Professional Documents
Culture Documents
Table of Contents
SRI LANKA: The World Bank determined in 2008 that the higher
education system of Sri Lanka consists of 17 public universities
serving approximately 100,000 students. There are also 13 post-
graduate and specialized institutes which enroll a further 6,000
students. However a large proportion of private sector providers
enroll students in IT, management, accounting, marketing, law,
business and finance. 16 Franchise degree providers in Sri Lanka
included (as of 2004): University of Bradford and the Social
Scientists' Association, University of Keele and Informatics Institute
of Technology, Kingston University and Asian Aviation Centre,
London Metropolitan University and IDM Computer Studies (PVT)
Ltd, Staffordshire University and APIIT Lanka, University of
Sunderland and Londontec International Computer School with full
accounting of their resources and challenges through the Quality
Assurance Agency for Higher Education UK.17 One Canadian oriented
management agency, Centre for Canadian Academic & Professional
Services (CCAPS) appears well poised to broker agreements between
local and Canadian universities if and when franchises come.
15
Starck, J. (2002) The Journal, “Webster's future in Thailand unclear”, December 5, 2002.
16
The World Bank, Building the Sri Lankan Knowledge Based Economy: Chapter Five Advancing
Sri Lanka’s Education System through Quality Inputs (2007). p. 9.
17
The Quality Assurance Agency for Higher Education (2004) Overseas partnership audit
reports: Sri Lanka
18
The Panel Of The United Nations Commission On Science And Technology For Development
(2007), Science Technology and Innovation in Sri Lanka.
19
Praphamontripong, P. (2005), International Higher Education, “Diversification within the Thai
Private Sector”, No. 40, Summer 2005.
20
World Economic Forum (2008), The Global Enabling Trade Report 2008
21
Thailand Board of Investment (2008) List of Activities Eligible for Promotion: 2007, “Policies
and Criteria”, p.36.
22
International Finance Corporation (2008), Doing Business Thailand 2009.
23
Manoharan, N. (2006), Education System in Sri Lanka.
24
The Panel Of The United Nations Commission On Science And Technology For Development
(2007), Science Technology and Innovation in Sri Lanka.
25
United States Trade Representative (2008), Factsheet Sri Lanka 2008.
26
Asia Development Bank (2007) “Sector Paper: Sri Lanka Country Assistance Program
Evaluation: Education Sector”, p.17.
27
World Economic Forum (2008), The Global Enabling Trade Report 2008
28
Sri Lanka Board of Investment (2008) Industry-Wise Incentives -2006
29
U.S. & Foreign Commercial Service And U.S. Department Of State, (2006)
30
International Finance Corporation (2008) Doing Business 2009: Sri Lanka
31
International Schools Association of Thailand (2008),” Frequently Asked Questions: How is
educational quality assured?”
32
The World Bank (2008) “Benchmarking—enforcing contracts, South Asia—compared with
global best practice”, p.28.
33
Coalition for Educational Development Sri Lanka (2007), “Issues and Concerns for Advocacy.”
34
Foreign Affairs and international Trade (2008), “Tips For Business Travellers - Sri Lanka.”
47
AUCC (2007) “Knowledge exports by Canadian universities”
There is the danger under such standards that what the British and
Australians provide to global researchers, in terms of market
information, for free access, is exponentially better than what
Canadian institutions and special interest groups appear to keep
behind closed doors. Perhaps the difficulty in resourcing primary
information in this vital industry is the result of embarrassment
regionally at Canada’s global positioning and franchise degree
programs development to date rather than an unwillingness to make
these challenges known. One of the few books which adequately
describes such a political/sociological milieu of silence and under-
performance was written by a US consultant operating in Jakarta
entitled, Corruption Arts in Third World International Business:
Traps, Swizzles, and Swindles Used by the Master Players.
(Gottbreht, 2005) It appears a paradox that the Canadian
educational regulations surrounding international studies in Canada
reveals provincial corruptions of purpose, chaos in terms of federal
regulation and lack of national standards all tarnishing of Canada’s
global educational image and a major impediment to progressive
educational partnerships abroad.
7. APPENDIX
1. Office of the Non-Formal and Informal Education, Ministry of Education, Bangkok (2007)
UNESCO, “The Development and State of Adult Education in Thailand (ALE)”
Bangkok region: 18% of total population age groups from lower to upper secondary, males and
females.
Enrolled
Secondary 4,530,029 2.19%
Lower secondary 2,761,219 3.01%
Upper secondary 1,768,810 0.96%
3. UNICEF, Division of Policy and Practice, Statistics and Monitoring Section (2008) “Education
statistics: Sri Lanka”, May 2008
Thailand is predominantly a postgraduate and ELT market (specifically summer schools and
preparation programmes for postgraduate study). These two sectors account for over 60 per
cent of all student visas issued.
There is considerable room for growth in the postgraduate sector, which has seen steady
growth in one-year taught programmes. There is an increase in the number of governmental
scholarships, as well as a growth in the self-funded sector for doctoral programmes.
The ELT sector also demonstrates scope for growth in the March / April language holiday period
for 14 to 19 year-olds.
6. The World Bank, Thailand Social Monitor 2008 on Youth: Development and the Next
Generation (Bangkok: March, 2008) Slide 13.
Demand-side constraints
Direct education costs as a share of per capita household expenditure increase sharply at
higher levels of education and limit access to secondary and tertiary schooling
Opportunity costs deter poor households from sending children to school
The gap between expenditure on secondary and tertiary education between rich and poor
is widening
7. Ibid, Slides 16,17,18.
Supply-side constraints
While secondary schools seats have grown over time, there may still be room for expansion
Principals report shortage/inadequacy of teachers and teachers consider themselves not
adequately prepared in mathematics and science
There is room for a more efficient and progressive utilization of public spending on
education
As By law, all international schools should be externally accredited, so look out for the
certificate granted by a recognised body such as CIS, NEASC, WASC or the Office of the Private
9. The World Bank, Building the Sri Lankan Knowledge Based Economy: Chapter Five Advancing
Sri Lanka’s Education System through Quality Inputs (2007). p. 9.
Sri Lanka’s ability to create a demand driven education system that focuses on lifelong learning
will determine the country’s capacity to embrace the benefits of knowledge economy. A
successful education system will focus on learning rather than schooling, and creating an
enabling environment that promotes creativity, improves the quality of basic and tertiary
education, and provides opportunities for lifelong learning.
Formal higher education in the country has a strong academic bias, making the large majority
of university graduates suitable for only a limited number of white-collar jobs; this has caused
widespread frustration, especially among the educated unemployed youth.
11. Asia Development Bank, Country Strategy and Program Update 2006–2008: Sri Lanka (2008)
Given the past neglect and low public investment in education, a rapid improvement in key
indicators cannot be expected. Youth unemployment in 2004 remained high at 21%. In addition,
a central bank survey found that all households regardless of income spent more than twice as
much on private education in 2003–2004 as they did 5 years ago. This could be a sign that
public education has not yet improved sufficiently. Strengthening vocational training, another
ADB focus area, is also crucial: about 13,000 unfilled vacancies are reported by JobsNET, a
Government e-initiative. A Local Government Infrastructure Improvement Project in 2005 aims
to improve the delivery of key social services (such as communal water supply, drainage,
municipal clinics, etc.) by local authorities.
Competitor activities are significant, with Australia being the most aggressive, followed by the
USA, Canada and New Zealand. Student numbers going into Australia's HE sector declined by
6.3 per cent in the year 2005 / 2006 but sharply increased for the vocational and English
language sectors by 17.6 per cent and 18.2 per cent respectively. Canadian numbers are low.
The majority of Thai students going to the USA were students in work and travel and student
exchange programmes.
There are a total of 780 public and private institutions in Thailand offering courses and
programs in higher education. The Ministry of University Affairs sets educational standards,
approves curriculum, and is the main institutional and professional accrediting body.
14.Thailand Board of Investment (2008) The Cost of Doing Business in Thailand: 2008
15.Starck, J. (2002) The Journal, “Webster's future in Thailand unclear”, December 5, 2002.
But the first few years weren't as positive. According to Vice President of Finance Dave
Garafola and verified by Board of Trustees meeting notes, Webster sent WUT $443,000 in cash
support during the 1999-2000 school year, $700,000 during 2000-2001 and $200,000 in 2001-
2002.
17. The Quality Assurance Agency for Higher Education (2004) Overseas partnership audit
reports: Sri Lanka
18. The Panel Of The United Nations Commission On Science And Technology For Development
(2007), Science Technology and Innovation in Sri Lanka.
Following the still-rising global pattern, the bulk of Thai private higher education institutions
can be regarded as demand absorbing. Generally, demand-absorbing institutions intend to
accommodate an overabundant demand of higher education and are often concerned more
with quantity than quality. These institutions have grown enormously in the past decade. All
but three hold only a tiny share of total private enrollments, whereas the three account for
one-third of the demand-absorbing subsector's enrollments. Demand-absorbing institutions may
be divided into two subcategories: (1) the ones offering programs emulating those in public or
private elite universities, and (2) those focusing on professional training in limited specific
areas. Both generally have high student:faculty ratios. Some have no faculty holding doctoral
degrees in the entire institution.
20. World Economic Forum (2008), The Global Enabling Trade Report 2008
Source: International Monetary Fund, World Economic Outlook Database (October 2007); United
Nations Population Fund,State of World Population 2007; The World Bank, World Development
Indicators 2007 (CD version)
21.Thailand Board of Investment (2008) List of Activities Eligible for Promotion: 2007, “Policies
and Criteria”, p.36.
The first table lists the overall "Ease of Doing Business" rank (out of 181 economies) and the
rankings by each topic. The rest of the tables summarize the key indicators for each topic and
Accommodating students deprived of university education should be the primary concern. Apart
from increasing the number of universities, it would be wise to consider expanding the Open
University system, part-time learning, self-study and such other means to cater for candidates
from different areas. But adding to the number of graduates without improving the quality of
education is irrelevant. Introduction of new non-traditional vocational courses and reorientation of
the existing curriculum to meet the needs of the market should be seriously considered.
24. The Panel Of The United Nations Commission On Science And Technology For Development
(2007), ScienceTechnology and Innovation in Sri Lanka.
The major stumbling block for the development of scientific and technological capabilities in
Sri Lanka is the low state support for R & D, lack of highly trained professionals in R & D
organizations, underdevelopment of higher education and the science base in universities and
the preference for foreign technology rather than the development of local technology by the
industrial sector. The science base in the universities need to be expanded with more Ph.D and
R & D programmes coupled with peer review and measures to ensure standards of excellence.
Diffusion of R & D remains weak and left to natural play of different actors and attempts to
forge linkages between the Universities, industry and government agencies have not been very
successful.
25. United States Trade Representative (2008), Factsheet Sri Lanka 2008.
Foreign investment is not permitted in the following businesses: non-bank money lending;
pawn-brokering; retail trade with a capital investment of less than $1 million (with one notable
exception: the BOI permits retail and wholesale trading by reputed international brand names
and franchises with an initial investment of not less than $150,000); coastal fishing; and the
awarding of local university degrees. Foreign degree courses can be offered in Sri Lanka by
affiliating with foreign universities. However, there is no scheme to monitor the quality
assurance or accreditation of the foreign courses offered in Sri Lanka.
26. Asia Development Bank (2007) “Sector Paper: Sri Lanka Country Assistance Program
Evaluation: Education Sector”, p.17.
Although Sri Lanka achieved notable gains in literacy, gender equity in education, and universal
primary education, several gaps have existed in the sector: (i) lack of responsiveness of the
education system to labor market requirements, (ii) disparities in access to quality education,
(iii) lack of an effective linkage between secondary and tertiary education, and general
education and TEVT, (iv) inadequate management capabilities that constrain decentralization,
(v) inadequate teacher deployment and management, (vi) declining government expenditures
on education, and (vii) limited public-private partnerships.
27. World Economic Forum (2008), The Global Enabling Trade Report 2008
Source: International Monetary Fund, World Economic Outlook Database (October 2007); United
Nations Population Fund,State of World Population 2007; The World Bank, World Development
Indicators 2007 (CD version)
Incentives will be provided for career or job oriented educational and training institutions
29. U.S. & Foreign Commercial Service And U.S. Department Of State, (2006)
30. International Finance Corporation (2008) Doing Business 2009: Sri Lanka
The first table lists the overall "Ease of Doing Business" rank (out of 181 economies) and the
rankings by each topic. The rest of the tables summarize the key indicators for each topic and
benchmark against regional and high-income economy (OECD) averages.
31. International Schools Association of Thailand (2008),” Frequently Asked Questions: How is
educational quality assured?”
The Ministry of education requires that all international schools are externally accredited to
ensure that they meet recognized standards and follow agreed procedures. Accrediting
organizations include the European Council of International School (ECIS), the Council of
International Schools (CIS), the Western Association of Schools and Colleges (WASC) and the
New England Association of Schools and Colleges (NEASC). As an interim measure, the Ministry
allows accreditation through the Office of the Private Education Commission’s Standards of
Quality Assurance Procedure.
32. The World Bank (2008) “Benchmarking—enforcing contracts, South Asia—compared with
global best practice”, p.28.
Where contract enforcement is efficient, businesses are more likely to engage with new
borrowers or customers. Doing Business tracks the efficiency of the judicial system in resolving
a commercial dispute, following the step-by-step evolution of a commercial sale dispute before
local courts. The data are collected through study of the codes of civil procedure and other
court regulations as well as surveys completed by local litigation lawyers (and, in a quarter of
the countries, by judges as well).
33. Coalition for Educational Development Sri Lanka (2007), “Issues and Concerns for
Advocacy.”
34. Foreign Affairs and international Trade (2008), “Tips For Business Travellers - Sri Lanka.”
Sri Lankans like to know their business partners well, before they enter into any transactions.
Due to the bureaucracy, business decisions are made slowly in the public sector organizations.
Most corporate offices in Sri Lanka are situated in Colombo. There are various Industrial Parks
that are scattered in many parts of the country. Sri Lanka is strategically located in South Asia,
and the Sri Lankan business environment is generally investor friendly and enriched with a
skilled workforce.
In Sri Lanka, the study of English has been in decline for more than five decades and mono-
lingualism created a terrible intellectual culture which does not tolerate debate, discussion,
argument and dissent. The intellectual culture based on mono – lingulaism, failed to produce
people with originality and vision; more than that it failed to produce cultured men. At one
stage in the history of this country, very leading people openly condemned English as a colonial
legacy and this assertion, in the end created the “Kaduwa concept” among the undergraduate.
I would like to quote Chancellor Von Bismark of Germany on the importance of English. In 1898,
a young journalist asked Chancellor Bismark – “ What had been the most determining event of
the 19th century?” He replied, “ The fact that North America speaks English”. It was very
prophetic on the part of Chancellor Bismark. Today English is the global ‘ lingua – franca’.
In Thailand, the Ministry of Education requires that all international schools are externally
accredited to ensure that they meet recognised standards and follow agreed procedures. I have
no doubt that this is true in other countries as well. Accrediting organisations widely known in
Thailand include the Western Association of Schools and/or Colleges (WASC) and the New
England Association of Schools and Colleges (NEASC) for American based international schools;
Worldwide Education Services (WES) for British based international schools; and the Council of
International Schools (CIS) for any international schools.
37. Knight, J. (2006) “Higher Education Crossing Borders: A Guide to the Implications of the
General Agreement on Trade in Services (GATS) for Cross-border Education.”
The demand for international education is forecast to increase from 1.8 million international
students in 2000 to 7.2 million international students in 2025. This is a staggering increase that
presents enormous challenges as well as opportunities. It is not known what proportion of the
demand will be met by student mobility, but it is clear that there will be exponential growth in
the movement of programs and institutions/providers across national borders.
38. The Yellow Pages Sri Lanka (2000) “This site is Under Construction”
40. Institute for Trade Standards and Sustainable Development (2007),”ITSSD Response to the
Draft Global Strategy and Plan of Action.”
Markets are profit-, not cost-driven. Volume-based business models with tight profit margins
are an extremely risky investment in the long term, even if supported by government efforts to
artificially make markets by providing advance market commitments. Since the natural
tendency of markets is to fluctuate in response to the sometimes volatile supply and demand of
raw materials, goods-in-process, finished products, etc., as well as, to consumer perceptions
and idiosyncrasies, it would be extremely difficult to gauge in advance the true economic value
of such a guarantee in terms of profitability. After all, nothing can be guaranteed forever, let
alone for the extended period of time that may be required to develop, manufacture and
distribute a successful life-saving drug to needy patients free of complications. Consequently,
if governments regulate company profit margins internationally and domestically without truly
guaranteeing markets for more than the short-term, company and investor incentives to enter
into any such arrangement are likely to evaporate very quickly.
Disputes - international
42. OECD (2004) Internationalisation and Trade in Higher Education: Opportunities and
Challenges,
Chapter 4, Cross-border post-secondary education in the Asia-Pacific region, p.147.
Programme and institution mobility involves lower personal costs than studying abroad, and
although such services might not offer the same cultural and linguistic experiences as foreign
study, they are likely to meet a growing demand in the future. In the degree granting sector,
the growth of for-profit cross-border education through programme and institution mobility is
mostly driven by “traditional” public or private not-for-profit educational institutions, which
are increasingly offering private provision.
43. Kubler, J. & Lennon, M.C. (2008), International Trade in Higher Education: Implications for
the Commonwealth, The Association of Commonwealth Universities, p.5/43.
It is not only the mobility of students that is growing; the movement of academic programmes
and services across borders is also becoming increasingly common. New technologies and more
open markets have made this more viable. One of the most comprehensive mechanisms for
programme mobility is the development of branch campuses overseas. While the number of
international branch campuses set up by higher education institutions remains relatively low
the numbers are steadily increasing. A recent report by the Observatory on Borderless Higher
Education (OBHE) indicates that there has been significant growth in branch campus activity in
recent years, with half of the 82 branches listed in the report established since 2000. However,
setting up a branch campus is a very resource intensive enterprise and while there has been
significant growth in the past few years this provision is dominated by a few key countries,
notably, the UK, Australia and the US. Other, more common, forms of cross-border provision
include: franchising, selling or validating programmes delivered by a foreign institution;
programme articulations (i.e. twinning), where institutions collaborate to deliver joint
programmes; off-shore institutions and other types of internationally sponsored universities; as
well as online and distance provision.
Partly as a result of the country's reliance on aid from multilateral agencies (which are in
favour of free markets), and partly owing to the need to improve the fiscal position, the
government may implement some economic liberalisation measures.
45. Thamvorapol, S. (2004) “Thailand: Economic Policy Analysis”, The McKeever Institute Of
Economic Policy Analysis.
People usually give respect to persons who have a power to open up a business. And they also
feel that all businessmen, Thai or foreign alike. Therefore people can be confident that when
they invest in Thailand, they will receive fast, fair and transparent treatment.
Chief among these challenges is the lack of financial support to offset the considerable upfront
costs associated with entering the international market successfully. This was identified in the
2006 survey as the top barrier to developing and delivering education products and services
overseas. When asked which key support services and measures they needed from the Canadian
government and other stakeholders to enhance institutional efforts to export educational
products and services overseas, most institutions gave a high level of importance to a number
of measures including the need for “seed funds to help universities to foster strategic
alliances” and “seed funds to support universities to develop products” (see Figure 2). In
addition, respondents underscored the importance of a coordinated government approach and
strategic engagement by the Department of Foreign Affairs’ networks of trade commissioners
and science and technology counsellors.
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