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이옥순(Lee Ocksoon) 한림대학교 아시아문화연구소 2004 아시아문화 Vol.- No.20
This paper thinks of Indian higher education reforms through the looking-glass of IIT(Indian Institute of Technology) which have consistently been islands of world-class excellence in an otherwise mediocre Indian higher educational system. Unlike the IITs the affiliating type of university system, introduced during the British period, still exists in India after the fifty years of independence. Instead of being examples of centers of excellence in teaching and research the present universities are centers of mediocrity, partisan politics and conflict. The IITs, the brainchild of India′s first prime minister, Jawaharlal Nehru and modeled on MIT(Massachusetts Institute of Technology) are quite different from the existing university system. The IITs, presently consists of seven campuses located in Kharagpur(1950), Kanpur(1959), Delhi(1961), Bombay(renamed Mumbai: 1958), Madras (renamed Chennai: 1959), Guwahati(1994) and Roorkee(2001) are declared to be ‘an institute of national importance’ and confers a high degree of autonomy on the system and protects it from extra-academic pressures. The institutional framework which has permitted the flowering of meritocracy and excellence is the objective, impartial and transparent functioning of the Joint Entrance Examination and the students of the highest quality brought into the IIT system through it. The other factor is the best faculty who provide the educational inputs; and the governance systems that have jealously protected the interests of the institution and the education imparted by it. The science and technology curriculum of the IITs is state-of-the-art and constantly updated. There is also recognition of the need to constantly update the expertise and capabilities of existing faculty. And IITs enjoy a great deal of academic, administrative, and financial autonomy. As shown the success story of IITs, this article suggests, the university reform should be included the following contents: the decentralization and reduction of government and university control over affiliating colleges, that is giving autonomy and responsibility to affiliating colleges for the definition of courses, design of syllabus, examinations and assessment ; the creation of proper resources(stimulation of private funds, raising fees, privatization, government assistance etc).
한용진(Hahn Yong-Jin) 한림대학교 아시아문화연구소 2004 아시아문화 Vol.- No.20
This study purpose on the review of contemporary reform of National Universities in Japan. On 25 January 2001, MEXT(the Ministry of Education, Culture, Sports, Science and Technology) drew up “the Education Reform Plan for the 21st Century(The Rainbow Plan -the Seven Priority Strategies)” which maps out specific measures and issues of educational reforms. This paper focuses on the three points as follows; First, I described the brief historical perspective on higher education. As the environment surrounding universities goes through drastic changes, such as rapid social changes, internationalization and globalization. In the 21st century, and the emergence of the “knowledge based society”, the role of universities in charge of ‘the creation and conveying of knowledge’ is exceedingly important for Japan. Second, it has been pointed out the process of changing policies in national universities. Under the “Policies for the Structural Reform of Universities” of June 2001, the reform of universities has been further accelerated as follows; ① Turning National Universities into Corporations, ② Reorganization and Consolidation of National Universities. Third, it's about the building a new system to secure the quality of universities. ① by giving individual national university corporation status independence and autonomy in decisions of budgets and organizations of each university are to be significantly enhanced. ② introduction of new management style similar to private companies is strongly emphasized. ③ systematic participation of persons outside the university in management of the university is established. ④ all teaching and clerical staffs will become non-civil servant in the new corporations. ⑤ the third party evaluation system will be introduced. The main point of this reform was to increase the power of the president of university and to reduce the power of each faculty. The higher education reform starts out to consider the social responsibility in research and to confirm the international competition. As described above national universities in Japan are now entering a new era of evaluation and competition. Universities, whose intellectual activities play an important role in efforts to lead the development of society, will need to consider not only the quantity of knowledge but also the comprehensive “intelligence” from various points of view. Higher education will be urged to advance its structural reform to further strengthen intellectual activities in preparation for the new era of “intelligence” restructuring.