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This insightful Handbook is an essential guide to educational
policy around the world. As shifting geopolitics, intensified
climate change, and widening economic inequalities persist, the
need for informed educational policy is critical. Bringing together
a unique collection of international case studies by scholars and
practitioners from over twenty countries, the Handbook highlights
how the contextual nature of educational policy and its
implementation acknowledges both global trends and local nuance.
Chapters explore key contemporary topics including the effects of
the COVID-19 pandemic on international educational policy;
opportunities for academic modernization in Ukrainian society;
gender equality in Korean and Japanese universities; and inclusive
education policies throughout the world, including India, South
Africa, and Uruguay. It further discusses the ways in which
governmental, non-governmental, and global education specialists
are shaping new agendas focused on equity and responding to global
crises. Offering new perspectives on educational policy in a
post-pandemic world, this comprehensive Handbook will be crucial
reading for students and scholars of education policy, politics and
public policy, sociology, and university management. It will also
be beneficial for educational research associations and
international development agencies, including UNESCO, the Asian
Development Bank, and the World Bank.
Hong Kong's universities have been transformed by the move from
elite to mass higher education, from government support to market
driven finance, from academic management to professional
management, from local to cross border and international outreach,
from China's education bridge to China's education window, and from
a colonial model of curricular specialization to a postcolonial
model emphasizing broader intellectual development and service. As
the landscape of Hong Kong higher education has undergone change,
so have the backgrounds, specializations, expectations and work
roles of academic staff. The academic profession is ageing,
increasingly insecure, more accountable, more international, at the
same time, more Mainland-focused and less likely to be organized
only along disciplinary lines. The academic profession today is
expected to be more innovative in teaching, more productive in
research and more entrepreneurial in fundraising. New approaches to
governance have evolved and blurred the boundaries between academic
and managerial roles within the university. The power to appoint
members to university councils has become an area of contention. It
has come increasing differentiation and changing expectations about
knowledge creation and application. This has expanded the role of
the academy and challenged the coherence and viability of the
traditional academic role and loyalties to original disciplines.
Based on the multitude of challenges in Hong Kong higher education,
this book explores the future direction of Hong Kong academic
profession."Hong Kong has arguably one of the best higher education
systems in the world. At the heart of this system, and indeed of
any system, is the academic profession. The Changing Academic in
Hong Kong provides a convincing and multifaceted analysis of the
professoriate. This book is essential for understanding Hong Kong's
success--and it has lessons for a broader understanding of the
academic profession." Philip G. Altbach, Research Professor, Boston
College, USA "The one book that has presented a complete portrait
of recent changes and challenges to Hong Kong's academic profession
-the book should be recognized as a classic." Futao Huang,
Professor of Higher Education, Hiroshima University, Japan "Gerard
Postiglione and Jisun Jung have successfully pulled together a
strong team of researchers making significant contributions to the
debates of changing academic profession, especially as universities
in Hong Kong are developing new performance indicators in response
to the University Governance Review by Sir Howard Newby. This
volume is timely and highly relevant to researchers, academics and
policy makers in higher education with critical reflections on
academic profession in Hong Kong." Ka-ho Mok, Vice President,
Lingnan University, Hong Kong<
"A very thorough analysis of the situation of the academic
profession and its environment in Hong Kong! A setting which calls
for and provides opportunities for internationality of higher
education in a unique way, but concurrently is tempted to make it
itself a victim of the world-wide inclination of over-emphasizing
visible research productivity. Thus, the case of Hong Kong is
presented as both exceptional and as prototypical for the search of
the balance across the functions of higher education." Ulrich
Teichler, Professor, International Centre for Higher Education
Research, Kassel University, Germany "Hong Kong's higher education
sector is a microcosm of many of the world's other systems:
intensely urban, experiencing significant transformation, attuned
to rankings and peer comparison, watchful toward government
intervention, anxious about funding, and always on the lookout for
new performance indicators for faculty. Anyone interested in Hong
Kong will find "The Changing Academic Profession in Hong Kong" a
good read, but so will those of us concerned about trends,
challenges, and possibilities at university systems in the rest of
the world, particularly Asia." William G. Tierney, Professor,
University of Southern California, USA
In the first decade of the twenty-first century, the People's
Republic of China experienced dramatic growth and expansion that
altered the educational environment of children. Rapid economic
development increased prosperity and educational opportunities for
children expanded in a wealthier society. Yet, a by-product of
rising wealth was rising inequality. While the children of the
emerging urban middle and elite classes enjoyed new prosperity, the
children of hte persistently poor in rural communities continued to
experience challenges such as food insecurity, illness, hardships
of family separation, and migrant life on the margins of the
cities. This time period saw a large resource gap emerge between
the home conditions of poor rural children compared with those of
their wealthier urban counterparts. This book highlights the
complexities China has experienced in seeking to extend full
educational access to rural children- including rural- to- urban
migrant and ethnic minority children-during a momentous period in
China. Chapters delve into the experiences, perceptions,
strategies, and diffi culties of rural- origin children and their
families in the school system, and lay bare the challenges of
policy initiatives designed to support rural education. We hope the
experiences detailed here will be of interest to students and
scholars of rural educational policy and practice in China and
worldwide.
With its easy-to-use format, this book provides a collection of
annual data on China's 56 ethnic groups. It is a resource book that
profiles the demography, employment and wages, livelihood,
agriculture, industry, education, science and technology, culture,
sports, and public health for each of these ethnic groups. This
material, which is compiled from a variety of sources, will be of
great value to researchers, businesses, government agencies, and
news media. In this book, data are presented on an ethnic
group-by-ethnic group basis, and the ethnic groups are ordered
alphabetically, from the Achang to the Zhuang. Though most of the
data are as of 2011 - the latest year when our research was
conducted, we also provide some historical data for a few of
indicators. This is intended to help readers to conduct time-series
comparisons and analyses.
This book discusses mass higher education development in East Asian
countries by means of three main issues: the strategy for higher
education development; the way professors and students in the
region are experiencing the rapid developments; and the challenges
imposed by mass higher education. These challenges include the
quality of education as well as structural changes in the rapidly
developing systems, funding sources for supporting mass higher
education, and job markets for college graduates. Part I discusses
how the East Asian countries have accomplished or are in the
process of accomplishing the rapid development of higher education.
Japan, Korea, China, Taiwan, Malaysia, Singapore, and Hong Kong
serve as case studies of mass higher education in the region. The
case studies introduce and discuss national strategies to develop
higher education, funding sources and mechanisms, and initiatives
to assure quality of education in a period of rapid growth. Part II
and Part III of the book focus on the phenomena of mass higher
education in the region and the influence on academia. Mass higher
education changes professors and students, who are different from
those in elite higher education. Part III further discusses the
challenges posed to Asian mass higher education. The Comparative
and International Education Society Higher Education (HESIG) has
awarded Mass Higher Education Development in East Asia the Higher
Education SIG Best Book Award 2015.
In the first decade of the twenty-first century, the People's
Republic of China experienced dramatic growth and expansion that
altered the educational environment of children. Rapid economic
development increased prosperity and educational opportunities for
children expanded in a wealthier society. Yet, a by-product of
rising wealth was rising inequality. While the children of the
emerging urban middle and elite classes enjoyed new prosperity, the
children of hte persistently poor in rural communities continued to
experience challenges such as food insecurity, illness, hardships
of family separation, and migrant life on the margins of the
cities. This time period saw a large resource gap emerge between
the home conditions of poor rural children compared with those of
their wealthier urban counterparts. This book highlights the
complexities China has experienced in seeking to extend full
educational access to rural children- including rural- to- urban
migrant and ethnic minority children-during a momentous period in
China. Chapters delve into the experiences, perceptions,
strategies, and diffi culties of rural- origin children and their
families in the school system, and lay bare the challenges of
policy initiatives designed to support rural education. We hope the
experiences detailed here will be of interest to students and
scholars of rural educational policy and practice in China and
worldwide.
In the World Library of Educationalists series, international
experts compile career-long collections of what they judge to be
their finest pieces - extracts from books, key articles, salient
research findings, major theoretical and practical contributions -
so the world can read them in a single manageable volume. Readers
will be able to follow the themes and strands and see how their
work contributes to the development of the field. For more than
three decades, Gerard A. Postiglione has witnessed first-hand the
globalization of education and society in Hong Kong, China and the
wider Asian region. He is a pioneer among Western scholars in the
field and his fluency in Chinese has resulted in innovative primary
research and fieldwork. He has brought sociological, policy, and
comparative perspectives to important educational issues in Asia.
His research emphasizes the diversity and complexity of the region,
from studies of education and the academic profession during Hong
Kong's retrocession, to reform of ethnic minority education and the
rise of world class universities in the Chinese mainland, as well
as the complexity of mass higher education in an increasingly
dynamic Asia. He is one of the researchers most sought-after by
international organizations concerned with educational reform in
Asia and by major media outlets to inform the public on issues of
globalization and higher education. Gerard was honoured by the
Comparative and International Education Society with a Lifetime
Contribution Award and Best Book Award for his contribution to the
field. In 2016 he was inducted as a Fellow of the American
Educational Research Association. This selection of 12 of his most
representative papers and chapters documents his scholarship in
comparative higher education in Asia.
This title was first published in 1992: Explores the implications
of the transfer of sovereignty over Hong Kong in 1997 to the
People's Republic of China and the political, economic and cultural
impact of the social transition on education.
China has huge ethnic minorities - over 40 different groups with a
total population of over 100 million. Over time China's policies
towards minority languages have varied, changing from policies
which have accommodated minority languages to policies which have
encouraged integration. At present integrationist policies
predominate, notably in the education system, where instruction in
minority languages is being edged out in favour of instruction in
Mandarin Chinese. This book assesses the current state of
indigenous and minority language policy in China. It considers
especially language policy in the education system, including in
higher education, and provides detailed case studies of how
particular ethnic minorities are being affected by the
integrationist, or assimilationist, approach.
First Published in 1999. Routledge is an imprint of Taylor &
Francis, an informa company.
China has huge ethnic minorities ? over 40 different groups with a
total population of over 100 million. Over time China's policies
towards minority languages have varied, changing from policies
which have accommodated minority languages to policies which have
encouraged integration. At present integrationist policies
predominate, notably in the education system, where instruction in
minority languages is being edged out in favour of instruction in
Mandarin Chinese. This book assesses the current state of
indigenous and minority language policy in China. It considers
especially language policy in the education system, including in
higher education, and provides detailed case studies of how
particular ethnic minorities are being affected by the
integrationist, or assimilationist, approach.
Market reform, financial decentralization, and economic
globalization have greatly accentuated China's social and regional
inequalities. Education is expected to address these inequalities
in a context of rapid social change, including the rise of an urban
middle class, changed status of women, resurgence of ethnic
identities, growing rural to urban migration, and lingering poverty
in remote areas. But some argue that state policies have not
sufficiently addressed inequitable practices, and that schools
actually perpetuate and reproduce inequities, giving rise to a new
system of social stratification driven more by market forces than
socialist principles. Featuring all original, previously
unpublished material, this volume examines this argument through
analysis of selected aspects of educational stratification in China
during the reform era. Chapters focus on the new urban middle
class, poor rural residents, the migrant population in urban areas,
rural girls, and ethnic minorities. The contributors are
established scholars in the field, and they build a conceptual
framework for assessing the degree to which China's educational
reforms are inclusive, equitable, and integrative across social
categories and groups.
Market reform, financial decentralization, and economic
globalization have greatly accentuated China's social and regional
inequalities. Education is expected to address these inequalities
in a context of rapid social change, including the rise of an urban
middle class, changed status of women, resurgence of ethnic
identities, growing rural to urban migration, and lingering poverty
in remote areas. But some argue that state policies have not
sufficiently addressed inequitable practices, and that schools
actually perpetuate and reproduce inequities, giving rise to a new
system of social stratification driven more by market forces than
socialist principles. Featuring all original, previously
unpublished material, this volume examines this argument through
analysis of selected aspects of educational stratification in China
during the reform era. Chapters focus on the new urban middle
class, poor rural residents, the migrant population in urban areas,
rural girls, and ethnic minorities. The contributors are
established scholars in the field, and they build a conceptual
framework for assessing the degree to which China's educational
reforms are inclusive, equitable, and integrative across social
categories and groups.
This volume focuses on policies and practices in the education of China's national minorities with the purpose of assessing the goals and impact of state sponsored education for China's non-Han peoples'. The essays in the four sections of this book examine cultural challenges to state schooling, the extent of educational provision in minority areas, the perspectives of Tibetan and Uyghur minorities toward state education, along with providing case studies of four national minorities. The book makes the point that despite the authoritarian character of China's state schooling, diversity reigns.
The issues surrounding Hong Kong's global position and
international links grow increasingly complex by the day as the
process of Hong Kong's transformation from a British colony to a
Chinese Special Administration Region unfolds. This volume
addresses a number of questions relating to this process. How
international is Hong Kong? What are its global and international
dimensions? How important are these dimensions to its continued
success? How will these dimensions change, especially beyond the
sphere of economics? Is Hong Kong's internationalization, defined
in terms of its willingness to embrace international values and its
capacity to maintain its international presence, at risk? These
questions are presented as they pertain to the changing situation:
relations between mainland China, Taiwan, and Hong Kong; the
positions of Australia, Canada, and the United States on Hong Kong;
internalization of international legal values; Americanization vs.
Asianization; linkages to the world through Guangdong; strategies
to emigrate overseas; cultural internationalization; media
internationalization; and universities within the global economy.
The issues surrounding Hong Kong's global position and
international links grow increasingly complex by the day as the
process of Hong Kong's transformation from a British colony to a
Chinese Special Administration Region unfolds. This volume
addresses a number of questions relating to this process. How
international is Hong Kong? What are its global and international
dimensions? How important are these dimensions to its continued
success? How will these dimensions change, especially beyond the
sphere of economics? Is Hong Kong's internationalization, defined
in terms of its willingness to embrace international values and its
capacity to maintain its international presence, at risk? These
questions are presented as they pertain to the changing situation;
relations between mainland China, Taiwan and Hong Kong; the
positions of Australia, Canada and the United States on Hong Kong;
internationalization of international legal values; Americanization
vs. Asianization; linkages to the world through Guangdong;
strategies to emigrate overseas; cultural internationalization;
media internationalization; and universities within the global
economy.
This title was first published in 1992: Explores the implications
of the transfer of sovereignty over Hong Kong in 1997 to the
People's Republic of China and the political, economic and cultural
impact of the social transition on education.
This paperback reader provides the student and general reader with
easy access to the major issues of the Hong Kong transition crisis.
Contributors include both editors, as well as Frank Ching, Berry F.
Hsu, Reginald Yin-wang Kwok, Peter Kwong, Julian Y.M. Leung, Ronald
Skeldon, Alvin Y. So, Yun-wing Sung, and James T.H. Tang - the
majority of whom live and work in Hong Kong and experience the
transition firsthand, personally and professionally.
In the World Library of Educationalists series, international
experts compile career-long collections of what they judge to be
their finest pieces - extracts from books, key articles, salient
research findings, major theoretical and practical contributions -
so the world can read them in a single manageable volume. Readers
will be able to follow the themes and strands and see how their
work contributes to the development of the field. For more than
three decades, Gerard A. Postiglione has witnessed first-hand the
globalization of education and society in Hong Kong, China and the
wider Asian region. He is a pioneer among Western scholars in the
field and his fluency in Chinese has resulted in innovative primary
research and fieldwork. He has brought sociological, policy, and
comparative perspectives to important educational issues in Asia.
His research emphasizes the diversity and complexity of the region,
from studies of education and the academic profession during Hong
Kong's retrocession, to reform of ethnic minority education and the
rise of world class universities in the Chinese mainland, as well
as the complexity of mass higher education in an increasingly
dynamic Asia. He is one of the researchers most sought-after by
international organizations concerned with educational reform in
Asia and by major media outlets to inform the public on issues of
globalization and higher education. Gerard was honoured by the
Comparative and International Education Society with a Lifetime
Contribution Award and Best Book Award for his contribution to the
field. In 2016 he was inducted as a Fellow of the American
Educational Research Association. This selection of 12 of his most
representative papers and chapters documents his scholarship in
comparative higher education in Asia.
Hong Kong's universities have been transformed by the move from
elite to mass higher education, from government support to market
driven finance, from academic management to professional
management, from local to cross border and international outreach,
from China's education bridge to China's education window, and from
a colonial model of curricular specialization to a postcolonial
model emphasizing broader intellectual development and service. As
the landscape of Hong Kong higher education has undergone change,
so have the backgrounds, specializations, expectations and work
roles of academic staff. The academic profession is ageing,
increasingly insecure, more accountable, more international, at the
same time, more Mainland-focused and less likely to be organized
only along disciplinary lines. The academic profession today is
expected to be more innovative in teaching, more productive in
research and more entrepreneurial in fundraising. New approaches to
governance have evolved and blurred the boundaries between academic
and managerial roles within the university. The power to appoint
members to university councils has become an area of contention. It
has come increasing differentiation and changing expectations about
knowledge creation and application. This has expanded the role of
the academy and challenged the coherence and viability of the
traditional academic role and loyalties to original disciplines.
Based on the multitude of challenges in Hong Kong higher education,
this book explores the future direction of Hong Kong academic
profession."Hong Kong has arguably one of the best higher education
systems in the world. At the heart of this system, and indeed of
any system, is the academic profession. The Changing Academic in
Hong Kong provides a convincing and multifaceted analysis of the
professoriate. This book is essential for understanding Hong Kong's
success--and it has lessons for a broader understanding of the
academic profession." Philip G. Altbach, Research Professor, Boston
College, USA "The one book that has presented a complete portrait
of recent changes and challenges to Hong Kong's academic profession
-the book should be recognized as a classic." Futao Huang,
Professor of Higher Education, Hiroshima University, Japan "Gerard
Postiglione and Jisun Jung have successfully pulled together a
strong team of researchers making significant contributions to the
debates of changing academic profession, especially as universities
in Hong Kong are developing new performance indicators in response
to the University Governance Review by Sir Howard Newby. This
volume is timely and highly relevant to researchers, academics and
policy makers in higher education with critical reflections on
academic profession in Hong Kong." Ka-ho Mok, Vice President,
Lingnan University, Hong Kong<
"A very thorough analysis of the situation of the academic
profession and its environment in Hong Kong! A setting which calls
for and provides opportunities for internationality of higher
education in a unique way, but concurrently is tempted to make it
itself a victim of the world-wide inclination of over-emphasizing
visible research productivity. Thus, the case of Hong Kong is
presented as both exceptional and as prototypical for the search of
the balance across the functions of higher education." Ulrich
Teichler, Professor, International Centre for Higher Education
Research, Kassel University, Germany "Hong Kong's higher education
sector is a microcosm of many of the world's other systems:
intensely urban, experiencing significant transformation, attuned
to rankings and peer comparison, watchful toward government
intervention, anxious about funding, and always on the lookout for
new performance indicators for faculty. Anyone interested in Hong
Kong will find "The Changing Academic Profession in Hong Kong" a
good read, but so will those of us concerned about trends,
challenges, and possibilities at university systems in the rest of
the world, particularly Asia." William G. Tierney, Professor,
University of Southern California, USA
This book discusses mass higher education development in East Asian
countries by means of three main issues: the strategy for higher
education development; the way professors and students in the
region are experiencing the rapid developments; and the challenges
imposed by mass higher education. These challenges include the
quality of education as well as structural changes in the rapidly
developing systems, funding sources for supporting mass higher
education, and job markets for college graduates. Part I discusses
how the East Asian countries have accomplished or are in the
process of accomplishing the rapid development of higher education.
Japan, Korea, China, Taiwan, Malaysia, Singapore, and Hong Kong
serve as case studies of mass higher education in the region. The
case studies introduce and discuss national strategies to develop
higher education, funding sources and mechanisms, and initiatives
to assure quality of education in a period of rapid growth. Part II
and Part III of the book focus on the phenomena of mass higher
education in the region and the influence on academia. Mass higher
education changes professors and students, who are different from
those in elite higher education. Part III further discusses the
challenges posed to Asian mass higher education. The Comparative
and International Education Society Higher Education (HESIG) has
awarded Mass Higher Education Development in East Asia the Higher
Education SIG Best Book Award 2015.
With its easy-to-use format, this book provides a collection
of annual data on China’s 56 ethnic groups. It is a resource book
that profiles the demography, employment and wages, livelihood,
agriculture, industry, education, science and technology, culture,
sports, and public health for each of these ethnic groups. This
material, which is compiled from a variety of sources, will be of
great value to researchers, businesses, government agencies, and
news media. In this book, data are presented on an ethnic
group-by-ethnic group basis, and the ethnic groups are ordered
alphabetically, from the Achang to the Zhuang. Though most of the
data are as of 2011 – the latest year when our research was
conducted, we also provide some historical data for a few of
indicators. This is intended to help readers to conduct time-series
comparisons and analyses.
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