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This paper examines how internationalisation of higher education institutions is reflected through their mission and vision statements by comparatively analysing the mission and vision statements of selected universities in Malaysia and the Philippines. To carry out the study, twenty (20) mission and vision statements of public and private universities in Malaysia and the Philippines were collected and analysed, underlined by the importance of textual agency in policy orientations. The framework used in analysing the mission and vision statements includes the analysis of textual practice and discourse practice. The micro-level analysis of the discourse focused on the textual practice, such as vocabulary, grammar, and text structure. Moreover, the genre and style of text were also analysed. The findings of the study reveal that the mission and vision statements of universities in Malaysia and the Philippines align with respective country policies, and have something in common as far as the concept of internationalisation in higher education is concerned. It is also evident that universities in both countries emphasise the importance of producing global and competent graduates, and obtaining international recognition and world-class education. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses various reports within the issue on topics related to comparative education, which include emergence of a geography of education, knowledge-based economies, and educational restructuring.

Despite the massive education sector of the country, the Philippines – being located in the Pacific Ring of Fire and the typhoon belt – is home to a number of natural instabilities that frequently disrupt the school calendar. Conflict areas in selected parts of the island of Mindanao and the remote geographic features of the country also pose problems in education access. Poverty incidence is reported to be high in such locations and access to basic services such as education is exceedingly low as compared to mainstream Manila. Given the geographies of social exclusion, particularly in education, as exemplified by such issues, this article will detail the problems in education access in the Philippines as illustrated through: (a) the remote geographic locations of some parts of the country; (b) the devastations brought to schooling by natural disasters; and (c) the ‘geography of conflict’ in Mindanao. [ABSTRACT FROM AUTHOR]

There has been a sustained interest in the contribution of higher education in local, regional and national development in many countries. Along this line is the increasing internationalization and globalization of services to which the higher education sector is anticipated to respond through the updating and modernization of its offerings, changing of its formal structures and methods, policies regarding access, among others. The challenges of higher education in the global context anticipate the internationalization of this sector as a means that can provide an efficient response to and training for the evolving demands of modern society. This article reviews the programmes enacted by the Philippine government in response to the changing context of higher education with the move towards the knowledge-based society as central in policy. Issues relevant to the growing internationalism of education as seen through, among others, related human capital training, the role of research and development (R&D), and the increasing privatization of education as a result of the expansion of higher education will also be discussed. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses various topics within the issue including international education, educational issues in the Asia-Pacific region, and internationalization of higher education in Japan.