USJI Week. New Directions of US-Japan Higher Education Cooperation in the Globalizing World: In the aftermath of the Great East Japan Earthquake

Transcription

1 September 8 th, 2011 USJI Week New Directions of US-Japan Higher Education Cooperation in the Globalizing World: In the aftermath of the Great East Japan Earthquake Kazuo Kuroda Ph D Kazuo Kuroda, Ph.D. Professor, Graduate School of Asia-Pacific Studies Dean, Center for International Education Waseda University

2 US-Japan Higher Education Cooperation for Global Issues - Background Immediately after the March 11 earthquake struck Japan, President Obama expressed America s condolences: "The United States stands ready to help the Japanese people in this time of great trial. The friendship and alliance between our two nations is unshakeable, and only strengthens our resolve to stand with the people of Japan as they overcome this tragedy." The US worked with Japan by flying hundreds of missions to support the recovery efforts, distributing thousands of pounds of food and water to those in need, and deploying leading experts to the damaged nuclear reactors. 2

3 International Cooperation in the Aftermath of the Great East Japan Earthquake Support through international cooperation received by Japan indicates: 1. The importance of building and maintaining global partnerships 2. The need to further establish organizations and policies to promote and strengthen bilateral relations and international ti cooperation 3

4 Higher Education Collaboration for Global Issues Past experiences * (i.e.. Common ** Agenda) *** prove that partnerships exponentially increase positive outcomes and can achieve more progress Higher education is an influential player Cooperatively generate new knowledge to solve problems increase quality and quantity of research on global l issues Cooperatively develop human capacity to solve problems 4 4

5 Higher Education Collaboration for Global Issues: Recommendations Secure funding to promote linkages between scholars and research organizations to sustain and increase joint research and education efforts Establish national bilateral policies i.e.. Common Agenda Fund relevant organizations i.e.. Japan Foundation Center for Global Partnerships Set Institutional Commitments i.e.. The University of Tokyo 5

6 Growing number of students move from Asia to Asia Inbound mobile students:* 1999 or circa 2007 or circa China Japan Korea ASEAN Source: UNESCO Statistical Yearbook & UNESCO Global Education Digest Note: *Numbers in parenthesis represent the ratio of (2007 or circa)/ (1999 or circa) 6

7 Recent Moves Regionalization of Higher Education Southeast Asian Ministers of Education Organization/RIHED ation/rihed started to promote the Ideas of Creating Higher Education Common Space in Southeast Asia in 2008 ASEAN + 3 Higher Education Policy Dialogue was started in 2009 Intellectual Contribution to Enhancing Future Cooperation of Higher Education in East-Asian Community CAMPUS Asia (Collective Action for the Mobility Program of University Students) was just started to be formulated among China, Korea and Japan in

8 Establishing an Inter-regional Network between Asia and North America Table 1 Degree of activity of overall cross-border activities' partner regions for Southeast Asia Rank Past Present Future Partner regions Mean Partner regions Mean Partner regions Mean 1 Southeast Asia 2.22 ** Southeast Asia 2.88 *** Southeast Asia 3.72 ** 2 Western Europe 1.97 Northeast Asia 2.57 Northeast Asia Northeast Asia 1.83 Western Europe 2.54 ** Western Europe 3.43 *** 4 North America 1.66 North America 2.26 North America Oceania and Pacific 1.50 *** Oceania and Pacific 2.11 *** Oceania and Pacific 3.08 *** 6 Central and Eastern Europe 1.03 South and West Asia 1.55 * South and West Asia South and dwest tasia *** Central and deastern Europe Central and deastern Europe Central Asia 0.67 Arab States 1.13 Central Asia Arab States 0.61 Central Asia 1.13 Arab States Sub-Sahara Africa 0.49 Sub-Sahara Africa 0.97 Sub-Sahara Africa Latin America and Caribbean 0.38 Latin America and Caribbean 0.82 Latin America and Caribbean 1.86 SOURCE. JICA Survey. NOTE. 4 = 'Highly active'; 3 = 'fairly active'; 2 = 'moderately active'; 1 = 'slightly active'; 0 = 'not active'. The time differences (present and future) in means are stastiscally significant (p<.01). *p<.1 in T -test of differences in means between a partner region and one immediately below in the ranking list. **p<.05 in T -test of differences in means between a partner region and one immediately below in the ranking list. ***p<.01 in T -test of differences in means between a partner region and one immediately below in the ranking list. 8

9 Establishing an Inter-regional Network between Asia and North America Table 2 Degree of activity of overall cross-border activities' partner regions for Northeast Asia Rank Past Present Future Partner regions Mean Partner regions Mean Partner regions Mean 1 North America 2.74 North America 3.18 North America Southeast Asia Southeast Asia Southeast Asia Northeast Asia 2.49 Northeast Asia 3.07 Northeast Asia Western Europe 2.33 ** Western Europe 2.98 *** Western Europe 3.59 ** 5 Oceania and Pacific 1.98 *** Oceania and Pacific 2.49 *** Oceania and Pacific 3.29 *** 6 South and West Asia 1.48 * South and West Asia 1.98 South and West Asia Central and Eastern Europe 1.20 Central and Eastern Europe 1.80 Central and Eastern Europe 2.73 * 8 Central Asia 1.08 Central Asia 1.75 * Central Asia Latin America and Caribbean 0.92 Arab States 1.45 Arab States Arab States 0.77 Latin America and Caribbean 1.45 *** Latin America and Caribbean 2.28 *** 11 Sub-Sahara Sahara Africa Sub-Sahara Sahara Africa Sub-Sahara Sahara Africa SOURCE. JICA Survey. NOTE. 4 = 'Highly active'; 3 = 'fairly active'; 2 = 'moderately active'; 1 = 'slightly active'; 0 = 'not active'. The time differences (present and future) in means are stastiscally significant (p<.01). *<1i *p<.1 in T -test tof fdifferences in means between bt a partner region and one immediately ditl below bl in the ranking list. lit **p<.05 in T -test of differences in means between a partner region and one immediately below in the ranking list. ***p<.01 in T -test of differences in means between a partner region and one immediately below in the ranking list. 9

10 Suggestions for East Asian Regional Governance Framework of Higher Education Although the process of the East Asian regionalization of higher education may begin with an ASEAN+3 structure, it may not end there; rather, it may expand to involve strong complementary relationships with other active regions of partners. Our finding of North America as the most active (and projected to be the most active) partner for Northeast Asian universities clearly indicates that an appropriate partnership with North America needs to be included in the future dialogue for a regional higher education framework in East Asia

11 Establishing an Inter-regional Network between Asia and North America: Recommendations North America and Asia, facilitated by Japan, should establish a parallel policy dialogue to bridge the two regions like Asia-Europe Meeting (ASEM) : ASEM involves dialogue and cooperation bringing together the 27 European Union Member States and the European Commission with 16 Asian countries and the ASEAN Secretariat. ASEM works to promote inter-regional processes to enhance intellectual and educational exchange and cooperation in the two regions. ASEM promotes visibility ibilit and accessibility of Asian and European higher h education in each region and works on strategies to tackle imbalanced mobility and obstacles to student mobility such as funding, language, quality, recognition and immigration restrictions. 11

12 Academic Mobility Evolving dimensions of academic mobility Rapid increase of mobile students 2009: 3.43 million (UNESCO) 2025 (estimate) : 7.2 million (Boehm, Davis, Meares, and Pearce) Long history of US-Japan mutual educational exchange Constant presence symbolic of the ongoing importance of political, economic, and socio-culturalcultural bonds However, no strong commitment to promotion of educational exchange in last decade 12

13 Academic Mobility: US-Japan Trends Figure 1 Number of Japanese students studying in the US Japan Source: Institute of International Education, Open Doors Data to

14 Academic Mobility: US-Japan Trends Figure 2 Number of the students from the U.S. in Japan US Source: Institute of International Education, Open Doors Data to

15 Academic Mobility: United States and Japan Table 3 Top 11 leading inbound and outbound countries United States Japan Inbound (690,923) Outbound (260,327) Inbound (141,774) Outbound (24,508) 1. China (127,628) 1. UK (31,342) 1. China (86,173) 1. US (6,403) 2. India (104,897) 2. Italy (27,362) 2. South Korea (20,202) 2. Australia (2,864) 3. South Korea (72,153) 3. Spain (24,169) 3. Taiwan (5,297) 3.UK (2,459) 4. Canada (28,842) 4. France (16,910) 4. Vietnam (3,597) 4. Canada (2,395) 5. Taiwan (26,685) 5. China (13,674) 5. Malaysia (2,465) 5. China (2,154) 6. Japan (24,842) 6. Australia (11,140) 6. Thailand (2,429) 6. South Korea (1,745) 7. Saudi Arabia (15,810) 7. Germany (8,330) 7. US (2,348) 7. France (1,745) 8. Mexico (13,450) 8. Mexico (7,320) 8. Indonesia (2,190) 8. Germany (888) 9. Vietnam (12,823) 9. Ireland (6,858) 9. Nepal (1,829) 9. New Zealand (861) 10. Turkey (12,148) 10. Costa Rica (6,363) 10. Bangladesh (1,540) 10. Thailand (498) 11. Nepal (11,233) 11. Japan (5,784) 11. Mongolia (1,200) 11. Others (3,250) Source: U.S. Inbound: Institute of International Education, Open Doors Data 2009/2010; U.S. Outbound: Institute of International Education, Open Doors Data 2008/2009; Japan Inbound and Outbound: JASSO Statistics

16 Academic Mobility: Recommendations Renewed commitment to the promotion of US- Japan mutual academic exchange is suggested to maintain and further foster the bond of the two nations through: Allocation of additional funding and resources Systematic changes and reforms to better facilitate academic exchange i.e.. Change of academic year to fall currently under consideration at University of Tokyo 16

17 US-Japan Higher Education Cooperation in the Aftermath of the Great East Japan Earthquake Within US-Japan s long, resilient partnership exists the possibility to establish organizations and policies i to promote and fortify bilateral relations and international ti cooperation through h higher h education collaboration by: 1. US-Japan higher education collaboration on global issues 2. Establishing Asian regional framework of higher education linking with North America 3. Renewed commitment to US-Japan mutual academic and educational exchange 17

18 Thank you! 18