研究成果

拠点メンバー、共同研究者、特別研究員、フェロー他、主に若手研究者の論文を対象にアジア地域統合に関する優れた論文を、ワーキングペーパーとして発刊する。言語は英語もしくは日本語。寄稿された論文は、編集委員会での審査を経て刊行される。刊行されたペーパーは、本学図書館をはじめ関連大学図書館、研究機関等に寄贈される。

Asian Regional Integration and Education

Set against the backdrop of increasing economic interdependence in the Asia region, the idea of 'regional integration' is most often articulated as a policy instrument and political ideal. Arguably, this objective is being pursued to further promote regional competitiveness in the world economy and to bring about a new stable political order. Nevertheless, any move in this direction has been repeatedly challenged from perspectives that emphasize socio-cultural diversity in the region and shared histories. It is in this context that Waseda University received the Global COE research grant from the Ministry of Education of Japan. Waseda University was tasked with establishing the Graduate Institute for Asian Regional Integration (GIARI) to investigate problems and prospects relating to Asian regional integration. Issues of education are central to any dialogue that seeks to further integrate political, social, and economic systems in the region. Taking European integration as a precursor, it is clear that education plays a critical role in the integration process. It is certainly, therefore, within the purview and moreover, a responsibility of Waseda's Global COE-sponsored research to examine the role education will continue to play in a more comprehensive integration of the Asia region.

There is not a single nexus of research where the study of Asian regional integration and education meet; rather, there exist a diversity of approaches that form a matrix of research. A first feature of regional integration studies is the empirical study of 'de facto' integration of the region's education systems. From this approach, we conclude that education systems, economic systems and societal values are already intertwined and integrated to a certain degree. This first approach endeavors to take stock of the extent of actual integration. A second approach emphasizes the purpose(s) and governing principles which inform the integration process. It may then be possible to derive ordered conceptual frameworks that reveal future pathways of regional cooperation and integration. This approach asks why we need to integrate and the answers come mainly from historical and philosophical investigations of policy arguments. The third type of regional integration studies attempt to analyze existing frameworks and institutions for regional cooperation and integration of education systems. It is a political analysis that reveals practical and organizational implications for future regional cooperation and integration processes. The fourth approach focuses on the study of the actors involved in the regional integration process. Countries and governments are probably the most important actors in these processes, but educational institutions are also important. The fifth approach is best described as the comparative study of regional integration drawing on experiences from different regions; education regionalization in Europe, for example.

In doing these researches, we must share a vision concerning Asian regional integration and education that can foster mutual trust and a concept of people's Asia, and strengthening the competitiveness of Asian human resources in the world. By comprehensively discussing and internalizing diverse views, rather than relying on a single model or ideal, it will be possible to build a regional framework for education in Asia that can be expected to contribute greatly to the formation of an Asian Community, and thus, to peace and prosperity in the region.

Kazuo KURODA, Ph.D.
Leader, Education and Asian Regional Integration Research Group, GIARI

GIARI Working Paper Vol.2008-E-21

The Internationalization of Higher Education in Vietnam: National Policies and Institutional Implementation at Vietnam National University, Hanoi

Nguyen Thuy Anh
College of Economics - Vietnam National University, Hanoi

January 2009
[238KB]


Index

1. Introduction
2. The state of higher education in Vietnam
3. Internationalization of higher education: National processes
3.1 National strategy for international cooperation and integration
3.2 Staff and student mobility
3.2.1 Study abroad
3.2.2 Foreign students in Vietnam
3.3 Foreign education programs
3.4 Internationalization of curricula
3.5 Other activities of international cooperation in higher education
4. The internationalization of Vietnam National University, Hanoi
4.1 Introduction of Vietnam National University, Hanoi and its missions
4.2 The Internationalization process at Vietnam National University, Hanoi
4.2.1 International cooperation
4.2.2 Staff and student mobility
4.2.3 International education programs
4.2.4 Strategy to achieve regional and international standards
5. Conclusion
References