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Asia

Citizenship Education in Asia and the Pacific: Concepts and Issues

November 20, 2013

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cerc-14Edited by: W.O. Lee, David. L. Grossman, Kerry J. Kennedy & Gregory P. Fairbrother

2004, 313pp.

ISBN 10: 962-8093-59-2

ISBN 13: 978-962-8093-59-5

HK$200 (local), US$32 (overseas)

Published by Comparative Education Research Centre (CERC) and Kluwer Academic Publishers

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This book is a landmark in citizenship and citizenship education discourse. It combines conceptual debates with case studies on the question whether the notion of Asian Citizenship can be established, and if yes, what its research agenda would be. The book contains polemic discussion, empirical data analysis, consultancy reflections, and descriptions of citizenship education in Asian and Pacific countries. Its themes include citizenship paradigms, democratization, patriotism, social tolerance, globalization and information society, and colonialism. The volume explores various perspectives on citizenship, including Confucian, Islamic, humanist, global, indigenous, cultural, political, and comparative. The book covers a wide range of countries and regions, including China, Japan, Hong Kong, Korea, Indonesia, Malaysia, Singapore, Solomon Islands, Taiwan and Vanuatu.

W.O. Lee is Professor and Head of Department of Educational Policy & Administration and Co-Head of Centre for Citizenship Education at the Hong Kong Institute of Education (HKIEd). David L. Grossman is Dean of the School of Foundations in Education, and Co-Head of the Centre for Citizenship Education at the HKIEd. Kerry J. Kennedy is Head of the Department of Curriculum & Instruction at the HKIEd. Prior to that he was Pro Vice-Chancellor (Academic) at the University of Canberra. Gregory P. Fairbrother is a researcher with the School of Foundations in Education and the Centre for Citizenship Education at the HKIEd.

Changing Education: Leadership, Innovation and Development in a Globalzing Asia Pacific

November 19, 2013

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cerc-20Edited by Peter D. Hershock, Mark Mason and John N. Hawkins

June 2007, 348 pp.

ISBN 10: 962-8093-54-1

ISBN 13: 978-962-8093-54-0

HK$200 (local), US$32 (overseas)

Published by Comparative Education Research Centre (CERC) and Springer

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This book responds to the growing unease of educators and non-educators alike about the inadequacy of most current educational systems and programs to meet sufficiently the demands of fast changing societies. These systems and programs evolved and were developed in and for societies that have long been transformed, and yet no parallel transformation has taken place in the education systems they spawned. In the last twenty years or so, other sectors of society, such as transportation and communications systems, have radically changed the way they operate, but education has remained essentially the same. There is no doubt: education needs to change.

To those ready to accept this challenge, this book represents a welcome guide. Unlike most books on educational policy, this volume does not focus on improving existing educational systems but on changing them altogether. Its focus is not on doing things better, but on doing better things; not on doing things right, but on doing the right things to prepare students for a fast changing interdependent world.

Peter D. Hershock is an Educational Specialist and Coordinator of the Asian Studies Development Program at the East-West Center in Honolulu, Hawaii. He is trained in both Western and Asian philosophy, with a specialization in Buddhist philosophy. His research and writing focus both on historical dimensions of Buddhist thought and practice, and on their relevance to addressing such contemporary issues as technology and development, education, human rights, and the role of values in cultural and social change.

Mark Mason is Associate Professor in Philosophy and Educational Studies in the Faculty of Education at the University of Hong Kong, where he is also Director of the Comparative Education Research Centre (CERC). With research interests in philosophy, educational studies, comparative education and educational development, he is Regional Editor (Asia & The Pacific) of the International Journal of Educational Development, Editor of the CERC Studies in Comparative Education Series, and President of the Comparative Education Society of Hong Kong.

John N. Hawkins is a Professor in the Graduate School of Education and Information Studies at the University of California, Los Angeles. He is Director of the Center for International and Development Education at UCLA, where he served for twelve years as Dean of International Studies. His research focuses on education and development, and specifically on higher education reform, in the Asian region. He is the author of 15 books and over 60 articles on educational development in Asia.

A review of this book was published in the Asia Pacific Journal of Education (Vol.30, No.3, 2010) pp.355-357.

Citizenship Curriculum in Asia and the Pacific

November 19, 2013

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cerc-22

Edited by David L. Grossman, Wing On Lee and Kerry J. Kennedy

February 2008

ISBN 978-962-8093-69-4

HK$200 (local), US$32 (overseas)

Published by Comparative Education Research Centre (CERC) and Springer

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Based on case studies of 11 societies in the world’s most dynamic region, this book signals a new direction of study at the intersection of citizenship education and the curriculum. Following their successful volume, Citizenship Education in Asia and the Pacific: Concepts and Issues (published as No. 14 in this series), the editors, widely regarded as leaders in the field in the Asia-Pacific region, have gone beyond broad citizenship education frameworks to examine the realities, tensions and pressures that influence the formation of the citizenship curriculum. Chapter authors from different societies have addressed two fundamental questions: (1) how is citizenship education featured in the current curriculum reform agenda in terms of both policy contexts and values; and (2) to what extent do the reforms in citizenship education reflect current debates within the society? From comparative analysis of these 11 case studies the editors have found a complex picture of curriculum reform that indicates deep tensions between global and local agendas. On one hand, there is substantial evidence of an increasingly common policy rhetoric in the debates about citizenship education. On the other, it is evident that this discourse does not necessarily extend to citizenship curriculum, which in most places continues to be constructed according to distinctive social, political and cultural contexts. Whether the focus is on Islamic values in Pakistan, an emerging discourse about Chinese “democracy” a nostalgic conservatism in Australia, or a continuing nation-building project in Malaysia – the cases show that distinctive social values and ideologies construct national citizenship curricula in Asian contexts even in this increasingly globalized era.

This impressive collection of case studies of a diverse group of societies informs and enriches understanding of the complex relationship between citizenship education and the curriculum both regionally and globally.

David L. Grossman is an Adjunct Senior Fellow of the Education Programme of the East-West Center in Honolulu, Hawaii. Dr. Grossman was formerly Professor and Dean of the Faculty of Languages, Arts and Sciences, and co-Head of the Centre of Citizenship Education at the Hong Kong Institute of Education (HKIEd). Before that he was Director of the Stanford University Programme on International and Cross-Cultural Education (SPICE).

Wing On Lee is Acting President and Vice-President (Academic) of the Hong Kong Institute of Education. Before that he was Professor of Education and Director (International) for Humanities and Social Sciences at the University of Sydney in Australia, where he remains an Honorary Professor. Prior to his Australian appointment, he served at HKIEd as the founding Dean of the School of Foundations in Education, Head of two Departments, and co-Head of the Centre for Citizenship Education.

Kerry J. Kennedy is Acting Vice-President (Academic) and Professor and Dean of the Faculty of Professional and Early Childhood Education at the Hong Kong Institute of Education. He has also served as Head of the Department of Curriculum and Instruction at HKIEd. Prior to that, he was Pro Vice-Chancellor (Academic) at the University of Canberra in Australia.

Read the review in Asia Pacific Journal of Education, Vol.30, No.1, pp.123-126

Crossing Borders in East Asian Higher Education

November 19, 2013

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cerc-27Edited by David W. Chapman, William K. Cummings & Gerard A. Postiglione

March 2010

ISBN 978-962-8093-98-4

HK$250 (local), US$38 (overseas)

Published by Comparative Education Research Centre (CERC) and Springer

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Flyer for the book, Table of Contents

 

This book received  1st place in the 2nd Annual Comparative and International Education Society (CIES) Higher Education SIG (HE-SIG) Best in Books for the academic year 2009-2010!

This book examines issues that have emerged as higher education systems and individual institutions across East Asia confront and adapt to the changing economic, social, and educational environments in which they now operate. The book’s focus is on how higher education systems learn from each other and on the ways in which they collaborate to address new challenges. The sub-theme that runs through this volume concerns the changing nature of cross-border sharing. In particular, the provision of technical assistance by more industrialized countries to lower and middle income countries has given way to collaborations that place the latter’s participating institutions on a more equal footing. At the same time, there is a greater number of partnerships that link higher education systems in the East Asian region to one another. Even as boundaries become more porous and permeable, there is growing acceptance of the view that cross border collaboration, if done well, can offer mutually beneficial advantages on multiple levels. There is a new recognition that the intensified international sharing of ideas, strategies of learning, and students is not only of enormous value to systems and institutions but essential to their long term survival. To this end, the chapters in this volume examine various motivations, goals, mechanisms, outcomes and challenges associated with cross-border collaboration in higher education.

David W. Chapman is the Birkmaier Professor of Educational Leadership in the Department of Organizational Leadership, Policy, and Development in the College of Education and Human Development at the University of Minnesota. He has worked in more than 45 developing countries, assisting national governments and international organizations in the areas of educational policy and planning, program design and evaluation. The author of over 125 journal articles and book chapters, he was awarded a Fulbright New Century Scholars grant for the 2007-08 academic year.

William K. Cummings is Professor of International Education and International Affairs at George Washington University. He has been involved in development work for over 25 years, focusing on evaluation and monitoring, policy analysis, sector assessment, management analysis, and teacher training. He has written extensively on the challenges of development and on models of successful development strategies, and has written or edited over 100 articles and 20 books or monographs. He is a past president of the Comparative and International Education Society.

Gerard A. Postiglione is Professor and Head, Division of Policy, Administration and Social Sciences Education, and Director of the Wah Ching Centre of Research on Education in China, Faculty of Education, the University of Hong Kong. He has published 10 books and over 100 journal articles and book chapters. He worked on higher education projects for the Asian Development Bank, United Nations Development Programme, World Bank, the Carnegie Foundation for the Advancement of Teaching, the Ford Foundation, and the International Institute for International Education.

Early Childhood Care and Education in the Asia Pacific Region: Moving towards Goal 1

September 2, 2013

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Mono8

Nirmala Rao and Jin Sun

2010, 97pp.
ISBN 978-988-17852-5-1
HK$100 (local), US$16 (overseas)
Published by Comparative Education Research Centre (CERC) in collaboration with the United Nations Educational, Scientific and Cultural Organization (UNESCO)

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In 2000, the global community set six goals as part of the Education for All (EFA) agenda. This monograph considers progress towards Goal 1, namely “to expand and improve comprehensive early childhood care and education”.Compelling reasons have been provided for investment in the early years, and much progress has been achieved in Asia and the Pacific. Particularly important are improved access and strengthened quality in early childhood services. However, much remains to be done to enhance child and maternal health, enhance the quality of services, and expand access particularly for children below the age of three. Further progress will require improved monitoring and attention to legislation. The book shows that policy priority and funding for early childhood care and education should markedly increase throughout the region.

Nirmala Rao is a Professor in the Faculty of Education of the University of Hong Kong. Her research focuses on early child development and education in Asia, and she has published widely in the area. She has been an adviser on early child development and education for international developmental agencies, and is actively involved in professional organizations concerned with the well-being of young children.Jin SUN is a Post-Doctoral Fellow in the Faculty of Education of the University of Hong Kong. Her professional interests include child development in social contexts, early childhood bilingual development, and early childhood education for disadvantaged children.Click here for the book review published in the journal International Review of Education, Volume 58, Number 3 (2012), 427-428

Shadow Education: Private Supplementary Tutoring and Its Implications for Policy Makers in Asia

September 2, 2013

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Mono9

Mark Bray and Chad Lykins

May 2012

ISBN 978-92-9092-658-0 (Print)
ISBN 978-92-9092-659-7 (PDF)

US$32 Published by Comparative Education Research Centre (CERC) in collaboration with Asian Development Bank (ADB)

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In all parts of Asia, households devote considerable expenditures to private supplementary tutoring. This tutoring may contribute to students’ achievement, but it also maintains and exacerbates social inequalities, diverts resources from other uses, and can contribute to inefficiencies in education systems.

Such tutoring is widely called shadow education, because it mimics school systems. As the curriculum in the school system changes, so does the shadow.

This study documents the scale and nature of shadow education in different parts of the region. For many decades, shadow education has been a major phenomenon in East Asia. Now it has spread throughout the region, and it has far-reaching economic and social implications.

Review published in:

Compare: A Journal of Comparative and International Education, Volume 45, Number 1, 2015: 176-179

Journal für Bildungsforschung Online (Journal for Educational Research Online), Volume 6, No. 1, 2014: 169–172

International Review of Education, Volume 58, Issue 6, 2012: 809-811

Related links:
– Casting a Long Shadow on Asian Education