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Science, technology, engineering and mathematics (STEM) education and research are globally recognised as engines of growth and development and indicators of citizens' well-being. Studies have continuously highlighted the unequal access and participation in STEM higher education based on class, caste, gender, disability and other markers of identity. This research paper investigates the underrepresentation of women in STEM at the Indian Institute of Technologies (IITs) in India. IITs are India's top elite institutions that open window of opportunities to students across the world. The study uses the data available from the All India Survey of Higher Education (AISHE), the Council of Indian Institute of Technology and the websites of the IITs. The findings indicate a significant gap between males and females in faculty positions at IITs. Furthermore, the study finds that the underrepresentation of women faculty differs across the STEM disciplines at IITs in India. It needs more gender-just affirmative action policies such as intersectional reservation for women in STEM academic careers, funding, legal protection against harassment, and representation of women in various committees and leadership positions.

This paper focuses on English teachers in Asia in the context of globalization, the global spread of English and the emergence of English as an "Asian language." It highlights the dilemmas facing these teachers in meeting the growing social demands of English proficiency in a technology-influenced, managerial and neoliberal education environment with limited expertise, skills and policy support. We locate the paper in language policy and planning (LPP) within which the concept of micro-level agency provides a critical lens. We draw on insights from several Asian countries including Bangladesh, India, Indonesia, Japan, Malaysia, Pakistan and Vietnam. We argue that while English teachers are found to exercise their agency to meet changing demands of English proficiency, this agency can be seen as the result of what we call "policy dumping" at the macro-level--i.e. education policymakers not paying due attention to the requirements of policy implementation but dumping down policies to educational institutions and English teachers for their implementation. We conclude the paper by suggesting implications for English language policies in Asian countries that respond to globalization and the dominant discourses of English in a globalized world.

The Sustainable Development Goals (SDGs) are a universal call to action to end poverty, protect the planet, and ensure that all people enjoy peace and prosperity. To maintain the pace of development, local government institutions (LGIs) in many countries have started adapting innovative good practices. These practices are being generated as an offshoot of some projects, initiated by local governments, sub-national and/or national governments. However, these innovations are generally so closely associated, and depend so much on those projects, that once the projects officially phase out, the good practices also start falling apart. Those training institutions for LGIs in Asian countries are imparting training and applying participatory methodologies like peer learning. This enhances the capacities of the functionaries of the respective LGIs. However, the learning that emerges from the good practices, that have evolved, is often missed out in these course curricula, despite the fact that both the good practices and capacity for generating good practices, exist at the local level in the form of tacit learning. The Horizontal Learning Process (HLP) helps to overcome the inherent limitations of existing training methodology by capturing, upscaling, and nurturing tacit learning based on good practices. This paper highlights the concept and salient features of HLP, its evolution, process and steps, application areas, achievements and challenges--especially in the context of the SDGs and the role of LGIs.

This paper presents some of the challenges and concerns for library and information science (LIS) education in India. In order to provide context for these challenges, the paper begins with a brief overview of higher education in India in general and then discusses the beginning of LIS education. It briefly summarizes LIS education in South Asia to provide additional context. The paper discusses concerning issues, including curriculum, accreditation, program delivery through distance education, and research in LIS. The paper goes on to highlight some of the challenges that LIS educators face in India. It concludes with suggestions about how some of these challenges might be addressed including implementation of the Recommendations of National Knowledge Commission. The need for a Model Curriculum in order for LIS to fill the gap between needs of the users and skills of library professionals is also discussed.

Sustainable Development Goals (SDGs) are a universal call to action to end poverty, protect the planet, and ensure that all people enjoy peace and prosperity. To maintain the pace of development, local government institutions (LGIs) in many countries have started adapting innovative good practices. These practices are being generated as an offshoot of some projects, initiated by local governments, sub-national and/or national governments. However, these innovations are generally so closely associated, and depend so much on those projects, that once the projects officially phase out, the good practices also start falling apart. Those training institutions for LGIs in Asian countries are imparting training and applying participatory methodologies like peer learning. This enhances the capacities of the functionaries of the respective LGIs. However, the learning that emerges from the good practices, that have evolved, is often missed out in these course curricula, despite the fact that both the good practices and capacity for generating good practices, exist at the local level in the form of tacit learning. The Horizontal Learning Process (HLP) helps to overcome the inherent limitations of existing training methodology by capturing, upscaling, and nurturing tacit learning based on good practices. This paper highlights the concept and salient features of HLP, its evolution, process and steps, application areas, achievements and challenges--especially in the context of the SDGs and the role of LGIs.

Purpose: It is still unclear how Asian universities incorporate the theory or practice of sustainable development (SD) in their research and education programmes. To address this gap, the purpose of this paper is to report on a study that has examined how universities in Asian countries handle and address matters related to SD. Design/methodology/approach: The study used a bibliometric analysis and an online survey-method. The online survey data were analysed through descriptive analysis and one-sample student's "t"-test. Findings: The study indicates that there is considerable variation among the Asian countries regarding sustainability practices in higher education institutions (HEIs). The HEIs in far eastern countries, such as Indonesia, Malaysia and Thailand are perceived to demonstrate more sustainability practices. Research limitations/implications: Even though a substantial number of participants participated in the survey, it did not cover all Asian countries. The online survey was carried out over a limited period of time, and not all HEIs in the field may have received information about the study. Practical implications: Asia is the largest continent facing a number of sustainability challenges. In this context, the contribution of HEIs is very important. The findings of the current study may serve as a baseline for Asian HEIs to take more initiatives towards SD goals, as HEIs are responsible for the education and training of hundreds of thousands of students who will be occupying key positions in industry, government or education in the coming years. Originality/value: The study contributes to the existing literature in two distinct ways. First, it was possible to develop a comprehensive instrument to measure sustainability practices in HEIs. Second, this study has filled the gap of the scarcity of studies regarding sustainability practices in HEIs in Asia.

How much is hegemony and how much is self-determination in the higher education systems in Southeast Asia? This paper argues that while the question of centre and periphery is still relevant to the analysis of international university systems, the analytical frameworks from which it has arisen may lose viability in the long term. Southeast Asian states are making use of higher education to act in ways that will contribute to the altering of their peripheral position in the global economic and political system. While changes in Southeast Asian higher education are closely tied to global markets and follow what sometimes appears to be a dependent pattern of adaptations driven by Western developed economies, the paper argues that there is also a significant amount of resistance. As Southeast Asian countries adapt in ways that help embed economic globalisation within their national landscape, the manner in which the adaptation occurs is more selective, open, and democratic than before. Moreover, while global communication with core (centre) university systems has been more open and transparent, the system is closed to direct intervention from the outside, making hegemony a less plausible explanation for the manner in which the system is reacting within the new global environment of financial interdependency.

Like all organisations, good governance is a fundamental requirement for the responsible and accountable management of universities in general and open universities in particular. This is to ensure that these (open) universities remain relevant to their mission of facilitating unfettered access to higher education for citizens and at the same time continue being reliable contributors to personal and institutional developments, the vital ingredients to maintaining sustained national development. While several studies have, in the past, been conducted on governance of universities, almost all of them have centred around conventional, face-to-face institutions. Not much published literature is in evidence on the governance of Open Universities. This paper, drawing from a study on the governance of a few open universities in Asia, tries to discuss the nature of their challenges, and the lessons that can be drawn from their practices and experience. The study focused on aspects relating to institutional autonomies such as curriculum, budgeting and financial management, admission standards, conferment of qualifications, academic staff appointments, development and promotions and research policies. Our findings indicate that, similar to conventional systems, the state plays a crucial role in many aspects of governance both in publicly funded and privately supported institutions. Recent attempts at governance transformation towards greater institutional autonomies is beginning to show limited changes in some but not all jurisdictions studied.

This study investigated the places of origin of international students and their distribution in the United States higher education. The data concerning the population of international students were obtained from the official website of International Institution of Education (IIE), and transferred into three maps using geographic information systems (GIS) software so that a more direct view of the data was available. The results of the study showed that (1) A larger proportion of international students come from Asian countries; (2) California, New York, and Texas are the top three states hosting international students; (3) most of the universities enrolling international students are located in the eastern part of the country; and (4) the states with already large international student populations experienced a faster growth in the population of international students over the past five years. Some implications for policy planning are discussed at the end of this paper.

The use of flipped learning as a pedagogical approach has increased in the 21st century. While there is an existing survey of literature regarding the development in American educational institutions--and fewer in an Asian context--there are some unique cultural considerations that may need to be examined regarding flipped learning's adoption and adaptation in Asia. This paper serves as a literature review focusing on several Asian nations with respect to three major considerations in comparison to the United States: geographical, educational, and cultural. After the comprehensive review, which comments on the number of relevant publications available per nation, this paper concludes that there is no significant barrier to the implementation of flipped learning in Asia beyond the existing considerations apparent in the United States (access, time, and institutional support). Additionally, the prevalence of flipped learning in Asia, and the purposes of various studies surveyed, indicate that cultural barriers, at least in this area, are becoming less notable or authoritative as national or historical distinctions are diminishing through Millennials' tendencies toward globalization.

An examination of the language-related educational policies of South Asia, and particularly of India, finds that language policies among colonial administrators and the native elite for over a century has left a deep imprint on contemporary language ideologies of different nations. The discussion begins with a look at the Indian dual education system before the consolidation of British rule on the subcontinent at the beginning of the nineteenth century, with instruction given in Sanskrit and Arabic-Persian. The rival British educational system later eclipsed the traditional systems, and as it evolved, it effectively ignored all mediums of instruction except English. The struggle for Indian independence brought with it substantial conflict over the British education system, and the issue of language of instruction became politicized. Patterns of native language use and language policy in India and other South Asian areas are described, and the problems facing many multilingual developing nations as a result of current language usage and strategies are discussed briefly. Contains 47 references. (MSE)

Purpose: This paper aims to explore the holistic picture of sustainability curricula in Asian higher education. Design/methodology/approach: Content analysis was conducted based on Asian management education for sustainability in higher education. Online courses arrangement, teaching methods, instructors' educational background and cross-referencing data between triple bottom line and sustainability courses have been investigated. Findings: The paper provides empirical insights about the current state of sustainability education in Asia. The results show that there is an opportunity for interdisciplinary integration, as there are imbalanced sustainability courses offered by business, science and engineering schools. It also suggests that Asian universities should add an international connection and active promotion of sustainability education on their Web sites. Research limitations/implications: Findings are based on web-based sustainability-related courses. Future research could apply method of case study to do a deeper study. Practical implications: The paper provides an overview of Asian management education for sustainability and curricula analysis through our research, and that this will further assist in the development of interdisciplinary integration in Asian management education for sustainability. Originality/value: This paper is the first attempt to gain better understanding of sustainability-related courses offered in leading business/management colleges in Asia.

Purpose: This paper aims to study the relationship between high-performance work system (HPWS) and organizational performance and to examine the role of human resource development (HRD) Climate in mediating the relationship between HPWS and the organizational performance in the context of the power sector of India. Design/methodology/approach: The empirical research paper has been conceptualized on the basis of extensive literature survey and examined through a case-based approach. Data and information collected to examine strength of the proposed hypothesis in the context of a power-based company in India. Findings: Agreeing with most of the research, HPWS is found to be positively related with organizational performance. The result does not agree with the HPWS research conducted in Asian countries. Taking clues from "Black Box" approach, the role of HRD Climate as a mediating factor has been studied. The result proved that HPWS influences organizational performance through a supportive development environment (HRD climate) based on openness, confrontation, trust, authenticity, proaction, autonomy, collaboration and experimentation (OCTAPAC). Research limitations/implications: Designing and implementing HPWS requires the organization to nurture and develop a suitable HRD climate through development of organizational culture based on OCTAPAC. Practical implications: Implications for HRD-HPWS practices such as group-based pay, decentralized participative decisions, self-managed work teams, social and family events, and appraisal based on team goals along with OCTAPAC culture can significantly contribute to the transfer climate by influencing both peer and supervisor. It can significantly contribute to training motivation by influencing both career and job attitudes, and organizational commitment of trainees. Originality/value: The research is unique in its attempt to understand the role HRD climate as intermediating variables to enhance the effectiveness of HPWS. This may add a lot of value in encouraging organizations to establish HRD Climate.

The paper examines trends and issues in digital education programmes globally, drawing examples of developmental growth of Library Information Science (LIS), schools and digital education courses in North America, Britain, and Southern Asia, the slow growth of LIS schools and digital education in Nigeria and some countries in Africa and India. The literature so far visited dictated problems of inadequacy in digital education globally to dearth of faculty, training facilities, no collaboration among LIS schools in developing countries, encouraging collaborations in developed countries and not many students attracted to the course. Recommended solutions are suggested for attracting students into the programme and what to do to make it competitive like other programmes in the universities.

Rudyard Kipling wrote "The Road to Mandalay" in 1892 when Burma was a British colony and Queen Victoria was the Empress of India. In the poem, Mandalay is a city some 500 miles along the Irrawaddy River from the capital, Rangoon. British troops stationed in Burma were transported on the river by paddle steamers. The picture painted of Asia is one of the exotic, a land of palm trees with sultry weather and exquisite women in traditional dress. "The Road to Mandalay" was a part of a series of Barrack-Room Ballads, a collection of poems which celebrated British army life and the soldier serving in new and distant territories. The poem enticed British soldiers to return to a land where Burma girls were dressed in yellow petticoats and green caps, singing to the accompaniment of a banjo, while they watched elephants loading teak onto steamers. In the Melbourne Declaration on Educational Goals for Young Australians 2008 all Education Ministers agreed on the need for Australians to become Asia literate. The Asia Literacy Teachers' Association of Australia defines Asia literacy as "the capacity to reflect upon and explore cultural differences in the Asian region. It is the ability to understand Asian cultures and gain knowledge about Asian people and their histories." The National Action Plan which was first called in 2008 following the Melbourne Declaration and again in 2011 aims to provide young Australians with the opportunity to gain Asia knowledge, skills and understandings. The general capability of intercultural understanding provides the opportunity to enhance students' worldviews through examining the literature of other countries. Awareness, appreciation and respect for the lives and culture of other countries is the educators' aim so that students can challenge ideas, hold different viewpoints and to broaden and take into account other perspectives.

The introduction of national qualification frameworks (NQFs), including frameworks specifically for the vocational sector (NVQFs), are policy initiatives that have far reaching implications for the management and delivery of education and training. Despite the caution called for by researchers and the challenging reality of implementation in both developed and developing countries, NQFs and NVQFs continue to be included in national reform programs in many regions of the world. This paper summarises current developments in the Asia-Pacific region, where enthusiasm for national qualification frameworks has reached new heights. The paper also draws on the author's experience in working on NVQF development and implementation in Bangladesh and Papua New Guinea to highlight the role of donors who are active partners in the expansion of the international trend to implement qualification frameworks. (Contains 3 tables.)

Purpose: The purpose of this paper is to present an exploratory survey as part of a presentation for the Bridging Worlds 2008 conference. It seeks to understand how library institutions in the South East Asia (SEA) region have implemented Web 2.0 technologies--blogs, RSS feeds, wikis, or the use of services like Flickr, YouTube, de.lici.ous. Design/methodology/approach: Libraries surveyed were in: Hong Kong, India, Indonesia, Japan, Malaysia, People's Republic of China, Philippines, Singapore and Taiwan. The survey relied on references in published papers, internet searches and personal contacts. Findings: The survey found that more academic libraries than public libraries were using Web 2.0. technologies. Blogs and RSS feeds were the most common. Blogs were used mainly as web publishing tools rather than as a means to engage library users. Research limitations/implications: The survey is not comprehensive. The search relied mainly on English publications and keywords, while the native language of most countries surveyed was non-English. Future research could comprehensively cover each country, by the type of library or language. Practical implications: The paper contends that Web 2.0 does not rely on technology, but more on practice and participation. The emphasis should be on relationships rather than transactions. Suggestions are offered on how libraries can adopt a Library 2.0 mindset without focusing on technology. A call is made to establish an East Asian Librarians 2.0 directory. Originality/value: The paper offers a non-technological perspective to institutions and practising professionals who are reviewing their Web 2.0 implementation.

This paper presents a study of 428 youths who participated in service-learning projects in developing countries in South-East Asia, China and India. Using mixed-method approach, this study examined the reasons for their participation in the YEP (youth expedition projects) and the impact of their service-learning experiences on their civic attitudes and competence skills. Positive outcomes in civic engagement, competence skills and development of sense of self for participants as a whole and in terms of age group are discussed. The author concludes that it is important to make service-learning an explicit training and educational goal in order for educators to facilitate the building of capacities in youths, so that they can appreciate the value that service-learning can bring in character development and shape early commitment to civic involvement. (Contains 5 tables.)

It has long been orthodoxy among adult educators that those who teach adults need to take into account the existing knowledge, practices, perceptions and expectations of the learners. This is true at both central level where curricula and teaching-learning materials are developed and at local level where adult teacher/facilitator meets adult learners. The problem has been how to train adult educators in appropriate ways to discover the existing epistemologies and aspirations of the adult learners. This paper outlines such a training programme using ethnographic approaches to discovering the existing numeracy and literacy practices of "dalit" women learners in a rural part of India. The programme is aimed at a group of trainers working with the NGO Nirantar (India) and others from south Asia (India, Nepal, Pakistan and Bangladesh) with the support of ASPBAE (Asian South Pacific Bureau of Adult Education) and a UK-based NGO, Uppingham Seminars in Development. We begin the paper by looking at the theoretical background to the project and then reporting on the workshops held so far, and finally linking it to the next stage of the project. (Contains 3 notes.)

The world of classical music, says the writer, has always been international, and has now become truly global. Opera is perhaps traditionally, and most conspicuously, global. At any performance of the Metropolitan Opera of New York, for example, one encounters several different nationalities on stage, back stage, and in the orchestra pit. But the same is true of the plastic, dramatic, and literary arts nowadays, very different from the days when Henry James, Robert Frost, T. S. Eliot, Ernest Hemingway and Gertrude Stein, fled to Europe to find the stimulation and recognition they could not find at home. Meantime, Americans are exposed to a vast array of artistic productions from many countries and cultures: from Asia, India, the Caribbean, Eastern Europe, and Australia. Even as American artists have found their place on the world stage, so also have artists from around the world found theirs. In the aggregate they form a kind of global citizenry of the arts as reflected in the currency of their works, international conferences, critical recognition, and access to them in print, films, exhibitions, recordings, and live performances. This serves as background for a reconsideration of the controversy over government funding for the arts in the United States as the author introduces the concept of global citizenship into the debate over government support for the arts. (Contains 11 notes.)

In this essay, the author furthers the argument that critical commentary on the Rajput and Muslim miniatures of India has focused on a rather odd use of labels and categories, perhaps to an even greater extent than has been the case with much of the rest of the criticism of the art of South Asia. She first examines the use of the term "mannerist" with respect to this work, noting that Mannerism as a term from a school of the Renaissance has a decided set of connotations attached to it, and one that cannot easily be overlooked or ignored. She notes that it is particularly instructive to attempt to come to grips with the humanist thought that preceded the development of the Renaissance itself, a type of thought that is almost completely lacking in the Indian worldview. She then notes the use of a term that might be thought to be oppositional, "naturalist," in criticism of the Kangra school, and again argues that the term has a meaning from which it is not easily detached. Finally, she comments on the ready availability of formalist lines of criticism for those attempting to deal with Asian work, since Clive Bell, Roger Fry, and others not only cited the applicability of their theories to the work of Asia, and, indeed, Africa, but were noted as having done so by others, including the American commentator Alain Locke. (Contains 10 notes.)