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While the domination of the Eurocentric paradigm in communication studies in the last half century is a problem, the blind acceptance of the universal applicability of the Eurocentric paradigm by educators and scholars in other areas, including Asia, reflects a more serious problem. It is a good sign that criticism of Westernization in communication education and research in Asia has grown stronger in recent years, and more scholars have attempted to propose a direction for the future of Asian communication studies ... [ABSTRACT FROM AUTHOR]

This paper studies the impact of education on domestic terrorism in Asian countries from 1970 to 2018. A control function approach is utilized to address the endogeneity of education on terrorism. Generally speaking, results show that education promotes domestic terrorism in Asia. Negative binomial regressions with and without control function are run for other parts of world to examine whether the patterns in Asia hold worldwide. Other important determinants of domestic terrorism in Asia include regime type, ethnic fractionalization, linguistic fractionalization, religious fractionalization, GDP per capita, and trade openness. This paper contributes to the literature by 1) applying a control function approach to control for possible endogeneity of education on terrorism, 2) analyzing exclusively Asia, a region where terrorism has been increasing rapidly over the last decade, (3) and focusing on domestic terrorism. [ABSTRACT FROM AUTHOR]

Scholars have noted the need for both empirical and theoretical research on the unique configurations of race and racism within Asia. This paper explores the racialized landscape encountered by Malay youth during their education and employment in the city-state of Singapore. We highlight the three unique building blocks which comprise the country's racial landscape, namely (i) race is used as a naming device by the state; (ii) economic and social inequality along the lines of race exist alongside discourses of meritocracy and (iii) discussions of race which can be perceived as offensive are violations of local laws. Based on focus groups conducted with Malay youth on their experiences and memories of their education and employment, we highlight their perspectives on racial stratification. We explore Singapore's racial landscape within which Malay youth are excluded from networks, silenced through discourses of harmonious multiculturalism, and excluded from Chinese-language-based corporate cultures which are predominant. Our findings suggest that challenging racial inequality in multicultural cities requires the dismantling of systemic systems of stratification. Our analysis contributes to understanding the unique configurations of race and racism in Asia and amongst Asians. [ABSTRACT FROM AUTHOR]

In studies of academic resilience, researchers seek to identify factors that protect against adverse effects caused by risk and stress, and which ultimately assist students to be academically successful. However, because relatively few studies are conducted in Asian settings, Western-based research may have limited application for policy and prevention in the Asian context. It is therefore important to expand the context and culture in which resilience research takes place. This paper highlights academic resilience factors among Asian students that are located in the multiple levels of the social ecology (including individual, peers, family and school). This is consistent with results from the Western context. However, it also reports on some differences in academic resilience factors that are found both within Asian countries and between Asian and Western countries. From these results, we might thus conclude that alongside pan-human factors, Asian students’ academic success can also be considered in part due to uniquely Asian attributes. This reaffirms the importance of considering culture and national context in studies of academic resilience. Taken as a whole, this collection of papers showcases multiple approaches to building academic resilience and empowering students and their educators and caregivers across the Asian region. [ABSTRACT FROM PUBLISHER]

This paper provides an overview of transnational higher education (THE) in Uzbekistan. It includes a brief account of THE current and future market trends. The data, gathered from a literature search, show that the demand for THE (off-campus) is growing even faster than the demand for international (on-campus) programmes. This paper then provides an account of higher education reform in Uzbekistan together with a review of the development of international branch campuses in that country. The purpose of this paper is to provide a case study that is relevant to alternative approaches/initiatives in higher education provision in Uzbekistan and Central Asia. [ABSTRACT FROM PUBLISHER]

In recent years, many populist leaders and parties have succeeded in taking over the levers of state power, in spite of the fact that much of their political rhetoric in opposition expresses anti-state sentiments. This paper examines how populist leaders and parties in Asia have been able to use the institutions of the state, including education, to exercise and perpetuate their power. Focusing on the examples of India, the Philippines and Singapore, the paper shows how in each of these cases, populist politics consists in attempts to reconfigure the nature of the state and its relationship to civil society, often seeking to obliterate the distinction. A great deal of effort is put in to transform the institutions of the state, including education, making it possible for them to translate populist sentiments into governmental practice. This explains how, when in government, populists are often able to extend their appeal and influence. [ABSTRACT FROM AUTHOR]

The aim of this research is to explore the similarity and differences international students encounter while studying and living in a regional area of Australia as compared to their Asian homeland. This study builds on both academic and lifestyle issues previously identified in research and explores the international students' experiences on their academic adjustments while living in a regional area. The findings of this investigation identified three themes: education, finance, and culture. The analysis identified that students experience some level of difficulty at an initial stage but were positively accustomed to the local settings after a period of time. Finally, the findings in this paper are valuable to educational institutions, especially those of regional areas seeking to understand how international students behave and act when studying and living in a regional area. Additionally, this paper will also give prospective students an overall understanding of what to expect when they choose to study in a regional area in Australia. [ABSTRACT FROM AUTHOR]

This article discusses the experiences of the conference management team and the host (Universiti Putra Malaysia -UPM) of the Fifth Asian Conference of the Academy of Human Resource Development, held in Putrajaya, Malaysia from 2 to 5 December 2006. In reviewing the conference, the following sub-topics are used for organizing the contents of the article: HRD in Malaysia; conference theme & overview; participations/country representations and paper streams; keynote addresses; conference assessment; and conclusions. At the end, brief perspectives of the next Asian HRD conference to be held in China are also provided. [ABSTRACT FROM AUTHOR]

Where some of the papers in this volume deal with nation building in the democratizing former East European states in the wider ideological context of liberal democratic thought, this paper aims to present a view of democracy and democratization from an alternative, 'Asian' perspective. South East Asian nations, such as Singapore, have attempted to articulate and practise forms of 'Asian' democracy as a response to, and in rejection of, Western liberal democratic models. In these countries, there is not so much a programme of reform and liberalization, as an attempt to evolve a form of democracy suited to an 'Asian' society. To this end, efforts have been made by political leaders to articulate what 'Asian' values are, and Singapore will be used as an example of how a government has promoted a set of values regarded to be congruent with their form of 'Asian' democracy. By examining the history texts in Singapore, and comparing the different contexts in which European and 'Asian' values are embedded and used, the paper will elucidate the ways in which the nature of 'Asian' values and democracy differ from that of those advocated in Europe, and the implications of this for citizenship education. [ABSTRACT FROM AUTHOR]

This paper develops a framework that uses fuzzy-set theory to measure human well-being. Fuzzy sets allow for gradual transition from one state to another while also allowing one to incorporate rules and goals, and hence are more appropriate for measuring outcomes that are ambiguous. Such ambiguity is an inherent characteristic of cross-country achieved well-being assessments. This framework is used to provide a fuzzy representation of the well-known Human Development Index (HDI) and its three components. Fuzzy HDI estimates for 14 Pacific Asian countries are provided and compared with non-fuzzy estimates. Quite large differences in rankings emerge. The paper concludes by suggesting that fuzzy measures should be used more widely to measure achieved well-being outcomes. [ABSTRACT FROM AUTHOR]

The paper addresses the question of how the new information and communication technologies (ICTs) can potentially help reduce poverty in developing countries. Starting with the definition and types of ICTs, the paper discusses a number of instances where various ICTs have been fruitfully applied to improve the welfare of rural people in a number of developing economies. The paper also reviews how ICTs can be an indirect instrument of poverty reduction through their impact on growth. Finally the paper discusses the various factors that influence the adoption of new ICTs and the policies developing countries can adopt to take advantage of the new ICT revolution. [ABSTRACT FROM AUTHOR]

Information and Communication Technology (ICT) offers opportunities for governments to address key education challenges of quality, equity, and efficiency. While governments and educational institutions in developed countries may have taken up these opportunities, many developing countries in Asia and the Pacific region have often missed them out. This may be due to countries' socioeconomic settings, approaches towards design and implementation of the ICT in education plan, and investment on research and development of ICT in education. This paper explores the current challenges of education in Asia and the Pacific and explains how these challenges may be overcome by the strategic use of ICTs when a holistic approach towards ICT in education is adopted. [ABSTRACT FROM AUTHOR]

Are Asian universities different from those in Western countries? Premised on the hypothesis that Asian universities are different because of hybridization between Western academic models and local traditional cultures, this paper investigates the hybrid characteristics in Malaysian universities resulting from interaction between contemporary external influences and local traditional practices. At the system level, the interaction between external ideology of neoliberalism and local ethnic-based politics has resulted in ethnized neoliberalism in the higher education system. Hybrid characteristics at the institutional level have been operationalized into the domains of governance and management, programmes and curriculum, teaching and learning, and research and service. Based on three types of universities in Malaysia – mainstream, Islamic and Chinese community-based – we argue that Malaysian universities are hybrid universities because many of the policies and practices are distinctively different from the Western academic models. Indigenization of the Western models had taken place resulting in unique form of university governance and management, Islamization of curriculum and the Asian cultural ethos of the campus in Malaysian universities. [ABSTRACT FROM PUBLISHER]

In the context of ecological and economic change, this paper identifies the impact of ongoing transformations in young people's labour contribution in four natural resource-dependent regions in India, Vietnam and China. Children's work is important to maximise household labour productivity, while also endowing them with the ecological knowledge necessary to sustain key productive livelihood activities. However, today, an increased emphasis on education and the out-migration of youth is reducing their labour contribution, particularly in the more economically developed case study communities in Northern Vietnam and China. While selective in its extent, these changes have increased the labour burden of older household members and women, while the economic opportunities young people aspire to following schooling or migration frequently prove elusive in a competitive liberalised economy. Another implication of young people diverting their labour and learning away from traditional natural resource-based livelihood activities is the loss of valuable ecological knowledge. [ABSTRACT FROM PUBLISHER]

A large number of failures in learning reforms at Asian universities have been documented recently in the literature. The main reason is that reformers often import Western-developed practices to Asian classrooms without a careful examination of their appropriateness within the socio-cultural context of these countries. This approach faces a high risk of failure because Western-developed practices are often supported by structural conditions and cultural values that are not always found in Asia. To ensure the success of student-centred learning reforms in Asian classrooms, this paper claims that reformers should not simply borrow and impose student-centred practices on Asian students. Rather, Asian educators need to be assisted to bring about change in their teaching practices and instructed how to design assessment that promotes student-centred learning practices. Moreover, some principles of student-centred theories need to be modified to become culturally appropriate in the Asian context. [ABSTRACT FROM AUTHOR]

A number of international students, predominately from Asian countries, are present in universities in the UK, United States, and Australia. There is little research exploring their experiences as they negotiate the disciplinary requirements of their courses. This paper investigates students' agency as they write their first assignment for their Master's of Teaching English to Speakers of Other Languages course and the academics who teach them. Talk around texts and the positioning theory are used to analyse the data. It is argued that the students demonstrate strategic agency, which allows them to better understand the academic requirements of their disciplines. The analysis reveals the complexities involved in international students' adaptation to disciplinary discourse and the implications for teaching and learning in higher education. [ABSTRACT FROM AUTHOR]

In a qualitative study of South Asians in education, methodological issues pertaining to the social interactions between the same-ethnicity researcher and researched are analysed and interpreted. Based on in-depth interviews with 89 South Asian school pupils and 25 South Asian parents, it was found that political ideology and shared ethnicity were a source of inspiration in how the same-ethnicity researcher generated answers to the research questions, but also a weakness in how they were potentially shaped by the very same factors. This paper suggests that for situations where the subject, the researcher and the researched are inextricably linked, there is the potential for both ‘good’ and ‘harm’ to the research. This paper provides a case study of the ontological and epistemological issues that can emerge in the research process, and how reflexivity facilitates the production of knowledge without it necessarily gaining or losing because of shared ethnicity. [ABSTRACT FROM AUTHOR]

Australian teacher education programmes that prepare teachers of English to speakers of other languages (TESOL) are confronting the nexus of two facets of globalization: transformations in the Asian region, captured in the notion of the “Asian century”, and shifting conceptions of professionalism in TESOL in non-compulsory education. In booming Asian economies, English language learning is integral to the demand for high-quality education. This has produced increases in TESOL Teacher Education Programme (TTEP) enrolments of both domestic Australian students and international students from Asia. Growth in demand for TTEPs has necessitated that they cater to student diversity, and the intended contexts of practice. This demand has coincided with a concurrent movement towards professional standards for TESOL that, we argue, confronts complexities around quality, accountability, and professional identity and achieving conceptual and contextual coherence. Drawing on discourses of managerialism and performativity, this paper explores tensions between increased student demands for TTEPs, professional standards discourses which are part of the global policy discourses on teacher quality, and the achievement of programmatic conceptual and contextual coherence from the perspective of Australian TTEPs. [ABSTRACT FROM AUTHOR]

The Programme for International Student Assessment (PISA) and Trends in Mathematics and Science Study are two highly respected studies of school pupils' academic achievement. English policy-makers have been disappointed with school children's performance on these tests, particularly in comparison to the strong results of young people from East Asia. In this paper, we provide new insight into the England-East Asia gap in school children's mathematics skills. We do so by considering how cross-national differences in math test scores change between ages 10 and 16. Our results suggest that, although average math test scores are higher in East Asian countries, this achievement gap does not increase between ages 10 and 16. We thus conclude that reforming the secondary school system may not be the most effective way for England to 'catch up' with the East Asian nations in the PISA math rankings. Rather, earlier intervention, during pre-school and primary school, may be needed instead. [ABSTRACT FROM AUTHOR]

In contact with their foreign surroundings, European enclaves throughout imperial Asia and Africa formed new cultural communities. Nevertheless, over time as Cooper and Stoler (1997) have argued, such colonial communities became subject to the same bourgeois project as experienced in the metropolitan centres to which they remained connected. If, in terms of that project, metropolitan European society was deemed vulnerable from a brutish and unruly working class, these colonial outposts of Western society were even more vulnerable to what was deemed to be the more insidious dangers of miscegenation and cultural hybridity. Where nineteenth century educators typically suggested that working class children were “at risk” of not being able to benefit from, and simultaneously representing “a risk to”, the emerging opportunities of bourgeois capitalist society, this “risk” was accentuated in the colonies by the additional category of race. Focussing on the question of children of mixed parentage as a category of “children at risk”, this paper examines the way educationists and politicians responded to what was perceived as “civilisational decline” in four such communities - the Dutch East Indies, British India, (British) Australia and French Indo-China - to demonstrate the universality of these concerns in Imperial Asia. [ABSTRACT FROM AUTHOR]

Madaris (plural of madrasa) face a multitude of challenges in preparing students for life in rapidly modernising societies and emerging globalised knowledge economies. The complexity of the role and tasks of madaris, which are caught in the interface of modernity and tradition, the challenges they face, and the strategies they develop to address these challenges, suggest the need for a very cautious approach when attaining a clear picture of madrasa education and making conclusive statements about them. The literature has contributed more to confusion than clarity about the number of madaris, their rationale, purpose, pedagogy, curricula, funding, administration, relations with the state, and global violence. This paper presents an account of current debates of madrasa education and reform focusing on madaris within the diverse Sunni schools of thought and denominations located across South Asia and Southeast Asia. Based on an extensive review and analysis of over 90 articles, an overview of madrasa education and an examination of the issues and challenges facing Islamic schools that struggle to uphold tradition, and those that have begun to embrace modernisation and integration in the global process of change is given. The extent that some Islamic education systems are willing to collaborate with non-Muslims and in the process potentially enrich their circle of interest while engaging with the rest of the world in dialogue offers promising glimpses and a sense of hope for religious-based education in Muslim communities in the 21st century. [ABSTRACT FROM AUTHOR]

This paper investigates the appropriateness of competence‐based assessment in professional education validation, considering architectural education in Asia as a case study. Competence‐based assessment originated in teacher training and vocational training settings in the USA and the UK. Competence‐based assessment has been increasingly adopted by many professional education validation systems, for example the Commonwealth Association of Architects (CAA), the Royal Institute of British Architects / Architects Registration Boards (RIBA / ARB). Despite its growing application and longstanding continuity in professional education, its appropriateness for this purpose has never been investigated. In conclusion, this study finds that the competence‐based model followed by the CAA validation system has been narrowly defined and it requires modifications when it is adopted for professional education validations. Competence‐based assessment in professional education settings should focus on learning and instruction not limited to occupational performance, and development of soft competencies along with performance in hard competencies. Assessment criteria should be based on appropriate benchmarking and not on minimum standards as currently practised. [ABSTRACT FROM AUTHOR]

This article examines the educational policy responses by five western countries/regions to the ‘Asian economic miracle’ in the 1990s. It begins by stating that the idea of the global economic context has assumed considerable importance in the current educational thinking and debates. It then shows that Asia has been thematized in the west as a challenge that must be accommodated as a matter of significant economic interests. The country/region specific analyses, in the aggregate, demonstrate that ‘educating for location’ has been the driving force behind the policy to become Asia-literate. This instrumental approach is suggested as having a limiting influence on the sustainability of the policy initiatives. This paper underlies the need for a greater effort to make the proposed literacy reform educationally relevant and valid. Additionally, the recent events of 9/11 and the Bali bombings may have the effect of exacerbating the process. [ABSTRACT FROM AUTHOR]

In this paper I suggest that as educators we need to understand that the spaces and cultures our students inhabit are to be found not so much in predefinitions of cultural background or in studies of classrooms as cultural spaces as in the transcultural flows with which our students engage. Thus, my argument is not only that, as Singh and Doherty (2004) suggest, the flow of "international" students turns many classrooms into "global education contact zones" (p. 11), but also that the global fiows of English and popular culture turn classrooms in many parts of the world into spaces of transcultural contact. Students can no longer be understood as located in a bounded time and space in and around their classrooms but rather are participants in a much broader set of transcultural practices. Taking the global culture of hip-hop as an example, with a particular focus on hip-hop in parts of East and Southeast Asia, I argue that with English increasingly becoming the medium of global transcultural exchange, we need to understand the relations between English, popular culture, education and identity, or the ways in which global Englishes become a shifting means of transcultural identity formation. What I want to suggest here, then, is that in order to be attentive to the politics of location in the global context, we need a pedagogy of flow. [ABSTRACT FROM AUTHOR]

This paper challenges the conventional explanation of the role of the state in skill formation in the high performing Asian economies as advocated by World Bank economists. It does this through an examination of the institutions which supported beneficial strategic state intervention in the process of skill formation in Singapore, Taiwan and S. Korea. These enabled governments to produce a pace of skill formation so high that it achieved within the space of one generation something that took the advanced industrial countries three generations to achieve. Our research has identified a set of government strategies and associated institutional structures in the field of education and training in these economies which, it is argued, played a crucial role in ensuring that economic growth could proceed without employers experiencing severe skill shortages. We put forward a model of the skill formation process which is dynamic in character, focussing on the relationship between the state and the rapidly changing demand for skills during the process of industrialisation. This model allows us to examine some of the processes which are currently sustaining as well as threatening existing forms of intervention in the area of skill formation, including those related to the financial crisis of the late 1990s. [ABSTRACT FROM AUTHOR]

This paper first presents an overview of data on 390 international crises, which incorporate 826 foreign policy crises, from the end of 1918 to the end of 1988. A set of crisis profiles is then constructed for the two superpowers of the post-World War II era, and for three regional systems, Africa, Asia and the Middle East. The data on international crises are presented in terms of a common format for the regional profiles, with slight modifications for the superpowers, in order to facilitate comparisons: time and space; duration; onset; threat; behavior; severity of violence; US/USSR activity; global organization involvement; and outcome. Within these categories, distributions are noted for each of the polarity structures—multipolarity (1918-39), bipolarity (1945-62), and polycentrism (1963-1988). Thereafter, comparisons are made between US and USSR crises (after World War II), and among the three regional profiles. The central thrust of the findings from these profiles is clear: they focus attention on the dual characteristics of twentieth century crises, their pervasiveness and diversity. These traits, in turn, make much more difficult the task of constructing a theory that provides a systematic explanation of interstate crisis from onset to termination. Complex reality imposes an intolerable burden on the search for necessary and sufficient conditions of crisis. In positive terms, it leads to a shift in focus, from `necessary and sufficient' to the "most likely" conditions as the most credible path to theory. [ABSTRACT FROM AUTHOR]

This paper examines the determinants of age at first birth from an explicitly comparative perspective in the following Asian societies: Hong Kong, Indonesia, Malaysia, the Philippines, South Korea, Sri Lanka, Taiwan and Thailand. The key structural variables have the same (or similar) effects in each of the groups examined. Education through primary school and beyond has a strong delaying effect on age at first birth in all eight populations. Difference of rural-urban origin does not affect the timing of motherhood in any of these societies. We also find a remarkably strong effect of shared cultural heritage. All the Confucian groups tend to behave similarly, as do the Muslim and Hindu groups. [ABSTRACT FROM AUTHOR]

Highlights: [•] This paper provides implications for countries in the Europe and Central Asia to improve their efficiencies. [•] The average level of overall technical efficiency is 98.8%. [•] Productivity growth decreased on average by 7.7% per year. [•] In Tobit model, the positive influence of the hospital beds and average years of primary schooling on efficiency scores. [•] There is a regional effect between the Europe and Central Asia. [Copyright &y& Elsevier]

Claims of a special cultural emphasis on learning and education (SCELE) in East Asia versus the West - the United States in particular - are legion in the research literature. The evidence is, however, largely anecdotal, severely geographically limited, or reflects an unrepresentative selection of respondents. We review the evidentiary strategies of earlier studies, situate the assumed SCELE in a theoretical framework, and compare the prevalence of learning and education words in general-interest newswriting samples from across East Asia and the United States (N = 61). Our findings confirm earlier unsubstantiated claims, provide new insight into the strength of the difference, and illustrate a novel means of quantifying the difference in magnitude of SCELE in East Asia in comparison to the United States. [ABSTRACT FROM AUTHOR]

In this editorial article we frame how young people in Asia are reworking rapidly changing socio-economic, cultural conditions and constraining political structures to create possible successful futures and achieve their aspirations. We critically engage with interdisciplinary debates that conceptualise youth futures and provide an overview of current literature on this topic. Using the intense dynamism of the contemporary Asian region as a lens, we examine the complexities of education and employment landscapes young people are attempting to navigate or avoid; and highlight the implications this has for understanding the nexus between education and employment. Finally, this special issue highlights work by Asian and Asia-based scholars and is part of an intellectual project to make Asian young people more visible within Geography, Anthropology and related disciplines. The collection serves as a showcase of inter-disciplinary scholarship focusing on the complexities of young Asian lives in relation to education and employment. [ABSTRACT FROM PUBLISHER]

The University of Hong Kong (HKU), following its establishment in 1911, has assumed the mission of bridging British and Chinese cultures, to prepare European and Chinese elite youth for political and other professional careers, and thus to improve Britain’s cultural influence in competition with other western powers with regard to China. Dominated by its colonial character and pragmatic orientation, Chinese education at HKU was confined to no more than a supplementary subject at the initial stage. However, colonial crisis and cultural changes in the 1920s and 1930s, together with the endeavours of local cultural and commercial elites, made advanced Chinese education at HKU necessary and possible, and led to an independent unit for Chinese education and Chinese studies being established and strengthened. Organisational and curricular reforms before the outbreak of the Pacific War in 1941 led to further modernisation and solidified the structure of Chinese education at this university, laying the essential foundation for its post-war recovery and development. The evolution of Chinese education at HKU demonstrated well the subtle entanglements of education, culture and politics in a colonial context, through which coexistence and tensions between tradition and modernity, between China and the West, and between the imperial and republican intellectuals were also vividly revealed. [ABSTRACT FROM PUBLISHER]

Central to this study is an exploration of the degree to which higher education is perceived as an individual and/or a collective value. Seminal literature supports the notion that colleges and universities are Western institutions. Throughout the Asia Pacific, higher education is expanding in a hybrid form in collectivist societies. This qualitative phenomenological study was guided by two questions: How is economic value shaped by cultural values and Western and Asian constructs? How is the value of higher education constructed as an individual and/or collective good by colleges and universities in the Asia-Pacific region? Using notion of disjunctures, scapes, and flows as a framework of analysis, we interviewed 25 participants in higher education across the Asia-Pacific region. The findings yielded themes of Western dominance, Asian distinctions, and the complicated perceptions of higher education as an individual or collective benefit. The theoretical framework of scapes and flows provided a lens to examine new layers of hybridization and complexity in a rapidly evolving region. [ABSTRACT FROM PUBLISHER]

Comparative education in Asia is witnessing changing discourses, structural opportunities, and invigorated leadership. This article will review the institutionalization of comparative education in Asia from a sociological perspective, drawing on Bourdieu’s theory on the logic of social practice. After giving an overview of the historical roots of Asian comparative education, I will describe broadly its landscape noting developments in the last two decades since 1995, the foundational year of the Comparative Education Society of Asia (CESA). Four main themes are explored: comparative education teaching, professional societies, research centres, and specialist publications. With a baseline understanding of the infrastructures of the field in Asia and the power dynamics that shape them, I will propose an agenda for Asian comparative education to offer meaningful contributions to multipolar knowledge production in the field. Priority themes and directions will be highlighted to articulate a stronger Asian voice and leadership in an increasingly diverse and uncertain world. [ABSTRACT FROM PUBLISHER]

East Asia has experienced fast economic growth along with large inflows of foreign direct investment (FDI) and accumulated human capital since the 1960s. Economic literature suggests a link between FDI and human capital development via technology transfer. This study employs a panel of sample data from 16 East Asian countries from 1985 to 2010 to examine the effect of inward FDI on human capital accumulation. The results show that an increase in foreign presence is associated with an increase in secondary schooling, yet has a negative impact on tertiary schooling. FDI from OECD countries presents positive effects on both secondary and tertiary schooling in East Asian countries. The findings are robust to different measures of educational attainment and different specifications. [ABSTRACT FROM PUBLISHER]

Copyright of Bulletin of Indonesian Economic Studies is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

An editorial is presented which discusses the educational and psychological needs of children in Asia, including the massive change that has been taking place in Asia and the consequences of the implementation of such changes on youth and school-going children. It also discusses the changes taken place in social, economic, and educational areas in the Asian countries.

Against the current infatuation with Asia in Australian education, this article rearticulates the notion of ‘Asia literacy’ to explore new ways of researching on/with/through Asia. Drawing on the post-colonial critique of Western social science knowledge, I first demonstrate the problematic nature of Australian knowledge production on and with Asia in social science and education. And yet, I also highlight the contribution that Australian scholars have made to decolonizing knowledge work, with particular attention to their critique of internationalization of cultural studies in the 1990s. In so doing, I identify the particular epistemic standpoint of Australian scholarship, which has emerged out of its ambivalent location in the global politics of academic knowledge production. Then, I identify three types of engagement by Asian researchers with Western knowledge. Situating Australian education scholarship among them, I explore what ‘Asia literate’ education research might look like from the vantage point of Australia. [ABSTRACT FROM PUBLISHER]

Nonmarital births and divorce are rare in Cambodia. Because of dramatic levels of adult mortality reached during the late 1970s, however, growing up with a single parent is not rare. Using nationally representative, cross-sectional data, we estimate that about 12% of children under age 18 co-reside with only one of their biological parents. Using longitudinal data representative of the Mekong River Valley, we found this proportion to be declining. Nearly half of these children live in nuclear families (single parent with or without a stepparent), even though they live in multigenerational families more frequently than children who live with both their parents, especially when young and not living with their mother. Finally, we consider differences in socioeconomic conditions and child educational outcomes by number of co-residing parents. [ABSTRACT FROM PUBLISHER]

Copyright of Development in Practice is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Development in Practice is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

International large-scale assessments are now part of the educational landscape in many countries and often feed into major policy decisions. Yet, such assessments also provide data sets for secondary analysis that can address key issues of concern to educators and policymakers alike. Traditionally, such secondary analyses have been based on a variable-centred approach that gives rise to league tables. In the study reported here, a person-centred analysis is used as an alternative to the traditional approach. Data from the International Civic and Citizenship Education Study (ICCS) were analysed to investigate Asian students' attitudes to their future civic participation. Cluster analysis with validity measures showed that 4 distinct groups of students were identified within the societies studied thus highlighting the diversity within the samples. These results cannot be achieved with a conventional variable approach to analysis, and they suggest the usefulness of exploring alternative approaches to secondary data analysis. [ABSTRACT FROM PUBLISHER]

The article presents an introduction in which the editor discusses several articles contained within the issue on topics regarding the role of self-related beliefs in education in Asia, including academic goals, students' self-efficacy, and comparisons of Asian students to Australian students.

The article compares how the success of the ‘Asian Tiger’ countries in PISA, especially PISA 2009, was depicted in the media discussion in Australia, Germany and South Korea. It argues that even in the times of today's ‘globalised education policy field’, local factors are important in determining whether or not a country becomes a reference society for educational reform. The article aims to uncover some of these factors, identifying the globally disseminated stereotypes about Asian education, economic relations and the sense of ‘crisis’ induced through the relative position and change of position in PISA league tables in the countries in question. [ABSTRACT FROM PUBLISHER]

Objective: Age related hearing loss (ARHL) or presbyacusis is a complex condition caused by an interaction between environmental and genetic factors and is the most prevalent sensory impairment in the elderly. To date, only few environmental/lifestyle risk factors have been found. Research into risk factors underlying ARHL is increasingly urgent as populations grow older. Here, we investigate the relationship between ARHL and educational/occupational factors in a large cohort of people from isolated villages in Italy, Crimea region, Caucasus and Central Asia. Methods: Two thousand and sixty-eight people (aged 40-95 years) were recruited and analysed. Education was classified at five levels: no education, elementary, secondary, high school and university. Cases and controls were defined after a detailed evaluation of the hearing phenotype. Data were analysed using a mixed-effects logistic regression. Results: A statistically significant association between ARHL and education was detected. People with no education showed a higher association with the condition than people with a higher education ( p < 0.001). Explanations could be many, including individual jobs. A strong correlation (φ > 0.45) between occupation and level of education was also found. Conclusion: Present findings provide a better knowledge of environment/lifestyle factors related to ARHL and might help in defining new preventive strategies for aging people. [ABSTRACT FROM AUTHOR]

Fertility throughout East Asia has fallen rapidly over the last five decades and is now below the replacement rate of 2.1 in every country in the region. Using South Korea as a case study, we argue that East Asia's ultra-low fertility rates can be partially explained by the steadfast parental drive to have competitive and successful children. Parents throughout the region invest large amounts of time and money to ensure that their children are able to enter prestigious universities and obtain top jobs. Accordingly, childrearing has become so expensive that the average couple cannot afford to have more than just one or two children. The trend of high parental investment in child education, also known as ‘education fever’, exemplifies the notion of ‘quality over quantity’ and is an important contributing factor to understanding low-fertility in East Asia. [ABSTRACT FROM PUBLISHER]

The re-emergence of China in the new millennium has increased global demand for mineral resources, causing a return to the Australian vision of national prosperity tied to primary exports—this time minerals. Many analysts have questioned the wisdom of anchoring Australia's prosperity to being a quarry for Asia. The current mining boom has enabled Australia to postpone, but has not removed, the need to develop new industries to sustain a high standard of living in a future marked by global warming. Innovation is essential to the development of new industries that can contribute to a strong and sustainable economy, but cultivating innovation requires serious national commitment over the long term. This requires Australia to seriously reconsider education policy at all levels and to abandon what the author terms ‘rational choice populism’—a culture of anti-intellectualism and an unequivocal belief in a form of market fundamentalism—that discourages the advanced level of investment in human capital required for innovation. [ABSTRACT FROM PUBLISHER]

This article presents an overview of the perceived importance and accelerated spread of English language education, both formal and informal, in three East Asian countries (i.e. China, Japan and South Korea) against the backdrop of globalisation and emergent ideological, sociocultural and educational trends. It begins with a review of the recent developments in English language education in each of the countries, the ostensible reasons for English language education and the ideological issues contributing to the recent English language education initiatives. This is followed by a discussion and a critique of the common trends and themes manifested in the three countries’ recent initiatives to reform and improve English language education. The article concludes with a number of policy recommendations for English language education in East Asia and other countries, where English does not have an institutional role to play. [ABSTRACT FROM AUTHOR]

The article offers the author's comments on various aspects of education in Asia. The author states that a different type of approach should be followed in educational matters. She mentions the ongoing politics in academic labour in globalizing institutions. According to her, more textbooks should be published in English language for undergraduates and postgraduates.

The purpose of this quantitative study was to examine the relationship between learning preferences of East Asian and American higher education students. A review of the literature revealed a body of qualitative studies suggesting a stereotypical perception of an Asian learning preference influenced by cultural variables and the historical roots of Confucianism. The pedagogical implications of this stereotypical perception are obvious to faculty engaged in teaching and learning with Asian international students in America or abroad. The authors surveyed 233 higher education students from Hong Kong and America using the VARK Questionnaire. The authors used a two-way contingency table analysis and chi-square statistical tests to conduct their cross-cultural comparison on their variables of interest including age, gender, and country. [ABSTRACT FROM AUTHOR]