By Deane Neubauer, Yoshiro Tanaka (eds.)
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Additional resources for Access, Equity, and Capacity in Asia-Pacific Higher Education
Government support for HE comes out of two budgets— the development budget (DIP) and the routine budget (DIK). Even with strong governmental support public HE has an entrepreneurial component as most universities generate discretionary funds from a variety of activities (including special fees charged beyond tuition, special international projects, textbook publications, contract research projects, selling of services, offering special customized courses, and so on). HE in Indonesia is also going through a decentralization phase consistent with neoliberalism.
Many of these reforms were legitimized in the 10th Five-Year Plan for National Education Undertaking, which placed a heavy, simultaneous emphasis on educational development. Policies and expenses were established and prioritized toward educational development in the western region. Support should primarily be given to the development of basic education and secondary vocational education. Two-year higher vocational education was also made a priority especially if graduates would develop the necessary skills and, following graduation, fill much-needed occupations in the western region.
These may be viewed as having moved from production functions to essentially design and efficiency functions and thereon to consumption functions. Increasingly, they address issues of how to make things and produce services with fewer (and consequently less expensive) inputs. And, with increased globalization, we are coming to recognize that these industries will need to be focused on addressing the dilemmas of social change wrought by globalization itself, some of which are societally threatening such as climate change, global warming, sea level rise, ocean pollution, and so on.
Access, Equity, and Capacity in Asia-Pacific Higher Education by Deane Neubauer, Yoshiro Tanaka (eds.)