Pub Date : 2017-10-01DOI: 10.14425/JICE.2017.6.2.105
Roger Y. Chao
This paper analyses the role of international mobility and mutual recognition to regional community building in the ASEAN region by reviewing policy documents and international student mobility statistics. ASEAN policy directives have evolved from regional economic cooperation to ASEAN Community building despite the limited mutual recognition agreements (MRAs) on professional services, and low and unbalanced intra- ASEAN student mobility. However the non-ratification of the 2011 UNESCO Asia and Pacific Recognition Convention, and the slow implementation of various regional frameworks supporting the establishment of an ASEAN Higher Education Area have limited the potential contribution of mobility and mutual recognition to the ASEAN Community building project. Recommendations to enhance its contribution includes expanding and implementing ASEAN MRAs to all professional disciplines, the development and institutionalisation of an ASEAN quality assurance system, promoting a balanced intra-ASEAN mobility, and ratification and implementation of the 2011 UNESCO Asia and Pacific Recognition Convention (Tokyo Convention).
{"title":"Mobility, Mutual Recognition and ASEAN Community Building: The Road to Sustainable ASEAN Integration.","authors":"Roger Y. Chao","doi":"10.14425/JICE.2017.6.2.105","DOIUrl":"https://doi.org/10.14425/JICE.2017.6.2.105","url":null,"abstract":"This paper analyses the role of international mobility and mutual recognition to regional community building in the ASEAN region by reviewing policy documents and international student mobility statistics. ASEAN policy directives have evolved from regional economic cooperation to ASEAN Community building despite the limited mutual recognition agreements (MRAs) on professional services, and low and unbalanced intra- ASEAN student mobility. However the non-ratification of the 2011 UNESCO Asia and Pacific Recognition Convention, and the slow implementation of various regional frameworks supporting the establishment of an ASEAN Higher Education Area have limited the potential contribution of mobility and mutual recognition to the ASEAN Community building project. Recommendations to enhance its contribution includes expanding and implementing ASEAN MRAs to all professional disciplines, the development and institutionalisation of an ASEAN quality assurance system, promoting a balanced intra-ASEAN mobility, and ratification and implementation of the 2011 UNESCO Asia and Pacific Recognition Convention (Tokyo Convention).","PeriodicalId":42500,"journal":{"name":"Journal of International and Comparative Education","volume":"6 1","pages":"105-121"},"PeriodicalIF":0.9,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46119151","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 : 2017-10-01DOI: 10.14425/JICE.2017.6.2.123
Mark Mancall
{"title":"Education in Bhutan: Culture, Schooling, and Gross National Happiness","authors":"Mark Mancall","doi":"10.14425/JICE.2017.6.2.123","DOIUrl":"https://doi.org/10.14425/JICE.2017.6.2.123","url":null,"abstract":"","PeriodicalId":42500,"journal":{"name":"Journal of International and Comparative Education","volume":"6 1","pages":"123-125"},"PeriodicalIF":0.9,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41904816","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 : 2017-10-01DOI: 10.14425/JICE.2017.6.2.127
M. Tee
{"title":"Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS","authors":"M. Tee","doi":"10.14425/JICE.2017.6.2.127","DOIUrl":"https://doi.org/10.14425/JICE.2017.6.2.127","url":null,"abstract":"","PeriodicalId":42500,"journal":{"name":"Journal of International and Comparative Education","volume":"6 1","pages":"127-128"},"PeriodicalIF":0.9,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41901169","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 : 2017-10-01DOI: 10.14425/JICE.2017.6.2.77
Le Thi Kim Anh, M. Hayden
Vietnam’s higher education sector, which has expanded dramatically over the past 20 years, has now reached a point where it is ready to become more research-oriented and better networked internationally. There are, however, aspects of the sector that remain desperately in need of further reform. This paper provides a contemporary review of the state of the higher education sector in Vietnam. It is written from the perspective of the sector’s need to become more research-focused and more internationally engaged. The paper identifies specific challenges for the sector. It also presents a glimpse of what the future of the sector might entail.
{"title":"The road ahead for the higher education sector in Vietnam","authors":"Le Thi Kim Anh, M. Hayden","doi":"10.14425/JICE.2017.6.2.77","DOIUrl":"https://doi.org/10.14425/JICE.2017.6.2.77","url":null,"abstract":"Vietnam’s higher education sector, which has expanded dramatically over the past 20 years, has now reached a point where it is ready to become more research-oriented and better networked internationally. There are, however, aspects of the sector that remain desperately in need of further reform. This paper provides a contemporary review of the state of the higher education sector in Vietnam. It is written from the perspective of the sector’s need to become more research-focused and more internationally engaged. The paper identifies specific challenges for the sector. It also presents a glimpse of what the future of the sector might entail.","PeriodicalId":42500,"journal":{"name":"Journal of International and Comparative Education","volume":"6 1","pages":"77-89"},"PeriodicalIF":0.9,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46919483","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 : 2017-10-01DOI: 10.14425/JICE.2017.6.2.63
C. Chou, C. Chan
The trend towards neo-liberal policies which began in the 1980s has caused public finances around the world to be linked to market forces rather than state allocation. In consequence, the sharp reduction in public funding allotted to the education sector has affected both social values and educational quality. With the growing influence of globalization on higher education, many East Asian nations have enacted urgent university reforms designed to boost competitiveness of their domestic university systems. China’s Projects 211 and 985; South Korea’s BK21; Japan’s National University Corporation Plan; and Taiwan’s ‘Five Year- Fifty Billion Plan have all been initiated in response to the process of globalization and the demand for global talent in academia. Elsewhere, governments in the Arab Middle East, the Americas, Europe, East and Southeast Asia have all initiated new policies to enhance the global competitiveness and international visibility of their flagship universities, and many of these focus in an unprecedented away on journal publication as the major performance criterion for faculty reward. The increasing extent to which government policies worldwide favour measurements derived from publication indexes such as SCI/SSCI has led to strengthened managerial governance over academic culture and the academic profession itself. This paper argues that a phenomenon of ‘publish globally and perish locally’ has emerged, especially in the humanities and social sciences which are most vulnerable to ‘SSCI Syndrome’, and that this trend is detrimental to academic effectiveness and diversity.
{"title":"Governance and Academic Culture in Higher Education: Under the Influence of the SSCI Syndrome","authors":"C. Chou, C. Chan","doi":"10.14425/JICE.2017.6.2.63","DOIUrl":"https://doi.org/10.14425/JICE.2017.6.2.63","url":null,"abstract":"The trend towards neo-liberal policies which began in the 1980s has caused public finances around the world to be linked to market forces rather than state allocation. In consequence, the sharp reduction in public funding allotted to the education sector has affected both social values and educational quality. With the growing influence of globalization on higher education, many East Asian nations have enacted urgent university reforms designed to boost competitiveness of their domestic university systems. China’s Projects 211 and 985; South Korea’s BK21; Japan’s National University Corporation Plan; and Taiwan’s ‘Five Year- Fifty Billion Plan have all been initiated in response to the process of globalization and the demand for global talent in academia. Elsewhere, governments in the Arab Middle East, the Americas, Europe, East and Southeast Asia have all initiated new policies to enhance the global competitiveness and international visibility of their flagship universities, and many of these focus in an unprecedented away on journal publication as the major performance criterion for faculty reward. The increasing extent to which government policies worldwide favour measurements derived from publication indexes such as SCI/SSCI has led to strengthened managerial governance over academic culture and the academic profession itself. This paper argues that a phenomenon of ‘publish globally and perish locally’ has emerged, especially in the humanities and social sciences which are most vulnerable to ‘SSCI Syndrome’, and that this trend is detrimental to academic effectiveness and diversity.","PeriodicalId":42500,"journal":{"name":"Journal of International and Comparative Education","volume":"6 1","pages":"63-75"},"PeriodicalIF":0.9,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43426833","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 : 2017-10-01DOI: 10.14425/JICE.2017.6.2.91
C. Wan, Benedict Weerasena
This paper examines the determinants of spending and the amount of time attending private supplementary tutoring, or commonly known as private tuition, in Malaysia. Based on 343 self-reported questionnaires with upper secondary students across three states in Malaysia and using multiple regression analysis, we identified ethnicity, father’s level of education and past academic performance as significant determinants of spending and amount of time attending private tuition. However, interestingly, we found that while geographical location and participation in internal tuition in schools were also determinants of spending, these two were not significant in determining the amount of time attending private supplementary tutoring. The identification of determinants of spending and amount of time, and in addition, the differences between these two illustrates the economic and educational dimensions of shadow education. More importantly, the insight also contributes to the formulation of possible interventions that can improve quality and reduce inequality in the mainstream education system.
{"title":"Shadow Education in Malaysia: Identifying the Determinants of Spending and Amount of Time Attending Private Supplementary Tutoring of Upper Secondary School Students","authors":"C. Wan, Benedict Weerasena","doi":"10.14425/JICE.2017.6.2.91","DOIUrl":"https://doi.org/10.14425/JICE.2017.6.2.91","url":null,"abstract":"This paper examines the determinants of spending and the amount of time attending private supplementary tutoring, or commonly known as private tuition, in Malaysia. Based on 343 self-reported questionnaires with upper secondary students across three states in Malaysia and using multiple regression analysis, we identified ethnicity, father’s level of education and past academic performance as significant determinants of spending and amount of time attending private tuition. However, interestingly, we found that while geographical location and participation in internal tuition in schools were also determinants of spending, these two were not significant in determining the amount of time attending private supplementary tutoring. The identification of determinants of spending and amount of time, and in addition, the differences between these two illustrates the economic and educational dimensions of shadow education. More importantly, the insight also contributes to the formulation of possible interventions that can improve quality and reduce inequality in the mainstream education system.","PeriodicalId":42500,"journal":{"name":"Journal of International and Comparative Education","volume":"6 1","pages":"91-103"},"PeriodicalIF":0.9,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48292257","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 : 2017-04-01DOI: 10.14425/JICE.2017.6.1.1WATSON
K. Watson
{"title":"Colin Brock - A Tribute","authors":"K. Watson","doi":"10.14425/JICE.2017.6.1.1WATSON","DOIUrl":"https://doi.org/10.14425/JICE.2017.6.1.1WATSON","url":null,"abstract":"","PeriodicalId":42500,"journal":{"name":"Journal of International and Comparative Education","volume":"6 1","pages":"01-02"},"PeriodicalIF":0.9,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45366937","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 : 2017-04-01DOI: 10.14425/JICE.2017.6.1.3345
Robin J. Burns
Timor-Leste is a small state that finally achieved independence in 2002. It has had to re-build an entire education system from a small base largely destroyed in the independence struggle. This paper presents the issues identified in pre-independence meetings, and considers these within the framework of transition and transformation problems for a small island with a diverse population and a long history of colonisation, using Namibia as an apt example. Fifteen years later, teacher preparation both pre- and in-service is identified as a major issue in achieving educational and social goals, with language training a key factor. Enrolments have improved and gender equity is close to parity, but urban-rural differences remain. Late enrolments, drop-outs especially in the early years, and repetition are major hurdles in achieving an educated, knowledgeable and qualified population.
{"title":"Education in Timor-Leste: Envisioning the Future","authors":"Robin J. Burns","doi":"10.14425/JICE.2017.6.1.3345","DOIUrl":"https://doi.org/10.14425/JICE.2017.6.1.3345","url":null,"abstract":"Timor-Leste is a small state that finally achieved independence in 2002. It has had to re-build an entire education system from a small base largely destroyed in the independence struggle. This paper presents the issues identified in pre-independence meetings, and considers these within the framework of transition and transformation problems for a small island with a diverse population and a long history of colonisation, using Namibia as an apt example. Fifteen years later, teacher preparation both pre- and in-service is identified as a major issue in achieving educational and social goals, with language training a key factor. Enrolments have improved and gender equity is close to parity, but urban-rural differences remain. Late enrolments, drop-outs especially in the early years, and repetition are major hurdles in achieving an educated, knowledgeable and qualified population.","PeriodicalId":42500,"journal":{"name":"Journal of International and Comparative Education","volume":"6 1","pages":"33-45"},"PeriodicalIF":0.9,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47046845","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 : 2017-03-17DOI: 10.14425/JICE.2017.6.1.1732
Oliver S. Crocco, Maria Cseh, Dollaya Hemmapattawe
With an estimated workforce of 285 million and the establishment of the Association of Southeast Asian Nations (ASEAN) Economic Community in 2015, ASEAN faces vast challenges in human resource development (HRD) and higher education. These challenges in Thailand have resulted in the rise of corporate universities and corporation-university partnerships. Corporate partnerships in education adapt quickly to industry needs and are increasingly popular and complementary to traditional higher education. This research looks at one corporate university and one corporation-university partnership to investigate how, if at all, corporate universities and partnerships address HRD issues such as adult learning, leadership development, organisational change, corporate social responsibility (CSR), as well as ethical and global issues. This research finds initial evidence that corporate educational strategies address a variety of HRD issues and have the potential to revolutionise and complement higher education in Thailand in a way that drives the nation toward a more sustainable future.
{"title":"Corporate Universities and Corporation- University Partnerships in Thailand: Complementing Education in Learning, Leadership and Change","authors":"Oliver S. Crocco, Maria Cseh, Dollaya Hemmapattawe","doi":"10.14425/JICE.2017.6.1.1732","DOIUrl":"https://doi.org/10.14425/JICE.2017.6.1.1732","url":null,"abstract":"With an estimated workforce of 285 million and the establishment of the Association of Southeast Asian Nations (ASEAN) Economic Community in 2015, ASEAN faces vast challenges in human resource development (HRD) and higher education. These challenges in Thailand have resulted in the rise of corporate universities and corporation-university partnerships. Corporate partnerships in education adapt quickly to industry needs and are increasingly popular and complementary to traditional higher education. This research looks at one corporate university and one corporation-university partnership to investigate how, if at all, corporate universities and partnerships address HRD issues such as adult learning, leadership development, organisational change, corporate social responsibility (CSR), as well as ethical and global issues. This research finds initial evidence that corporate educational strategies address a variety of HRD issues and have the potential to revolutionise and complement higher education in Thailand in a way that drives the nation toward a more sustainable future.","PeriodicalId":42500,"journal":{"name":"Journal of International and Comparative Education","volume":"6 1","pages":"17-31"},"PeriodicalIF":0.9,"publicationDate":"2017-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45505282","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 : 2017-03-17DOI: 10.14425/JICE.2017.6.1.4760
E. Thomas, W. Irwin
As the United Kingdom's (UK) first Ashoka U Changemaker Campus, the University of Northampton (UoN) has embarked on a strategy that embraces social enterprises. Social enterprise, innovation and entrepreneurship are key competences that have been used by the university to address social inequalities. This paper will account for the social engagement challenges that are influential in the UK's higher educational environment. International perspectives will be highlighted to demonstrate that significant advantages can be obtained by borrowing and adapting policies and practice strategies. Our primary aims are: to showcase the fundamental activities of social responsibility as demonstrated by UoN and provide examples of stakeholder demands during periods of significant change. We argue that it is essential for higher education institutions (HEI) to develop a more nuanced and innovative examination of community based initiatives and networks in order to sustain engagement and access.
{"title":"Embrace, embed and enliven: advancing social responsibilities at the University of Northampton, England","authors":"E. Thomas, W. Irwin","doi":"10.14425/JICE.2017.6.1.4760","DOIUrl":"https://doi.org/10.14425/JICE.2017.6.1.4760","url":null,"abstract":"As the United Kingdom's (UK) first Ashoka U Changemaker Campus, the University of Northampton (UoN) has embarked on a strategy that embraces social enterprises. Social enterprise, innovation and entrepreneurship are key competences that have been used by the university to address social inequalities. This paper will account for the social engagement challenges that are influential in the UK's higher educational environment. International perspectives will be highlighted to demonstrate that significant advantages can be obtained by borrowing and adapting policies and practice strategies. Our primary aims are: to showcase the fundamental activities of social responsibility as demonstrated by UoN and provide examples of stakeholder demands during periods of significant change. We argue that it is essential for higher education institutions (HEI) to develop a more nuanced and innovative examination of community based initiatives and networks in order to sustain engagement and access.","PeriodicalId":42500,"journal":{"name":"Journal of International and Comparative Education","volume":"6 1","pages":"47-60"},"PeriodicalIF":0.9,"publicationDate":"2017-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47692971","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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