Pub Date : 2020-01-01DOI: 10.14425/jice.2020.9.2.1205
A. Nawab
{"title":"Monitoring and Accountability in Professional Development of Teachers in Rural Pakistan","authors":"A. Nawab","doi":"10.14425/jice.2020.9.2.1205","DOIUrl":"https://doi.org/10.14425/jice.2020.9.2.1205","url":null,"abstract":"","PeriodicalId":42500,"journal":{"name":"Journal of International and Comparative Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66973687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.14425/jice.2019.8.2.103
J. Salmi, Ly T. Pham
This paper provides a review of academic governance and leadership in Vietnam at both the national and institutional levels, focusing more on the public sector. It also provides an analysis of new policy developments aimed at achieving higher education reform. There have been significant changes over the last three decades regarding governance structures and mechanisms in higher education Vietnam. These changes have been in response to the need for more decentralization and greater consistency with international practices. Increased autonomy for public higher education institutions has been one major achievement. More attention is needed, though, regarding accountability mechanisms. The role of the academic community in higher education leadership also needs to be strengthened by providing more fully for participation by academic staff members in university decision-making process. The privatization of higher education has contributed substantially to higher education development in Vietnam, but the private sector continues to be a focus for ongoing debate because of a perceived need for more improvements.
{"title":"Academic Governance and Leadership in Vietnam: Trends and Challenges","authors":"J. Salmi, Ly T. Pham","doi":"10.14425/jice.2019.8.2.103","DOIUrl":"https://doi.org/10.14425/jice.2019.8.2.103","url":null,"abstract":"This paper provides a review of academic governance and leadership in Vietnam at both the national and institutional levels, focusing more on the public sector. It also provides an analysis of new policy developments aimed at achieving higher education reform. There have been significant changes over the last three decades regarding governance structures and mechanisms in higher education Vietnam. These changes have been in response to the need for more decentralization and greater consistency with international practices. Increased autonomy for public higher education institutions has been one major achievement. More attention is needed, though, regarding accountability mechanisms. The role of the academic community in higher education leadership also needs to be strengthened by providing more fully for participation by academic staff members in university decision-making process. The privatization of higher education has contributed substantially to higher education development in Vietnam, but the private sector continues to be a focus for ongoing debate because of a perceived need for more improvements.","PeriodicalId":42500,"journal":{"name":"Journal of International and Comparative Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45484544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.14425/jice.2019.8.2.85
Clarene Tan, Melissa Ng Lee Yen Abdullah, Munir Shuib
Throughout the last decade in Malaysia, participation of students with disabilities in higher education has seen minimal growth. This paper investigates the policies and practices regulating disability in Malaysia’s higher education. Three aspects — legislation, funding, and governance — are analysed. To reveal the gaps in policy and practice, comparison is carried out with the cases of England and Australia. The research involved examining government documents such as disability acts, action plans, and research and statistics reports, combined with interviewing university administrators. It was found that Malaysian legislation requires more supporting details and that disability funding for universities should be considered. For governance, systematic legislation review and specific university monitoring are recommended. Establishing an independent national entity to conciliate grievances is proposed to address the inadequate redress mechanism available for students with disabilities. Overall, the government and universities could ensure that disability information is available in the public domain, especially online. Such practice would enhance disability awareness and knowledge for all. Although this paper mainly takes on the perspective of a developing nation, it attains an international orientation as it also depicts the workings of the developed world in governing disability in higher education.
{"title":"Policies and Practices Governing Disability in Malaysia’s Higher Education: A Comparison with England and Australia","authors":"Clarene Tan, Melissa Ng Lee Yen Abdullah, Munir Shuib","doi":"10.14425/jice.2019.8.2.85","DOIUrl":"https://doi.org/10.14425/jice.2019.8.2.85","url":null,"abstract":"Throughout the last decade in Malaysia, participation of students with disabilities in higher education has seen minimal growth. This paper investigates the policies and practices regulating disability in Malaysia’s higher education. Three aspects — legislation, funding, and governance — are analysed. To reveal the gaps in policy and practice, comparison is carried out with the cases of England and Australia. The research involved examining government documents such as disability acts, action plans, and research and statistics reports, combined with interviewing university administrators. It was found that Malaysian legislation requires more supporting details and that disability funding for universities should be considered. For governance, systematic legislation review and specific university monitoring are recommended. Establishing an independent national entity to conciliate grievances is proposed to address the inadequate redress mechanism available for students with disabilities. Overall, the government and universities could ensure that disability information is available in the public domain, especially online. Such practice would enhance disability awareness and knowledge for all. Although this paper mainly takes on the perspective of a developing nation, it attains an international orientation as it also depicts the workings of the developed world in governing disability in higher education.","PeriodicalId":42500,"journal":{"name":"Journal of International and Comparative Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46423230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.14425/jice.2019.8.2.137
Chanita Rukspollmuang
Many books have been written about Thai education but this book, “Education in Thailand: An Old Elephant in Search of a New Mahout”, truly gives comprehensive information about the educational system of this country in almost all aspects. The editor starts the book by making certain that the readers will understand “Thainess” and how this unique background in the past five decades has continued to shape the present Thai educational system.
{"title":"Book Review: Education in Thailand: An Old Elephant in Search of a New Mahout","authors":"Chanita Rukspollmuang","doi":"10.14425/jice.2019.8.2.137","DOIUrl":"https://doi.org/10.14425/jice.2019.8.2.137","url":null,"abstract":"Many books have been written about Thai education but this book, “Education in Thailand: An Old Elephant in Search of a New Mahout”, truly gives comprehensive information about the educational system of this country in almost all aspects. The editor starts the book by making certain that the readers will understand “Thainess” and how this unique background in the past five decades has continued to shape the present Thai educational system.","PeriodicalId":42500,"journal":{"name":"Journal of International and Comparative Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45364580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.14425/jice.2019.8.2.119
Z. Ateşok, A. Komsuoglu, Yeşer Özer
This article underlines the challenges refugees experience in accessing higher education in both first-asylum and resettlement countries. It focuses specifically on Turkey’s higher education system, and the policies and practices in place to respond to the educational requirements of Syrian refugees. Our analysis reveals that accommodating the influx of Syrian higher education students into the Turkish system presents a huge challenge for policy makers and higher education institutions. The case study conducted at Istanbul University further emphasizes the common barriers that refugees face when trying to access higher education in host countries – financial hardship, language issues, non-recognition of prior learning and a lack of information or guidance. Restrictive regulations and legal precarity, on the other hand, tend to be less of a challenge when it comes to accessing higher education. Our findings support that central regulating body’s immediate action and its commitment to provide higher education for refugees are crucial to prevent a short-term crisis. However, we also argue that despite the flexibility introduced for refugees in the legal and regulatory framework, implementation depends on institutional policies and practices that are mainly constrained by their capacity and resources.
{"title":"An Evaluation of Refugees’ Access To Higher Education: Case of Turkey and Istanbul University","authors":"Z. Ateşok, A. Komsuoglu, Yeşer Özer","doi":"10.14425/jice.2019.8.2.119","DOIUrl":"https://doi.org/10.14425/jice.2019.8.2.119","url":null,"abstract":"This article underlines the challenges refugees experience in accessing higher education in both first-asylum and resettlement countries. It focuses specifically on Turkey’s higher education system, and the policies and practices in place to respond to the educational requirements of Syrian refugees. Our analysis reveals that accommodating the influx of Syrian higher education students into the Turkish system presents a huge challenge for policy makers and higher education institutions. The case study conducted at Istanbul University further emphasizes the common barriers that refugees face when trying to access higher education in host countries – financial hardship, language issues, non-recognition of prior learning and a lack of information or guidance. Restrictive regulations and legal precarity, on the other hand, tend to be less of a challenge when it comes to accessing higher education. Our findings support that central regulating body’s immediate action and its commitment to provide higher education for refugees are crucial to prevent a short-term crisis. However, we also argue that despite the flexibility introduced for refugees in the legal and regulatory framework, implementation depends on institutional policies and practices that are mainly constrained by their capacity and resources.","PeriodicalId":42500,"journal":{"name":"Journal of International and Comparative Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44705590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.14425/jice.2019.8.2.61
Ian M. Roth
This paper compares the SAT and juken. It does this at three levels of analysis: structure, function, and participant communications. While the prior two rely on publicly available information and established theories, the latter is based on the analysis of data collected from social media. The findings of this paper are that, while the two examinations are structurally and functionally similar enough to appear ready points of comparison, their differences are profound enough to make such comparisons misleading. Among the consequential differences discussed are that, as opposed to the SAT, the juken is a longer, more consequential process that is more likely to impose dependency upon its participants. In combination, these differences result in a higher-pressure process that challenges its participants not only intellectually, but socio-culturally, and characterologically. As a result, this paper suggests that, whereas the SAT serves a functional role in determining university admissions in the US, the juken is a central facet of Japan’s institutionalized education and socialization process.
{"title":"Similar Examinations, Different Tests: A Comparative Description of the SAT and Juken Systems","authors":"Ian M. Roth","doi":"10.14425/jice.2019.8.2.61","DOIUrl":"https://doi.org/10.14425/jice.2019.8.2.61","url":null,"abstract":"This paper compares the SAT and juken. It does this at three levels of analysis: structure, function, and participant communications. While the prior two rely on publicly available information and established theories, the latter is based on the analysis of data collected from social media. The findings of this paper are that, while the two examinations are structurally and functionally similar enough to appear ready points of comparison, their differences are profound enough to make such comparisons misleading. Among the consequential differences discussed are that, as opposed to the SAT, the juken is a longer, more consequential process that is more likely to impose dependency upon its participants. In combination, these differences result in a higher-pressure process that challenges its participants not only intellectually, but socio-culturally, and characterologically. As a result, this paper suggests that, whereas the SAT serves a functional role in determining university admissions in the US, the juken is a central facet of Japan’s institutionalized education and socialization process.","PeriodicalId":42500,"journal":{"name":"Journal of International and Comparative Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46532186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.14425/JICE.2019.8.1.27
Ly T. Pham, M. Hayden
Vietnam’s low level of research productivity is especially pronounced in the humanities and social sciences. Though previous research has suggested various possible explanations, to date there has been no detailed investigation of the topic. This investigation explored the publishing experiences of a selected sample group of 20 high-achieving and well-regarded Vietnamese scholars from the humanities and social sciences. For these participants, a commitment to research and publishing derived mainly from a personal sense of academic identity, a desire to complement their teaching role by doing research, and a wish to contribute to Vietnam’s social and economic development through their research. Few of them reported feeling institutional pressure to publish, though some reported that their university was now providing financial incentives for publishing in high-impact journals. Disincentives to publishing included funding limitations, and especially limitations associated with approval mechanisms within universities. Interference with the freedom to publish was reported to occur, but none of the participants appeared to be too concerned about political censorship. It was widely considered to be easier to have research reported in national than in international peer-reviewed journals because of the difference in academic standards. A lack of confidence with writing in English was also reported by some participants to be a constraint on publishing in international journals.
{"title":"Research In Vietnam: The Experience Of The Humanities And Social Sciences","authors":"Ly T. Pham, M. Hayden","doi":"10.14425/JICE.2019.8.1.27","DOIUrl":"https://doi.org/10.14425/JICE.2019.8.1.27","url":null,"abstract":"Vietnam’s low level of research productivity is especially pronounced in the humanities and social sciences. Though previous research has suggested various possible explanations, to date there has been no detailed investigation of the topic. This investigation explored the publishing experiences of a selected sample group of 20 high-achieving and well-regarded Vietnamese scholars from the humanities and social sciences. For these participants, a commitment to research and publishing derived mainly from a personal sense of academic identity, a desire to complement their teaching role by doing research, and a wish to contribute to Vietnam’s social and economic development through their research. Few of them reported feeling institutional pressure to publish, though some reported that their university was now providing financial incentives for publishing in high-impact journals. Disincentives to publishing included funding limitations, and especially limitations associated with approval mechanisms within universities. Interference with the freedom to publish was reported to occur, but none of the participants appeared to be too concerned about political censorship. It was widely considered to be easier to have research reported in national than in international peer-reviewed journals because of the difference in academic standards. A lack of confidence with writing in English was also reported by some participants to be a constraint on publishing in international journals.","PeriodicalId":42500,"journal":{"name":"Journal of International and Comparative Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43083309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.14425/JICE.2019.8.1.41
Kristeen Chachage, Jeff Walls, Yesaya Mwakalinga
School-based research and practice in international education has emphasized academic outcomes, to the exclusion of other important aspects of education, such as caring in schools. In this case study, we consider the role of caring in a successful Tanzanian primary school. The practice of caring promoted by the school’s leadership, rooted in identifying and meeting needs, is found to impact not only student academic success, but also to have moral and organizational implications. This includes the need for teachers to be empowered with the ability and dispositions to solve problems in schools. Further analysis of caring in schools is needed to enrich teacher education and policy planning for quality education.
{"title":"The Role of Caring in Schools: A Tanzanian Case Study","authors":"Kristeen Chachage, Jeff Walls, Yesaya Mwakalinga","doi":"10.14425/JICE.2019.8.1.41","DOIUrl":"https://doi.org/10.14425/JICE.2019.8.1.41","url":null,"abstract":"School-based research and practice in international education has emphasized academic outcomes, to the exclusion of other important aspects of education, such as caring in schools. In this case study, we consider the role of caring in a successful Tanzanian primary school. The practice of caring promoted by the school’s leadership, rooted in identifying and meeting needs, is found to impact not only student academic success, but also to have moral and organizational implications. This includes the need for teachers to be empowered with the ability and dispositions to solve problems in schools. Further analysis of caring in schools is needed to enrich teacher education and policy planning for quality education.","PeriodicalId":42500,"journal":{"name":"Journal of International and Comparative Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43759045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.14425/JICE.2019.8.1.57
Shin’ichi Suzuki
In this rather slim book Chisato Nonaka discusses the relationship between English learning (as a second language) and internationalisation of education as a political choice by the Japanese government. She introduces the concept of “akogare”, which is genuinely Japanese as an idea and a word, so that she may build an operational framework by which she would describe and analyse such emic and etic perspectives, as sociocultural and sociolinguistic relations between individual learners and the state policies on higher education. She then goes on to suggest the future possibilities of Japanese internationalisation as more than a mere description, and translates the term akogare to desire.
{"title":"Transcending Self and Other Through Akogare (Desire): The English Language and the Internationalization of Higher Education in Japan","authors":"Shin’ichi Suzuki","doi":"10.14425/JICE.2019.8.1.57","DOIUrl":"https://doi.org/10.14425/JICE.2019.8.1.57","url":null,"abstract":"In this rather slim book Chisato Nonaka discusses the relationship between English learning (as a second language) and internationalisation of education as a political choice by the Japanese government. She introduces the concept of “akogare”, which is genuinely Japanese as an idea and a word, so that she may build an operational framework by which she would describe and analyse such emic and etic perspectives, as sociocultural and sociolinguistic relations between individual learners and the state policies on higher education. She then goes on to suggest the future possibilities of Japanese internationalisation as more than a mere description, and translates the term akogare to desire.","PeriodicalId":42500,"journal":{"name":"Journal of International and Comparative Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48463594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.14425/JICE.2019.8.1.1
W. Boyd, C. Lembke, A. Scott
Australian teachers are required to teach students from diverse cultures, and preservice teachers are reported to feel culturally unprepared. The Australian Government’s New Colombo Plan aims to increase pre-service teachers’ cultural competency by providing funding for cultural and educational experiences in the Asian-Pacific region. This paper reports on the impact a short-term cultural immersion programme in Cambodia had on the development of cultural competence for ten pre-service teachers. The programme included visits to Cambodian schools and a university, and cultural immersion activities such as Khmer lessons and visiting cultural icons. The cultural competency framework was used to analyse the impact of the programme on pre-service teachers’ cultural competence before, during, and after the programme. Findings show that the programme had a significant impact upon meaning-making as the pre-service teachers reflected upon their experiences in Cambodia. The use of focus groups was found to be powerful, supporting pre-service teachers in a safe environment to learn from each other. The article contributes to the growing interest in the effectiveness of immersion programmes in enhancing the development of cultural competency in pre-service teachers. Recommendations include evaluation of the long-term impact of such programmes on pre-service teacher cultural competence.
{"title":"The Impact of an Immersion Programme in Cambodia for Australian Pre-Service Teachers","authors":"W. Boyd, C. Lembke, A. Scott","doi":"10.14425/JICE.2019.8.1.1","DOIUrl":"https://doi.org/10.14425/JICE.2019.8.1.1","url":null,"abstract":"Australian teachers are required to teach students from diverse cultures, and preservice teachers are reported to feel culturally unprepared. The Australian Government’s New Colombo Plan aims to increase pre-service teachers’ cultural competency by providing funding for cultural and educational experiences in the Asian-Pacific region. This paper reports on the impact a short-term cultural immersion programme in Cambodia had on the development of cultural competence for ten pre-service teachers. The programme included visits to Cambodian schools and a university, and cultural immersion activities such as Khmer lessons and visiting cultural icons. The cultural competency framework was used to analyse the impact of the programme on pre-service teachers’ cultural competence before, during, and after the programme. Findings show that the programme had a significant impact upon meaning-making as the pre-service teachers reflected upon their experiences in Cambodia. The use of focus groups was found to be powerful, supporting pre-service teachers in a safe environment to learn from each other. The article contributes to the growing interest in the effectiveness of immersion programmes in enhancing the development of cultural competency in pre-service teachers. Recommendations include evaluation of the long-term impact of such programmes on pre-service teacher cultural competence.","PeriodicalId":42500,"journal":{"name":"Journal of International and Comparative Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46522527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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