Players• Major: USA, UK, Australia• Middle Powers: Germany, France• Evolving Destination: Japan, Canada,NZ• Emerging Contenders: Malaysia,Singapore, China

National Higher Education Research Institute (IPPTN)Trends in Regionalism• Old and new regionalism• Old: 1950s to 1970s; protectionism,
inherently discriminatory against the rest of
the world, intra-trade and security• New: 1980s onwards; liberalisation, market
deregulation, increasing competitiveness• Increasing trend towards inter-regionalism(in HE EU/ASEAN)
National Higher Education Research Institute (IPPTN)IHE – Malaysia’s Response• Student mobility – as a source country• Student mobility – as a receiving
country• Higher education framework (graduateswith global competency?)

National Higher Education Research Institute (IPPTN)Student Mobility – as source country• Top ten to USA, 1997-1999; thereafter steady decline
to only 5,515 in 2006. (harsher visa restriction etc)

• Decline in numbers to UK in 1998 (less dramaticcompared to USA), rising slightly over the years, still in
top ten (high cost, Asian financial crisis, stem outflowsof fund, expansion in capacity in Malaysia thru privatesector)• Slight rise: postgraduate and specialised profession• Large numbers in Australia (18,074 in 2006; third after
China and India) (cost, proximity, employmentopportunities)
National Higher Education Research Institute (IPPTN)Student Mobility – as receiving country• Recent phenomena, as market for mobile Asianstudents• 2% of market in 2006
• From ASEAN and overwhelmingly, China (35%each year, decline recently)• Increasingly, from the Middle East (thru inter-gov‟tMoUs), and Africa• In private HE (undergraduates), in public sector(p/graduates and doctoral, 5% capped foru/graduates)• Target 100,000 in 2020.
National Higher Education Research Institute (IPPTN)To-date• Transformation of HE (National HE Plan 2020)• Restructuring of university governance• Devolution of powers: ministry to universities• University autonomy?
• Usage of English, being implemented• But little in terms of “a pivotal international
education experience” in the local curricula• Malaysians overseas getting opportunities towork in countries where they graduates e.g.
Australia
National Higher Education Research Institute (IPPTN)Higher Education Framework• Prepares graduates for an interconnectedworld and a highly globalised economy• Aspiring to be a node in global network• Global-ready graduates for a workforce that
requires inter- and multi-culturalcompetencies• „Global workforce development‟ initiatives
National Higher Education Research Institute (IPPTN)

Malaysia’s Concern – Quality Issueand IHE• Standardisation of accreditation as a necessary
condition for IHE• Malaysian Qualifications Framework approved
early 2007

• Malaysian Qualifications Agency establishedNov 1.
• IHE leads to erosion of quality of HE• Subscribing to Washington Accord forengineering education and training
National Higher Education Research Institute (IPPTN)

Looking Forward• Lessons learned from Bologna (EuropeanHigher Education Area)• Regionalism in HE in Asia (10 in ASEAN,+P.R. China, Japan and South Korea) inprogress. Something to look forward to.
 Promoting cross border mobility of students,
academic and research personnel
 Harmonisation of degree structure• Now, several countries having their own
education hubs. Need for synergy.
National Higher Education Research Institute (IPPTN)Challenges• Asia‟s diversity: demographics, level ofdevelopment, political system• Developing regional structures (enhancingpresent structure; work in progress on newones)• Harmonisation of academic degree structures
to enable credit transfers and ensure quality
assurance: limitations and possibilities
National Higher Education Research Institute (IPPTN)

Thank You

National Higher Education Research Institute (IPPTN)