Pub Date : 2021-07-26DOI: 10.1108/ijced-10-2020-0075
Wesley Teter, Libing Wang
PurposeThe impacts of the COVID-19 pandemic have transformed the global outlook for international higher education. Given the rapid shift to online learning, the Tokyo Convention in the Asia-Pacific entrusted to UNESCO has become an important policy framework to facilitate regional collaboration, authoritative information sharing and recognition of qualifications across diverse modes of learning. This paper examines the role of the Tokyo Convention to establish an inclusive platform for monitoring and collaborative governance of mobility and internationalization based on fair and transparent recognition policies and practices in the Asia-Pacific.Design/methodology/approachIn August 2019, a standardized survey instrument was sent by the Secretariat of the Tokyo Convention Committee at UNESCO Bangkok to competent recognition authorities in 46 countries in the Asia-Pacific, including the eight State Parties to the Tokyo Convention that ratified the Convention as of the reporting period. In total, qualitative data from n = 27 countries/states was received and analyzed to assess implementation of the Tokyo Convention throughout the region. The research design illustrates how normative instruments such as the Tokyo Convention are monitored and assessed over time.FindingsA multi-stakeholder approach based on collaborative governance is needed to effectively monitor implementation and implications of the Tokyo Convention for diverse higher education stakeholders in the Asia-Pacific region.Research limitations/implicationsImplications include establishing baseline data and methods for monitoring implementation of the Tokyo Convention. Based on collaborative governance theory, the paper explores potential for a multi-stakeholder approach to promote mutual accountability in the Asia-Pacific and to develop mechanisms for inclusive participation in the governance of the forthcoming Global Convention on recognition.Originality/valueAs the first systematic review of its kind, this paper includes a unique dataset and insights into UNESCO's methodology to monitor implementation of standard-setting instruments for qualifications recognition in the Asia-Pacific.
{"title":"Monitoring implementation of the Tokyo Convention on recognition: a multi-stakeholder approach to the internationalization of higher education in the Asia-Pacific","authors":"Wesley Teter, Libing Wang","doi":"10.1108/ijced-10-2020-0075","DOIUrl":"https://doi.org/10.1108/ijced-10-2020-0075","url":null,"abstract":"PurposeThe impacts of the COVID-19 pandemic have transformed the global outlook for international higher education. Given the rapid shift to online learning, the Tokyo Convention in the Asia-Pacific entrusted to UNESCO has become an important policy framework to facilitate regional collaboration, authoritative information sharing and recognition of qualifications across diverse modes of learning. This paper examines the role of the Tokyo Convention to establish an inclusive platform for monitoring and collaborative governance of mobility and internationalization based on fair and transparent recognition policies and practices in the Asia-Pacific.Design/methodology/approachIn August 2019, a standardized survey instrument was sent by the Secretariat of the Tokyo Convention Committee at UNESCO Bangkok to competent recognition authorities in 46 countries in the Asia-Pacific, including the eight State Parties to the Tokyo Convention that ratified the Convention as of the reporting period. In total, qualitative data from n = 27 countries/states was received and analyzed to assess implementation of the Tokyo Convention throughout the region. The research design illustrates how normative instruments such as the Tokyo Convention are monitored and assessed over time.FindingsA multi-stakeholder approach based on collaborative governance is needed to effectively monitor implementation and implications of the Tokyo Convention for diverse higher education stakeholders in the Asia-Pacific region.Research limitations/implicationsImplications include establishing baseline data and methods for monitoring implementation of the Tokyo Convention. Based on collaborative governance theory, the paper explores potential for a multi-stakeholder approach to promote mutual accountability in the Asia-Pacific and to develop mechanisms for inclusive participation in the governance of the forthcoming Global Convention on recognition.Originality/valueAs the first systematic review of its kind, this paper includes a unique dataset and insights into UNESCO's methodology to monitor implementation of standard-setting instruments for qualifications recognition in the Asia-Pacific.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"12 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79498042","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 : 2021-07-14DOI: 10.1108/ijced-10-2020-0074
Jung Hyun Ryu, A. Nguyen
PurposeThe research aims to provide the basis for a better understanding of the internationalization of higher education in Vietnam. First, it examines Vietnam's higher education reforms and policy/ legal frameworks for the promotion of internationalization since the implementation of Doi Moi in 1986. Secondly, it analyzes the internationalization activities at the national and institutional levels. At both levels, the internationalization activities are categorized into internationalization at home and cross borders (Knight, 2012). Finally, the paper discusses the challenges Vietnamese HE is facing and presents policy directions.Design/methodology/approachThis study employs a case study research strategy to examine and gain understanding of internationalization of higher education in Vietnam as a phenomenon. The study collected detailed information using a variety of data collection procedures over a period of time. First, it analyzes Vietnam's higher education reforms as well as policy and legal framework for the promotion of internationalization. Then, using Knight's framework, the study analyzed the internationalization at home and crossborder educational activities at the national and institutional levels. At the national level, strategic policy goals and programs were explored. Then, it chose Vietnam National University- Hanoi as a institutional case to learn its institutional strategies on cross border programs and mobility, reputation building, research cooperation.FindingsVietnam has continuously reformed its legal and policy framework of higher education to better integrate into the global higher education market and also to meet the national demand for economic development. Predominant rationale for Vietnam to engage in crossborder programs is for brain development, specifically in the academics and public sector. Meanwhile internationalization at home is driven by (1) international programs and universities and (2) initiative to enhance competitiveness of its higher education institutes. Vietnam hosts different models of international universities, including classical, satellite and co-founded. However, issues and challenges remain, such as poor lack of systematic cooperation and coordination at the governmental level, retaining talents, and finally finances.Originality/valueWritten for the special edition on Internationalization of Higher Education in the Era of SDGs: Asia–Pacific Perspective, the study aims to provide a basis for understanding the current situation of internationalization higher education in Vietnam and how it compares to its partners in the region. This study is unique as it provides a two-layer analysis, at the national and institutional levels capturing macro and micro perspectives in one scene. In addition, this study includes rich empirical data, which was rare in previous literature due to limited access.
{"title":"Internationalization of higher education in Vietnam: current situations, policies, and challenges","authors":"Jung Hyun Ryu, A. Nguyen","doi":"10.1108/ijced-10-2020-0074","DOIUrl":"https://doi.org/10.1108/ijced-10-2020-0074","url":null,"abstract":"PurposeThe research aims to provide the basis for a better understanding of the internationalization of higher education in Vietnam. First, it examines Vietnam's higher education reforms and policy/ legal frameworks for the promotion of internationalization since the implementation of Doi Moi in 1986. Secondly, it analyzes the internationalization activities at the national and institutional levels. At both levels, the internationalization activities are categorized into internationalization at home and cross borders (Knight, 2012). Finally, the paper discusses the challenges Vietnamese HE is facing and presents policy directions.Design/methodology/approachThis study employs a case study research strategy to examine and gain understanding of internationalization of higher education in Vietnam as a phenomenon. The study collected detailed information using a variety of data collection procedures over a period of time. First, it analyzes Vietnam's higher education reforms as well as policy and legal framework for the promotion of internationalization. Then, using Knight's framework, the study analyzed the internationalization at home and crossborder educational activities at the national and institutional levels. At the national level, strategic policy goals and programs were explored. Then, it chose Vietnam National University- Hanoi as a institutional case to learn its institutional strategies on cross border programs and mobility, reputation building, research cooperation.FindingsVietnam has continuously reformed its legal and policy framework of higher education to better integrate into the global higher education market and also to meet the national demand for economic development. Predominant rationale for Vietnam to engage in crossborder programs is for brain development, specifically in the academics and public sector. Meanwhile internationalization at home is driven by (1) international programs and universities and (2) initiative to enhance competitiveness of its higher education institutes. Vietnam hosts different models of international universities, including classical, satellite and co-founded. However, issues and challenges remain, such as poor lack of systematic cooperation and coordination at the governmental level, retaining talents, and finally finances.Originality/valueWritten for the special edition on Internationalization of Higher Education in the Era of SDGs: Asia–Pacific Perspective, the study aims to provide a basis for understanding the current situation of internationalization higher education in Vietnam and how it compares to its partners in the region. This study is unique as it provides a two-layer analysis, at the national and institutional levels capturing macro and micro perspectives in one scene. In addition, this study includes rich empirical data, which was rare in previous literature due to limited access.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"252 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79436231","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 : 2021-07-01DOI: 10.1108/IJCED-02-2021-0014
Siyuan Li
PurposeChina's Confucius Institutes (CIs) have been under increasing scrutiny in the West while their development in Africa has been steady and strong. This article aims to examine the establishment, operation and effects of this institute in Africa, and discuss its role in a wider context of education, development and China's foreign policy towards Africa.Design/methodology/approachThis empirical research is a case study of China's Confucius Institutes in Africa. Fieldwork data was collected in China and seven CIs in four African countries.FindingsThis research found that the CIs were not just Chinese language and culture promotion organisations in Africa. Rather, they played a deeper and more profound role in training local individuals, involving them in different forms of Chinese presence in Africa and linking their own personal development with the rise of China. In that sense, this article argues that the CI plays a positive role in promoting China's soft power and national interest in Africa. This article also highlights the problems of the institute's operational mode, and casts doubt on some aspects of its future development.Originality/valueThis research systematically examines the establishment, operation and effects of the CIs in Africa, in an attempt to understand the real role of this institute in China's foreign policy towards Africa and demonstrate the uniqueness of the situation of the CIs in Africa.
{"title":"China's Confucius Institute in Africa: a different story?","authors":"Siyuan Li","doi":"10.1108/IJCED-02-2021-0014","DOIUrl":"https://doi.org/10.1108/IJCED-02-2021-0014","url":null,"abstract":"PurposeChina's Confucius Institutes (CIs) have been under increasing scrutiny in the West while their development in Africa has been steady and strong. This article aims to examine the establishment, operation and effects of this institute in Africa, and discuss its role in a wider context of education, development and China's foreign policy towards Africa.Design/methodology/approachThis empirical research is a case study of China's Confucius Institutes in Africa. Fieldwork data was collected in China and seven CIs in four African countries.FindingsThis research found that the CIs were not just Chinese language and culture promotion organisations in Africa. Rather, they played a deeper and more profound role in training local individuals, involving them in different forms of Chinese presence in Africa and linking their own personal development with the rise of China. In that sense, this article argues that the CI plays a positive role in promoting China's soft power and national interest in Africa. This article also highlights the problems of the institute's operational mode, and casts doubt on some aspects of its future development.Originality/valueThis research systematically examines the establishment, operation and effects of the CIs in Africa, in an attempt to understand the real role of this institute in China's foreign policy towards Africa and demonstrate the uniqueness of the situation of the CIs in Africa.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"253 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76650960","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 : 2021-04-02DOI: 10.1108/ijced-08-2020-0052
Chang Da Wan, Doria Abdullah
Purpose
The purpose of this paper is to examine the policies and practices of internationalisation of higher education in Malaysia, and to specifically explore how Sustainable Development Goals are translated into policies and practices.
Design/methodology/approach
This paper takes a chronological and historical approach to examine policies and practices on internationalisation of higher education in Malaysia. This includes identifying patterns, trends and shifts on internationalisation at the system and institutional levels.
Findings
At the system level, Malaysia has transformed from a sending to receiving country, from being an aid recipient to an equal partner, and from a host to a provider. At the institutional level, internationalisation transforms from a fad to a norm, and from having unilateral collaboration to setting up multinational collaborations with international partners. Equally important, the paper discusses the role of internationalisation to address the global Sustainable Development Goals, and identify policy gaps at the national level and the de facto practices of Sustainable Development Goals at the institutional level.
Originality/value
This paper charts the changes of internationalisation of higher education in Malaysia, and importantly, shows gaps to incorporate the global Sustainable Development Goals and to relate this global agenda to the internationalisation of higher education.
{"title":"Internationalisation of Malaysian higher education: policies, practices and the SDGs","authors":"Chang Da Wan, Doria Abdullah","doi":"10.1108/ijced-08-2020-0052","DOIUrl":"https://doi.org/10.1108/ijced-08-2020-0052","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this paper is to examine the policies and practices of internationalisation of higher education in Malaysia, and to specifically explore how Sustainable Development Goals are translated into policies and practices.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This paper takes a chronological and historical approach to examine policies and practices on internationalisation of higher education in Malaysia. This includes identifying patterns, trends and shifts on internationalisation at the system and institutional levels.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>At the system level, Malaysia has transformed from a sending to receiving country, from being an aid recipient to an equal partner, and from a host to a provider. At the institutional level, internationalisation transforms from a fad to a norm, and from having unilateral collaboration to setting up multinational collaborations with international partners. Equally important, the paper discusses the role of internationalisation to address the global Sustainable Development Goals, and identify policy gaps at the national level and the de facto practices of Sustainable Development Goals at the institutional level.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This paper charts the changes of internationalisation of higher education in Malaysia, and importantly, shows gaps to incorporate the global Sustainable Development Goals and to relate this global agenda to the internationalisation of higher education.</p><!--/ Abstract__block -->","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"1216 50","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138506271","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 : 2020-12-15DOI: 10.1108/ijced-07-2020-0034
M. Shah, Monika Kansal, Ritesh Chugh
PurposeThis paper is based on a pilot study undertaken at an Australian university that has successfully recruited students from Mongolia. The study examined the factors that attracted Mongolian students to study in Australia and at the subject university, as well as students' expectations before arrival, barriers to learning and the university's key areas and services that support learning. The study also examined areas in which the learning experience could be improved, as well as personal, social and cultural gains apart from academic achievement, and the role of education agents in helping students to choose the subject university.Design/methodology/approachThe student cohort consisted of all graduate students. The qualitative survey included eight questions, which primarily aimed to examine the reasons behind Mongolian students' decision to study in Australia. The online survey was pilot-tested with a focus group consisting of academic staff to ensure that the survey was working properly and to ensure that the questions were worded appropriately and easily understood. Based on the responses of the focus group, some questions were reworded to solicit effective responses.FindingsThe study found that Mongolian students were attracted to an English-speaking country and high quality of education. Their expectation prior to arrival was a university campus as portrayed in marketing material, including expansive open spaces. The study also highlighted the need to diversify student profiles at metropolitan locations. It found Mongolian students made friends, learnt a new culture but faced learning difficulties too.Originality/valueMany studies have examined the factors influencing students' decision to study in certain countries. While previous studies have focussed on large countries such as China and India, emerging sources of international students such as Mongolia are ignored. The focus on Mongolian students is original in Australia and overseas.
{"title":"Why do Mongolian students choose to study in Australia?","authors":"M. Shah, Monika Kansal, Ritesh Chugh","doi":"10.1108/ijced-07-2020-0034","DOIUrl":"https://doi.org/10.1108/ijced-07-2020-0034","url":null,"abstract":"PurposeThis paper is based on a pilot study undertaken at an Australian university that has successfully recruited students from Mongolia. The study examined the factors that attracted Mongolian students to study in Australia and at the subject university, as well as students' expectations before arrival, barriers to learning and the university's key areas and services that support learning. The study also examined areas in which the learning experience could be improved, as well as personal, social and cultural gains apart from academic achievement, and the role of education agents in helping students to choose the subject university.Design/methodology/approachThe student cohort consisted of all graduate students. The qualitative survey included eight questions, which primarily aimed to examine the reasons behind Mongolian students' decision to study in Australia. The online survey was pilot-tested with a focus group consisting of academic staff to ensure that the survey was working properly and to ensure that the questions were worded appropriately and easily understood. Based on the responses of the focus group, some questions were reworded to solicit effective responses.FindingsThe study found that Mongolian students were attracted to an English-speaking country and high quality of education. Their expectation prior to arrival was a university campus as portrayed in marketing material, including expansive open spaces. The study also highlighted the need to diversify student profiles at metropolitan locations. It found Mongolian students made friends, learnt a new culture but faced learning difficulties too.Originality/valueMany studies have examined the factors influencing students' decision to study in certain countries. While previous studies have focussed on large countries such as China and India, emerging sources of international students such as Mongolia are ignored. The focus on Mongolian students is original in Australia and overseas.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"81 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77306560","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 : 2020-10-19DOI: 10.1108/ijced-06-2019-0037
Judy Vargas Bongala, Vanessa Baraero Bobis, John Paul Ramos Castillo, Arlyne Canales Marasigan
Purpose
This paper aims to examine the pedagogical strategies and challenges of selected multigrade (MG) schoolteachers in Albay, Philippines.
Design/methodology/approach
This study utilized a case study design using a validated semi-structured instrument with in-depth interviews to ten MG teachers, observation and document analysis. Qualitative data analyses such as content and thematic analyses were used in analyzing the data.
Findings
The results show that MG teachers use a variety of overlapping and supplementary instructional strategies such as (1) teaching one topic to all grades and at varying levels of difficulty using differentiated activity, (2) “jump-jump strategy”/teaching one grade while others work independently and (3) peer teaching or tutoring. However, there are several pedagogical challenges that MG teachers are faced with: (1) conflict between the medium of instructions and grade grouping, (2) problems with lesson planning, (3) unfocused instruction, (4) insufficient learners' materials, (5) absence of training prior to MG teaching and (6) the negative perception of the effectiveness of MG instructions.
Research limitations/implications
The research is limited within the context of the participants and focuses on the pedagogical strategies and challenges in the implementation of MG teaching.
Practical implications
The results of this study can serve as a reference on how to support and strengthen MG instruction.
Originality/value
This study provides a research-based overview of MG schools from the grassroots level and adds to the limited studies of MG education in the Philippines.
{"title":"Pedagogical strategies and challenges of multigrade schoolteachers in Albay, Philippines","authors":"Judy Vargas Bongala, Vanessa Baraero Bobis, John Paul Ramos Castillo, Arlyne Canales Marasigan","doi":"10.1108/ijced-06-2019-0037","DOIUrl":"https://doi.org/10.1108/ijced-06-2019-0037","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This paper aims to examine the pedagogical strategies and challenges of selected multigrade (MG) schoolteachers in Albay, Philippines.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This study utilized a case study design using a validated semi-structured instrument with in-depth interviews to ten MG teachers, observation and document analysis. Qualitative data analyses such as content and thematic analyses were used in analyzing the data.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results show that MG teachers use a variety of overlapping and supplementary instructional strategies such as (1) teaching one topic to all grades and at varying levels of difficulty using differentiated activity, (2) “jump-jump strategy”/teaching one grade while others work independently and (3) peer teaching or tutoring. However, there are several pedagogical challenges that MG teachers are faced with: (1) conflict between the medium of instructions and grade grouping, (2) problems with lesson planning, (3) unfocused instruction, (4) insufficient learners' materials, (5) absence of training prior to MG teaching and (6) the negative perception of the effectiveness of MG instructions.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>The research is limited within the context of the participants and focuses on the pedagogical strategies and challenges in the implementation of MG teaching.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The results of this study can serve as a reference on how to support and strengthen MG instruction.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study provides a research-based overview of MG schools from the grassroots level and adds to the limited studies of MG education in the Philippines.</p><!--/ Abstract__block -->","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"955 2","pages":""},"PeriodicalIF":0.8,"publicationDate":"2020-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138506302","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 : 2020-05-12DOI: 10.1108/ijced-10-2019-0052
Suraiya Hameed
Purpose: This paper reports a qualitative research study of comparative analysis of global citizenship education (GCE) in two primary schools, one international school in Singapore (Stamford International) and an independent school in Australia (Coastal College). The research focussed on how these two schools implemented GCE through the adoption of international education models, utilising the International Primary Curriculum (IPC) or the International Baccalaureate Programme (IB), creating hybrid curricula. Central to this research is the examination of educational practices, which address global citizenship education in each of the two schools. Design/methodology/approach: Qualitative data from interview transcripts, document analysis, website analysis as well as field notes were analysed both inductively and deductively, teasing out the key themes from interviews, various documents such as policy papers, curriculum materials, syllabuses, the websites and other forms of documents that shed more light on the issues presented. The analysis of each case study began with a brief overview of the global citizenship education policies in the two schools and of their international curricula models, followed by a separate interpretation and juxtaposition of interview data (Phillips and Schweisfurth, 2014). Findings: The key focus is examining the interplay between the global and national, which both schools have acknowledged in their design of the curricula. It is integral to note that globalization differs within different communities around the world with a unique and multifaceted interplay of global and national factors termed as a “global-local nexus”. A key overarching finding relates to the tensions between educational domains and neo-liberal market rationales, which had affected the schools' decisions in curricula and GCE enactment within both schools. Despite their commitment to GCE ideals, schools were mindful about being distinctive and remaining competitive within their educational markets. Research limitations/implications: In the study, the ideas of hybridity and “mixture and fusion” of curricula elements to generate new practices in local contexts against global influences have been explored. These ideas form the key features of the curriculum design in both schools and of the contexts in which the schools were situated. Even though the selected case study schools were international and independent and were not expected to fully adhere to government guidelines from their respective country’s policies, they were staged against these policies, which in turn influenced the curriculum initiatives and pedagogical approaches of these schools. Thus studying the landscape in which these two schools are situated provided a better understanding of the various influences – geo-political, formal policy, school-specific factors – which contributed to the knowledge base of global citizenship education studies for multi-ethnic nations such as Singapore a
{"title":"Global citizenship education practices in Singapore and Australia: the fusion of the global eye with the national eye","authors":"Suraiya Hameed","doi":"10.1108/ijced-10-2019-0052","DOIUrl":"https://doi.org/10.1108/ijced-10-2019-0052","url":null,"abstract":"Purpose: This paper reports a qualitative research study of comparative analysis of global citizenship education (GCE) in two primary schools, one international school in Singapore (Stamford International) and an independent school in Australia (Coastal College). The research focussed on how these two schools implemented GCE through the adoption of international education models, utilising the International Primary Curriculum (IPC) or the International Baccalaureate Programme (IB), creating hybrid curricula. Central to this research is the examination of educational practices, which address global citizenship education in each of the two schools. Design/methodology/approach: Qualitative data from interview transcripts, document analysis, website analysis as well as field notes were analysed both inductively and deductively, teasing out the key themes from interviews, various documents such as policy papers, curriculum materials, syllabuses, the websites and other forms of documents that shed more light on the issues presented. The analysis of each case study began with a brief overview of the global citizenship education policies in the two schools and of their international curricula models, followed by a separate interpretation and juxtaposition of interview data (Phillips and Schweisfurth, 2014). Findings: The key focus is examining the interplay between the global and national, which both schools have acknowledged in their design of the curricula. It is integral to note that globalization differs within different communities around the world with a unique and multifaceted interplay of global and national factors termed as a “global-local nexus”. A key overarching finding relates to the tensions between educational domains and neo-liberal market rationales, which had affected the schools' decisions in curricula and GCE enactment within both schools. Despite their commitment to GCE ideals, schools were mindful about being distinctive and remaining competitive within their educational markets. Research limitations/implications: In the study, the ideas of hybridity and “mixture and fusion” of curricula elements to generate new practices in local contexts against global influences have been explored. These ideas form the key features of the curriculum design in both schools and of the contexts in which the schools were situated. Even though the selected case study schools were international and independent and were not expected to fully adhere to government guidelines from their respective country’s policies, they were staged against these policies, which in turn influenced the curriculum initiatives and pedagogical approaches of these schools. Thus studying the landscape in which these two schools are situated provided a better understanding of the various influences – geo-political, formal policy, school-specific factors – which contributed to the knowledge base of global citizenship education studies for multi-ethnic nations such as Singapore a","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"14 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2020-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138537336","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 : 2019-10-31DOI: 10.1108/IJCED-10-2018-0040
K. Kishimoto, E. Saito
Purpose The purpose of this paper is to investigate a dystopian situation with special reference to how a panoptic monitoring system emerges in schools. To satisfy this aim, there will be a close analysis of the city of Nago in Okinawa Prefecture, where there is a huge debate over the new US Marine base construction and how it greatly influences people’s lives. Design/methodology/approach This study will employ a self-study by the first author, who is a clinical psychologist under the board of education in the city. This self-study aims to examine the lived experiences of the author based on interactions with critical friends. Findings The government’s selection of the site for the new base created a schism in the community, and the introduction of compensations led to the establishment of a communal panoptic monitoring system. This communal panoptic monitoring largely influences the relationships between pupils, teachers and parents. Further, another panoptic monitoring system has developed inside the Nago schools due to the intensification of the assessment policies given by the ministry in Tokyo. Originality/value This investigation purports to analyse a dystopian situation with special reference to how a panoptic monitoring system, a key element of a dystopia, emerges in schools.
{"title":"Okinawa as dystopia: panoptic monitoring systems in schools","authors":"K. Kishimoto, E. Saito","doi":"10.1108/IJCED-10-2018-0040","DOIUrl":"https://doi.org/10.1108/IJCED-10-2018-0040","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to investigate a dystopian situation with special reference to how a panoptic monitoring system emerges in schools. To satisfy this aim, there will be a close analysis of the city of Nago in Okinawa Prefecture, where there is a huge debate over the new US Marine base construction and how it greatly influences people’s lives.\u0000\u0000\u0000Design/methodology/approach\u0000This study will employ a self-study by the first author, who is a clinical psychologist under the board of education in the city. This self-study aims to examine the lived experiences of the author based on interactions with critical friends.\u0000\u0000\u0000Findings\u0000The government’s selection of the site for the new base created a schism in the community, and the introduction of compensations led to the establishment of a communal panoptic monitoring system. This communal panoptic monitoring largely influences the relationships between pupils, teachers and parents. Further, another panoptic monitoring system has developed inside the Nago schools due to the intensification of the assessment policies given by the ministry in Tokyo.\u0000\u0000\u0000Originality/value\u0000This investigation purports to analyse a dystopian situation with special reference to how a panoptic monitoring system, a key element of a dystopia, emerges in schools.\u0000","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"4 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90704677","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 : 2019-10-31DOI: 10.1108/ijced-10-2018-0045
K. McLay, Vicente Chua Reyes Jr
Purpose The purpose of this paper is to compare and problematise technology and teaching reform initiatives in Australia and Singapore, demonstrating the importance of adopting a critical stance towards technology-rich education reform. In the Australian context, the tensions and challenges of the Digital Education Revolution and the Teaching Teachers for the Future programme are illustrated. In the Singapore context, the implications of the ways in which teachers exercise their agency over technological imperatives are examined. Design/methodology/approach The first section of the paper draws on interview and observational data generated during a microethnographic investigation into secondary school students’ use of iPads as a learning tool in an independent school in South-East Queensland. Data “snapshots” illustrate the lingering challenges of reform designed to achieve technology-rich learning environments. The second section of the paper draws on a retrospective study of current ICT initiatives in Singapore through case studies of two schools that are heavily involved in ongoing ICT integration programmes. Findings While reforms are usually borne out of careful studies among policy makers and politicians to develop solutions to problems, the final version often reflects compromise between various stakeholders championing their respective agendas. As such, problematisation is imperative to develop critical and nuanced understandings. In both Australia and Singapore, it is suggested that failing to account for such ontological matters as teacher and learner identity and agency prevents meaningful change. Originality/value Global reform to achieve technology-rich teaching and learning environments reflects the ubiquity of such initiatives across geographical and cultural boundaries. Such reforms have been driven and supported by a substantial body of research, much of which has uncritically accepted the view that technology-rich reform is inherently “good” or necessary. Learning technology research has thus tended to focus on epistemological matters such as learning design at the expense of ontology. This paper engages with emerging research into technology as an identity issue for learners and teachers to explore the implications of technology-driven education reform on educational institutions, policies and practices.
{"title":"Problematising technology and teaching reforms: Australian and Singapore perspectives","authors":"K. McLay, Vicente Chua Reyes Jr","doi":"10.1108/ijced-10-2018-0045","DOIUrl":"https://doi.org/10.1108/ijced-10-2018-0045","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to compare and problematise technology and teaching reform initiatives in Australia and Singapore, demonstrating the importance of adopting a critical stance towards technology-rich education reform. In the Australian context, the tensions and challenges of the Digital Education Revolution and the Teaching Teachers for the Future programme are illustrated. In the Singapore context, the implications of the ways in which teachers exercise their agency over technological imperatives are examined.\u0000\u0000\u0000Design/methodology/approach\u0000The first section of the paper draws on interview and observational data generated during a microethnographic investigation into secondary school students’ use of iPads as a learning tool in an independent school in South-East Queensland. Data “snapshots” illustrate the lingering challenges of reform designed to achieve technology-rich learning environments. The second section of the paper draws on a retrospective study of current ICT initiatives in Singapore through case studies of two schools that are heavily involved in ongoing ICT integration programmes.\u0000\u0000\u0000Findings\u0000While reforms are usually borne out of careful studies among policy makers and politicians to develop solutions to problems, the final version often reflects compromise between various stakeholders championing their respective agendas. As such, problematisation is imperative to develop critical and nuanced understandings. In both Australia and Singapore, it is suggested that failing to account for such ontological matters as teacher and learner identity and agency prevents meaningful change.\u0000\u0000\u0000Originality/value\u0000Global reform to achieve technology-rich teaching and learning environments reflects the ubiquity of such initiatives across geographical and cultural boundaries. Such reforms have been driven and supported by a substantial body of research, much of which has uncritically accepted the view that technology-rich reform is inherently “good” or necessary. Learning technology research has thus tended to focus on epistemological matters such as learning design at the expense of ontology. This paper engages with emerging research into technology as an identity issue for learners and teachers to explore the implications of technology-driven education reform on educational institutions, policies and practices.\u0000","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"75 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84755914","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 : 2019-10-31DOI: 10.1108/IJCED-11-2018-0046
J. Chua
Purpose The purpose of this paper is to suggest that the mechanics of the neoliberal mindset is governed paradigmatically by a peculiar notion of “time,” which leads, in turn, to a kind of amoral consequentialism that projects meaninglessly and amorally into the future. The author proposes, in comparison, the pre-modern and ancient sense of the temporal which has the potential to yield moral insights for guiding policy thinking. Design/methodology/approach The author employs a philosophical approach and historical approach. The authors analyze philosophically the notion of the temporal in the consequentialist neoliberal agency, and draws on continental, ancient and medieval philosophical sources of temporality to develop an alternative. Findings The author argues that a rich notion of the temporal can be retrieved from medieval sources. This notion of the temporal is located in our experience of changing embodied beings, or physis, and gives rise to thuamazein or awe, which shows moral insights. The latter is a valuable source of guidance in policy thinking. Research limitations/implications This paper also suggests that epistemological commitment to an authority as numbers, feeding a policy as numbers, needs to be challenged. This paper does not draw on empirical data but nevertheless aspires to develop a thoughtful conceptual case on behalf of its conclusions. Practical implications A moral, neoliberal consequentialism is harmful to professional agencies. This paper offers a different way to think policy that puts what truly matters in front of us. Social implications Neoliberalism breeds the terrors of performativity that forgets what as a society we need to aim for on behalf of happiness, and instead drives us to compete without restraint after particular quantitative achievements. By challenging this paradigm, it is possible to offer policy thinking a different set of conceptual tools with which to think ourselves out of this performative irrationality. Originality/value This paper retrieves a medieval notion of time that is related with the showing of moral insights, opposed to amoral neoliberal consequentialism. In this way, there is a proposal of an alternative to neoliberalism, and not merely the worry of its damaging effects. It is also an original developmental study of Heidegger’s retrieval of ancient philosophy’s sense of temporality and its connection with ethics in the light of the resources in medieval philosophy.
{"title":"Physis, thaumazein and policy thinking: on another “time” to think educational policy","authors":"J. Chua","doi":"10.1108/IJCED-11-2018-0046","DOIUrl":"https://doi.org/10.1108/IJCED-11-2018-0046","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to suggest that the mechanics of the neoliberal mindset is governed paradigmatically by a peculiar notion of “time,” which leads, in turn, to a kind of amoral consequentialism that projects meaninglessly and amorally into the future. The author proposes, in comparison, the pre-modern and ancient sense of the temporal which has the potential to yield moral insights for guiding policy thinking.\u0000\u0000\u0000Design/methodology/approach\u0000The author employs a philosophical approach and historical approach. The authors analyze philosophically the notion of the temporal in the consequentialist neoliberal agency, and draws on continental, ancient and medieval philosophical sources of temporality to develop an alternative.\u0000\u0000\u0000Findings\u0000The author argues that a rich notion of the temporal can be retrieved from medieval sources. This notion of the temporal is located in our experience of changing embodied beings, or physis, and gives rise to thuamazein or awe, which shows moral insights. The latter is a valuable source of guidance in policy thinking.\u0000\u0000\u0000Research limitations/implications\u0000This paper also suggests that epistemological commitment to an authority as numbers, feeding a policy as numbers, needs to be challenged. This paper does not draw on empirical data but nevertheless aspires to develop a thoughtful conceptual case on behalf of its conclusions.\u0000\u0000\u0000Practical implications\u0000A moral, neoliberal consequentialism is harmful to professional agencies. This paper offers a different way to think policy that puts what truly matters in front of us.\u0000\u0000\u0000Social implications\u0000Neoliberalism breeds the terrors of performativity that forgets what as a society we need to aim for on behalf of happiness, and instead drives us to compete without restraint after particular quantitative achievements. By challenging this paradigm, it is possible to offer policy thinking a different set of conceptual tools with which to think ourselves out of this performative irrationality.\u0000\u0000\u0000Originality/value\u0000This paper retrieves a medieval notion of time that is related with the showing of moral insights, opposed to amoral neoliberal consequentialism. In this way, there is a proposal of an alternative to neoliberalism, and not merely the worry of its damaging effects. It is also an original developmental study of Heidegger’s retrieval of ancient philosophy’s sense of temporality and its connection with ethics in the light of the resources in medieval philosophy.\u0000","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"76 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75389799","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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