Pub Date : 2016-10-01DOI: 10.14425/JICE.2016.5.2.117
J. Tan
Book Review Researching Private Supplementary Tutoring: Methodological Lessons from Diverse Cultures. By Mark Bray, Ora Kwo and Boris Jokic (Eds.) (2015), 292pp. ISBN: 9789881424136, Hong Kong: Comparative Education Research Centre, The University of Hong Kong.
研究私人补习:来自不同文化的方法论教训。作者:Mark Bray, Ora Kwo和Boris Jokic(主编)(2015)，292页。ISBN: 9789881424136，香港:香港大学比较教育研究中心。
{"title":"Researching Private Supplementary Tutoring: Methodological Lessons from Diverse Cultures","authors":"J. Tan","doi":"10.14425/JICE.2016.5.2.117","DOIUrl":"https://doi.org/10.14425/JICE.2016.5.2.117","url":null,"abstract":"Book Review Researching Private Supplementary Tutoring: Methodological Lessons from Diverse Cultures. By Mark Bray, Ora Kwo and Boris Jokic (Eds.) (2015), 292pp. ISBN: 9789881424136, Hong Kong: Comparative Education Research Centre, The University of Hong Kong.","PeriodicalId":42500,"journal":{"name":"Journal of International and Comparative Education","volume":"5 1","pages":"117-118"},"PeriodicalIF":0.9,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66973941","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 : 2016-10-01DOI: 10.14425/JICE.2016.5.2.73
K. Cheong, Christopher Hill, Yin-Ching Leong
Since gaining independence in 1957, the Federation of Malaya and now Malaysia has implemented education policies to broaden access, to unify an ethnically diverse population through a common curriculum and language, to enable the disadvantaged to catch up through affirmative action, and to build human capital as the country seeks to become an advanced country in the face of globalization. While some policies, such as enhancing access have achieved their objectives, others, such as unification and development of a national identity, have not. No less important are the unintended consequences of these policies. While some, like the expansion of private higher education and transnational higher education, have been a boon to Malaysian education, others, such as ethnic polarization in education, have been damaging. Some of these consequences, while unintended, have not been unexpected.
{"title":"Malaysia's Education Policies and the Law of Unintended Consequences","authors":"K. Cheong, Christopher Hill, Yin-Ching Leong","doi":"10.14425/JICE.2016.5.2.73","DOIUrl":"https://doi.org/10.14425/JICE.2016.5.2.73","url":null,"abstract":"Since gaining independence in 1957, the Federation of Malaya and now Malaysia has implemented education policies to broaden access, to unify an ethnically diverse population through a common curriculum and language, to enable the disadvantaged to catch up through affirmative action, and to build human capital as the country seeks to become an advanced country in the face of globalization. While some policies, such as enhancing access have achieved their objectives, others, such as unification and development of a national identity, have not. No less important are the unintended consequences of these policies. While some, like the expansion of private higher education and transnational higher education, have been a boon to Malaysian education, others, such as ethnic polarization in education, have been damaging. Some of these consequences, while unintended, have not been unexpected.","PeriodicalId":42500,"journal":{"name":"Journal of International and Comparative Education","volume":"5 1","pages":"73-85"},"PeriodicalIF":0.9,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66973804","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 : 2016-04-01DOI: 10.14425/JICE.2016.5.1.57
Oliver S. Crocco
Book ReviewA Critical Study of Thailand's Higher Education Reforms: The Culture of Borrowing By Rattana Lao (2015), 209 pp. ISBN: 9781317691921, New York: Routledge.
{"title":"A Critical Study of Thailand's Higher Education Reforms: The Culture of Borrowing","authors":"Oliver S. Crocco","doi":"10.14425/JICE.2016.5.1.57","DOIUrl":"https://doi.org/10.14425/JICE.2016.5.1.57","url":null,"abstract":"Book ReviewA Critical Study of Thailand's Higher Education Reforms: The Culture of Borrowing By Rattana Lao (2015), 209 pp. ISBN: 9781317691921, New York: Routledge.","PeriodicalId":42500,"journal":{"name":"Journal of International and Comparative Education","volume":"5 1","pages":"57-58"},"PeriodicalIF":0.9,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66973716","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 : 2016-04-01DOI: 10.14425/JICE.2016.5.1.47
G. McCulloch
The history of education has often been interpreted either in terms of its importance for education, or for its value as part of history, or for its relevance to the social sciences. However, there is also an inclusive tradition in the history of education that appeals to all three of these constituencies, with distinguished pioneers in Emile Durkheim and Brian Simon, but which has tended to be neglected. Current research in the field is beginning to recognise the multifaceted nature of the history of education, leading to new awareness of theoretical and methodological issues, and new treatments often of themes such as social inequalities, teaching, learning, and comparative and transnational perspectives.
{"title":"New Directions in the History of Education","authors":"G. McCulloch","doi":"10.14425/JICE.2016.5.1.47","DOIUrl":"https://doi.org/10.14425/JICE.2016.5.1.47","url":null,"abstract":"The history of education has often been interpreted either in terms of its importance for education, or for its value as part of history, or for its relevance to the social sciences. However, there is also an inclusive tradition in the history of education that appeals to all three of these constituencies, with distinguished pioneers in Emile Durkheim and Brian Simon, but which has tended to be neglected. Current research in the field is beginning to recognise the multifaceted nature of the history of education, leading to new awareness of theoretical and methodological issues, and new treatments often of themes such as social inequalities, teaching, learning, and comparative and transnational perspectives.","PeriodicalId":42500,"journal":{"name":"Journal of International and Comparative Education","volume":"5 1","pages":"47-56"},"PeriodicalIF":0.9,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66973626","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 : 2016-04-01DOI: 10.14425/JICE.2016.5.1.33
K. Takaya
With the growing mobility of international students in Asia and the Pacific, Taiwan has become actively involved in promoting international academic exchange. This research investigates the experience of exchange students from the Philippines and mainland China and examines their needs while studying in Taiwan. Qualitative in-depth interviews were conducted with exchange students from the Philippines and mainland China. The findings suggest that while exchange students from the Philippines and mainland China both encountered difficulties during their study in Taiwan, exchange students from the Philippines were inclined to encounter more difficulties compared to those from mainland China due to language difficulties. Based on the findings of this study, suggested support services for future exchange students in Taiwan are outlined to match the needs of students from both Chinese and non-Chinese-speaking backgrounds.
{"title":"Needs Assessment for Exchange Students in Taiwan","authors":"K. Takaya","doi":"10.14425/JICE.2016.5.1.33","DOIUrl":"https://doi.org/10.14425/JICE.2016.5.1.33","url":null,"abstract":"With the growing mobility of international students in Asia and the Pacific, Taiwan has become actively involved in promoting international academic exchange. This research investigates the experience of exchange students from the Philippines and mainland China and examines their needs while studying in Taiwan. Qualitative in-depth interviews were conducted with exchange students from the Philippines and mainland China. The findings suggest that while exchange students from the Philippines and mainland China both encountered difficulties during their study in Taiwan, exchange students from the Philippines were inclined to encounter more difficulties compared to those from mainland China due to language difficulties. Based on the findings of this study, suggested support services for future exchange students in Taiwan are outlined to match the needs of students from both Chinese and non-Chinese-speaking backgrounds.","PeriodicalId":42500,"journal":{"name":"Journal of International and Comparative Education","volume":"5 1","pages":"33-45"},"PeriodicalIF":0.9,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66973521","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 : 2016-03-28DOI: 10.14425/JICE.2016.5.1.01
M. Tee, M. Samuel, N. M. Nor, S. Nadarajan
Little continues to be known about what actually happens in classrooms, particularly from a national perspective. Descriptions of classroom practices from a national vantage point can provide a bird's eye view of salient patterns and variations within an education system, especially one as centralised as that of Malaysia. With these descriptions, especially if the primary data consists of video recordings, one can also begin to compare movements in classroom practices across time and space; theorise about the nature of practice within the system as well as inform policy deliberations. This paper examines key methodological decisions of conducting a national study to research classroom educational practice within Malaysia's public school system. The case is made for the use of such studies to gain a bird's eye perspective of classroom practices in a national system as well as to lay the foundations for inter-system comparisons. Potential implications and opportunities of these types of studies are also discussed.
{"title":"A Methodological Approach for Researching National Classroom Practices.","authors":"M. Tee, M. Samuel, N. M. Nor, S. Nadarajan","doi":"10.14425/JICE.2016.5.1.01","DOIUrl":"https://doi.org/10.14425/JICE.2016.5.1.01","url":null,"abstract":"Little continues to be known about what actually happens in classrooms, particularly from a national perspective. Descriptions of classroom practices from a national vantage point can provide a bird's eye view of salient patterns and variations within an education system, especially one as centralised as that of Malaysia. With these descriptions, especially if the primary data consists of video recordings, one can also begin to compare movements in classroom practices across time and space; theorise about the nature of practice within the system as well as inform policy deliberations. This paper examines key methodological decisions of conducting a national study to research classroom educational practice within Malaysia's public school system. The case is made for the use of such studies to gain a bird's eye perspective of classroom practices in a national system as well as to lay the foundations for inter-system comparisons. Potential implications and opportunities of these types of studies are also discussed.","PeriodicalId":42500,"journal":{"name":"Journal of International and Comparative Education","volume":"5 1","pages":"1-17"},"PeriodicalIF":0.9,"publicationDate":"2016-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66973311","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 : 2016-03-28DOI: 10.14425/JICE.2016.5.1.19
Shuangmiao Han, Zhou Zhong, Wei Li
This investigation concerns the latest teaching and learning innovations in Chinese engineering higher education with special reference to Tsinghua University in Beijing, a leading university of China. Set in the context of rapid enrolment expansion in Chinese higher education since entering the 21st century, the study addresses how university engineering education innovated their contents and modes of teaching and learning to foster top-level talent, enhance relevance and responsiveness of education against rising number of students, scale of knowledge, and labour market demand, through content analysis of 163 award-winning programmes. The study also presents five case studies from Tsinghua University that have won recent regional and national awards under China's Higher Education Teaching and Learning Award scheme in 2012-2013 and in 2014 respectively. The data for the present investigation comes from a rich set of first-hand data of those wining institutions' award applications and collected from field visits by the present authors. The study further proposes a framework for designing and implementing engineering education programme. It is hoped that such a Chinese perspective could contribute to the global dialogue on teaching and learning in engineering education.
{"title":"Frontiers of Teaching and Learning Innovation in Engineering Education in China: A Case of Tsinghua University","authors":"Shuangmiao Han, Zhou Zhong, Wei Li","doi":"10.14425/JICE.2016.5.1.19","DOIUrl":"https://doi.org/10.14425/JICE.2016.5.1.19","url":null,"abstract":"This investigation concerns the latest teaching and learning innovations in Chinese engineering higher education with special reference to Tsinghua University in Beijing, a leading university of China. Set in the context of rapid enrolment expansion in Chinese higher education since entering the 21st century, the study addresses how university engineering education innovated their contents and modes of teaching and learning to foster top-level talent, enhance relevance and responsiveness of education against rising number of students, scale of knowledge, and labour market demand, through content analysis of 163 award-winning programmes. The study also presents five case studies from Tsinghua University that have won recent regional and national awards under China's Higher Education Teaching and Learning Award scheme in 2012-2013 and in 2014 respectively. The data for the present investigation comes from a rich set of first-hand data of those wining institutions' award applications and collected from field visits by the present authors. The study further proposes a framework for designing and implementing engineering education programme. It is hoped that such a Chinese perspective could contribute to the global dialogue on teaching and learning in engineering education.","PeriodicalId":42500,"journal":{"name":"Journal of International and Comparative Education","volume":"5 1","pages":"19-31"},"PeriodicalIF":0.9,"publicationDate":"2016-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66973427","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}
The middle-income trap is an economic phenomenon to describe economies that have stagnated at the middle-income level and failed to progress into the high-income level. Inspired by this economic concept, this paper explores a hypothesis: is there a 'mid-rank trap' for universities in the exercise to rank universities globally' Using the rankings between 2004 and 2014 that were jointly and separately developed by Times Higher Education and Quacquarelli Symonds Company, this paper argues that there is indeed a phenomenon, which I term as 'mid-rank trap' whereby universities remain stagnant for a decade in a similar band of the rankings. Having established the hypothesis for universities, the paper examines policies and interventions that have been successfully carried out to elevate economies away from the middle-income trap, and importantly, to draw out the underlying principles of these economic policies and interventions that can be incorporated into policymaking and strategic planning for universities using the Malaysian higher education system as a case study.
{"title":"Is There a 'MId-rank Trap' for UnIversITIes?","authors":"C. Wan","doi":"10.14425/00.87.86","DOIUrl":"https://doi.org/10.14425/00.87.86","url":null,"abstract":"The middle-income trap is an economic phenomenon to describe economies that have stagnated at the middle-income level and failed to progress into the high-income level. Inspired by this economic concept, this paper explores a hypothesis: is there a 'mid-rank trap' for universities in the exercise to rank universities globally' Using the rankings between 2004 and 2014 that were jointly and separately developed by Times Higher Education and Quacquarelli Symonds Company, this paper argues that there is indeed a phenomenon, which I term as 'mid-rank trap' whereby universities remain stagnant for a decade in a similar band of the rankings. Having established the hypothesis for universities, the paper examines policies and interventions that have been successfully carried out to elevate economies away from the middle-income trap, and importantly, to draw out the underlying principles of these economic policies and interventions that can be incorporated into policymaking and strategic planning for universities using the Malaysian higher education system as a case study.","PeriodicalId":42500,"journal":{"name":"Journal of International and Comparative Education","volume":"117 1","pages":"52-66"},"PeriodicalIF":0.9,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66973109","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}
Book ReviewRegulating Private Tutoring for Public Good: Policy Options for Supplementary Education in Asia By Mark Bray and Ora Kwo (2014), 93pp. ISBN: 978-988-17852-9-9, Hong Kong: Comparative Education Research Centre.
《为公共利益规范私人辅导:亚洲补习教育的政策选择》，Mark Bray, Ora Kwo(2014)， 93页。ISBN: 978-988-17852-9-9，香港:比较教育研究中心。
{"title":"Regulating Private Tutoring for Public Good: Policy Options for Supplementary Education in Asia","authors":"T. Marimuthu","doi":"10.14425/00.87.97","DOIUrl":"https://doi.org/10.14425/00.87.97","url":null,"abstract":"Book ReviewRegulating Private Tutoring for Public Good: Policy Options for Supplementary Education in Asia By Mark Bray and Ora Kwo (2014), 93pp. ISBN: 978-988-17852-9-9, Hong Kong: Comparative Education Research Centre.","PeriodicalId":42500,"journal":{"name":"Journal of International and Comparative Education","volume":"4 1","pages":"103-104"},"PeriodicalIF":0.9,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66973479","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}
Pan-European integration, based on theories of neo-functionalism and inter-governmentalism dates back to the Treaty of Paris of 1951, and has been an important force in the development of education and social policy across Europe since that time. This paper concentrates on the social, political and educational changes that have come about in many of the 28 sovereign states that now claim membership and are therefore subject to the EU treaties that cover educational policy and training issues. Choosing a selection of education developments, social policy and historical changes within European member states, the author seeks to illustrate how and where change has occurred and the implications that follow. It argues that, whilst European integration has been an important force of social and educational change, there are counteracting forces of national and regional interests, linguistic and cultural factors and historical trends that severely limit inter-governmental action and intention.
{"title":"Issues In European Educational Change Over the Last 30 Years (doi: 10.14425/00.87.96)","authors":"T. Corner","doi":"10.14425/00.87.96","DOIUrl":"https://doi.org/10.14425/00.87.96","url":null,"abstract":"Pan-European integration, based on theories of neo-functionalism and inter-governmentalism dates back to the Treaty of Paris of 1951, and has been an important force in the development of education and social policy across Europe since that time. This paper concentrates on the social, political and educational changes that have come about in many of the 28 sovereign states that now claim membership and are therefore subject to the EU treaties that cover educational policy and training issues. Choosing a selection of education developments, social policy and historical changes within European member states, the author seeks to illustrate how and where change has occurred and the implications that follow. It argues that, whilst European integration has been an important force of social and educational change, there are counteracting forces of national and regional interests, linguistic and cultural factors and historical trends that severely limit inter-governmental action and intention.","PeriodicalId":42500,"journal":{"name":"Journal of International and Comparative Education","volume":"4 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66973375","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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