jane Knight, “internationalization of higher education is described as the process of integrating an international, intercultural, and global dimension into the purpose, functions (teaching, research, service) and the delivery of higher education. It refers to all aspects of internalization whether it involves cross-border mobility or not” (Knight, 2004). The internationalization of higher education may not promote capacity development as many expect, and have strong commercial rationales, but whatever the outcomes and purposes may be, the interdependence among universities around the world is continued to grow.
The international activities of higher education may be summarized into four major components, which are mobility of people, programs, providers, and projects. It is important to note that the largest component of cross-border higher education is mobility of students, but currently trend is shifting from student mobility to program and provider mobility. There are a number of student mobile activities that fall under the component of student mobility. For example, students can take whole degrees in another country, participate in a study abroad exchange programs, undertake fieldwork or internship, etc. These types of activities may be self initiated or universities may have contracts with universities in other countries to support students. As the mobility of students is the most active component of internationalization of higher education, this paper focuses on inbound and outbound mobile students in South Korea. The objective of this research is to enforce internationalization of higher education in South Korea through carefully examining the current trend of inbound and outbound mobile students in South Korea, and to understand important factors considered by elite students when selecting a country to study abroad.

Introduction
Africa has diverse systems on higher education. Today, there were issues arisen in higher education about quality assurance, the lack of material and human resources, and more. To overcome these problems, regional integration has been increasingly discussed over the world. For example, Europe promoted Bologna process and ERASMUS plan, and Asia promoted UMAP. Africa is no exception. Harmonization of higher education became a topic of central concern among various regions in Africa.
Association of African Universities defines the harmonization as follows:

Harmonization refers to the agreement, synchronization and coordination of higher education provision in Africa. Harmonization is not synonymous with standardization, creating uniformity, or achieving identical higher education systems. Whilst developing and agreeing to minimum standards and ensuring equivalency and comparability of qualifications between and within countries are important elements of this process, a primary focus is to enhance quality across the sector and facilitate processes that lead higher education systems to be able to inter-operate more effectively to the benefit of developing on the continent. (AAU, 2009:3)

Harmonization of higher education will play an important role for development of Africa. On the first part of this article overview the regionalization of higher education in Africa developed by African Union (AU), and then introduces some of regional integration organizations. Related with the organizations described in first part, the second part examines the student mobility in Africa, using UNESCO and Open Doors data.

Abstract
Over the past decades, globalization has become an irreversible process having impact on the field of higher education. Higher education internationalization and regional integration are taking place in many countries and regions the world over in the context of the globalization process. Although East Asia is a diverse region, it is meaningful for regional countries to cooperate and integrate, especially in the context that most member countries are now internationalizing their higher education. Since its start of Doimoi policy in 1986, Vietnam has achieved remarkable development in higher education. However, it is still faced with serious chronic and emerging problems. Internationalization of higher education is therefore considered as one of the necessary solutions for Vietnam and its institutions to enhance educational quality and thus catch up with regional and international standards. The purpose of the paper is to investigate the internationalization of higher education in Vietnam at the national level, exploring its current status, issues and challenges. The paper will first briefly look at the present state of higher education in Vietnam. Second, it will analyze the internationalization of higher education at the national level. Third, the paper will discuss issues and challenges that Vietnam has in its higher education internationalization. Finally, it will offer some implications for Vietnam in this process and for East Asia to promote regional integration in the field of tertiary education.

Summary
This paper intends to provide a comprehensive and thought-provoking analysis by looking at the usage of language at higher education and the impact of language factor in international student policy in East Asia. Focuses will be on three issues regarding international student policy and language policy in East Asian countries.
As theoretical framework, focus lies on validity of dependency theory in higher education in the context of language issue. This paper highlights “Hegemony” contained inside of Language itself and also serves as tool of social and empowerment,　globalization and its impact on Language, or known as the “English Imperialism.” Furthermore, clarification would be implemented on the positive and negative sides of domination of English as status quo and the idea of World Language System, which verified in East Asian region.
Analysis will include the preceding experience in European Union regarding to language policy which have been able to assure and maintain the quality of language teaching and learning in the region. As a regional/international framework of Language, CEFR (Common European Framework of References for Languages: Learning & Teaching Assessment) and world commitment towards language issue such as Language Rights and UNESCO’s universal declaration of cultural diversity will be also analyzed. As case study, I will focus on the language policy implemented in national level in Singapore, China and South Korea with background of internationalization in higher education and changing international student policies.
In conclusion, I insist the necessity of alternative ideas, instead of National approach towards language teaching, which can be nationalistic and difficult to maintain diversity of Languages in nation, I suggest the implementation of Language policy at the regional level. Language will increase collaborative actions in regional approach in East Asia, and may result a ground building for future integration.

1.NTRODUCTION
In this age of globalization Japan is welcoming an increasing number of foreign residents but mainly on a temporary basis. Historically speaking Japan, like Spain is a country that has sent out migrants versus accepting immigrants but due to Japan’s current situation, Japan now needs immigrants; according to a report by the United Nations, in order for Japan to maintain the 1995 population level, the country would need to accept 609,000 migrants annually till 2050 (Roberts, 2008). Therefore, due to the Ageing Population it is in Japan’s national interest, not only to continue to accept foreigners but to drastically increase the number of foreign residents. Despite the need to increase foreign residents, the Japanese media conveys reluctance to accept the current number of foreign residents; some of this reluctance is likely caused by communication problems. This paper will give a background for the situation in Japan before looking at the definitions of e-government and e-learning. Then reviewing relevant literature, theory and the current situation in Japan. After giving a background to the issue I will then outline my case study that looks at a potential solution to communication problems through a community consultation that focuses on international students. The case study will cover the consultation methodology, results and discussion.

The number of foreign residents in Japan grew from 1.7 million in 2001 to 2 million in 2005. In 2006 the number of foreign residents by nationality was led by Korea (598,219) then closely followed by China (560,741), Brazil (312,979), other nationalities (309,450), Philippines (193,483), Peru (58,721) and USA (51,321) (MOJ, 2006). International students make up a large portion of foreign residents; in 2007 there were 118,498 students. In the same year the top University in terms of international student numbers was Waseda University (2,435). The top five sources of students were China (71,277), Republic of Korea (17,277), Taiwan (4,686), Vietnam (2,582) and Malaysia (2,146). The majority of students are privately financed. The number of privately financed students hit a peak in 2005 before declining to 106,297 in 2007 and make up 97.7% of total international students in 2007. Students living in private housing account for 77.1% of which indicates that the students need to interact with the local community on a daily basis both in business and social settings (Japan Student Services Organization, December 14, 2007). The considerable increase in students from 10,428 students in 1983 to 118,498 students in 2007 was driven by Government policy (Japan Student Services Organization, December 14, 2007).

In 2008 the Japanese Prime Minister announced a new policy strategy to increase the number of foreign students studying in Japan to 300,000 by 2020. The plan mentions providing Japanese language learning support for the students and the final section of the report emphasizes facilitating international students finding employment in Japan (MEXT, 2008). This indicates that the Japanese Government intends to utilize international students as a means to overcome projected future worker shortages. Aside from the probable growth in non-student foreign residents the Government policy to increase the number of students clearly reveals that, in general, there will be an increase in demand for Japanese language support. The current demand for Japanese language support for foreign residents is not being met and the Government is not investing resources to solve the current inadequacy (Tsuda, 2006). The Government needs a national policy for immigrant social integration, that particularly focusing on language education, which after strict immigration requirements is the major barrier to participating in Japanese society.

Introduction
In many Asian countries, there has been a growing demand for higher education. Consequently, higher education has undergone dynamic changes, which is reflected by the increase in the number of student exchanges and agreements that are entered into among universities within the region. Meanwhile, political and economic interdependence has also increased between Asian countries along with a movement toward greater regionalism. The recognition of the need for community awareness, moving beyond political conflict and historic distrust, is now widespread. Asian countries have a common basis for cooperation and share ideas in relation to many international issues. The paper examines the participation of Korean universities in regional educational organizations and higher education networks within the region, analyzes major statistical data associated with the current level of internationalization of Korean universities, and introduces the strategies of Korean universities for internationalization with a focus on regionalism.
The Korean government announced the so-called New Asia Diplomacy Plan in 2009 to strengthen the cooperation with ASEAN countries in all fields, including politics, society, culture and strengthening existing economic cooperation. Korean government officials are scheduled to host a special summit between Korea and ASEAN in June　2009. 　Furthermore, the ASEAN-Korean Center was established in Seoul in March 2009 to mark the 20th anniversary of the relationship of dialogue between Korea and ASEAN. The ASEAN-Korean Center is a regional organization that seeks to promote cooperation in economics, society, culture between Korea and the10 member countries of ASEAN.
Discussions regarding internalization of higher education and regionalism are rooted in the idea that cooperation in the Asia region and the establishment of education networks would help to achieve regional integration. ERASMUS, a program for student exchange in Europe, launched in the 1980s, was implemented as part of a policy to achieve regional integration in the region. It proves that educational exchange helped to achieve regional integration by raising awareness of the European community.
Recently in Japan, the plan on a framework for higher education in Asia has made progress, known as the ‘Asian ERASMUS Plan’. With the advent of the knowledge society, the retention of excellent human capital has been highlighted as an important issue that is directly linked with the competitiveness of a country. Since late 1990s, the Korean government has pushed forward with the plan for the internationalization of higher education to attract excellent human resources and to improve the quality of domestic university education in an attempt to enhance the competitiveness of the nation.
The “Strategies of Higher Education Internationalization,” which the Korean government announced in 2007, defines four major strategies to make Korea a premier center of education and research in the Asia region:
-　Export high quality higher education services, balancing incoming and outgoing education
-　Promote university internationalization (transfer of professors, students, and programs)
-　Attract both national and international highly qualified intellectuals
-　Make Korean Universities more attractive to foreign students

Meanwhile, each university in Korea has established strategies for internationalization at the institutional level. They have sped up the internationalization of the university by inviting foreign students, expanding the number of lectures given in English, entering into academic agreements with foreign universities, and offering double degrees, among other strategies.
In Korea, the internationalization of higher education was considered from the standpoint of attracting human capital to promote the interest of the nation and improving the global competitiveness of domestic universities. However, Korean universities now recognize the importance of involvement in regional organizations and networks for the promotion of exchanges with other universities in Asia.

UNESCO Bangkok Visit

Overview

Our team, were warmly welcomed by Mr Pilanthorn Kulapongse, Public Events Assistant, Information and Knowledge Management Unit (IKM). He gave us a welcome remark and showed us a VDO file introducing UNESCO. 55 years after the establishment, in 2002, Koichiro Matsuura , Director-General of UNESCO, brought a policy of reform and decentralization to the organization. As part of the reconstruction, UNESCO Bangkok plays a vital role as the Regional Bureau for Education and a cluster office--the principal coordinator of UNESCO activities, across sectors, in the Mekong region. The second presentation was brought by Edgar Sharuk, Chief Administrative Officer of UNESCO Bangkok. Besides of talking about working with UNESCO, he also kindly shared tons of his insightful and personal experiences on how to make a career development. The discussion went on under the friendly and dynamic atmosphere. He entertained many of our questions and made the final remark that on top of knowledge and capability, interpersonal skills and concerns towards other people are the key success of one's profession.The last part was presented by Mrs Lay Cheng Tan, from Asia-Pacific Programme of Educational Innovation for Development (APEID). Firstly she gave a brief introduction about UNESCO Bangkok’s structure and went further to focus on APEID. One of APEID ongoing works is a project that is trying to make use of ICT in higher education and TVET in the member states. Moreover, Mrs Tan also underlined this year’s APEID annual conference under the theme of ICT Transforming Education at Hangzhou, People's Republic of China, 15-17 November 2009. Although this was not my first time at UNESCO Bangkok as I joined the internship program at the office in 2006 and have joined the APEID annual conference every year since then, I still found this visit very impressive and valuable. For most of us who visited the office for the first time, this was truly a good opportunity to visit one of the main international bodies in the field of education in Asia-Pacific region. For me, I also learnt many new updated information and ongoing works of UNESCO Bangkok. Moreover, the warm welcome from the staff and presenters are more than appreciated. Many points from the presentations such as the professional tips from Mr Sharuk are very practical and useful.

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早稲田大学

早稲田大学大学院 アジア太平洋研究科