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Although late to industrialize, East Asia has witnessed rapid
development whilst maintaining some of the highest educational
enrollment rates and indicators of academic achievement globally.
From major players, such as China, to small city-states, such as
Singapore, economic success and the growth of education have
seemingly unfolded simultaneously. This book seeks to better
understand the relationship between these powerful economies and
their commitment to educational expansion. Exploring the
universalization of upper secondary schooling, it assesses the
social foundations of the region's economic development. Chapters
covering each of the countries of East Asia trace how upper
secondary school functions as the support for the mass
manufacturing labor force, which has been instrumental in East
Asian economic expansion. These analyses then compare the
experiences of the different nations along two major axes: the
relationship between public and private provision and the balance
between general and vocational tracks. Finally, the analyses go on
to examine recent trends, including the slowing of social
development and declining fertility, and ultimately asks, can East
Asia maintain its world leading development and educational
standards in coming decades? Combining a wealth of quantitative
data and policy analyses, this book will be useful to students and
scholars of Asian and international education.
This book examines an interdependent approach to happiness and
well-being, one that contrasts starkly with dominant approaches
that have originated from Western culture(s). It highlights the
diversity of potential pathways towards happiness and well-being
globally, and answers calls - voiced in the UN’s Sustainable
Development Goals - for more socially and environmentally
sustainable models. Leading global organizations including the
OECD, UNICEF, and UNESCOÂ are now proposing human happiness
and well-being as a more sustainable alternative to a myopic focus
on GDP growth. Yet, the definition of well-being offered by these
organizations derives largely from the philosophies, social
sciences, and institutional patterns of Europe and the United
States. Across seven chapters this book carefully probes the
inadequacy of these approaches to well-being globally and reveals
the distorting effect this has on how we imagine our world,
organize institutions, and plan our collective future(s). It shares
a wealth of evidence and examples from across East Asia - a region
where interdependence remains foregrounded - and concludes by
provocatively arguing that interdependence may provide a more
sustainable approach to happiness and well-being in the 21st
century. A timely and accessible book, it offers fresh insights for
scholars and policymakers working in the areas of psychology,
health, sociology, education, international development, public
policy, and philosophy. This is an open access book.
Although late to industrialize, East Asia has witnessed rapid
development whilst maintaining some of the highest educational
enrollment rates and indicators of academic achievement globally.
From major players, such as China, to small city-states, such as
Singapore, economic success and the growth of education have
seemingly unfolded simultaneously. This book seeks to better
understand the relationship between these powerful economies and
their commitment to educational expansion. Exploring the
universalization of upper secondary schooling, it assesses the
social foundations of the region's economic development. Chapters
covering each of the countries of East Asia trace how upper
secondary school functions as the support for the mass
manufacturing labor force, which has been instrumental in East
Asian economic expansion. These analyses then compare the
experiences of the different nations along two major axes: the
relationship between public and private provision and the balance
between general and vocational tracks. Finally, the analyses go on
to examine recent trends, including the slowing of social
development and declining fertility, and ultimately asks, can East
Asia maintain its world leading development and educational
standards in coming decades? Combining a wealth of quantitative
data and policy analyses, this book will be useful to students and
scholars of Asian and international education.
How has schooling functioned in the construction of meritocratic
national systems historically? To what extent will these historical
patterns and normative commitments continue in the new era of a
global meritocracy? And ultimately, how can educators effectively
balance the inherent tension between individual merit and
standardized quality? Kariya and Rappleye explore the answers to
these questions and more by focusing on the Japanese model, long
recognized globally for being one of the most equitable and
meritocratic systems in the world. Looking at the country's
educational history and policy shifts, the authors point to the
important comparative lessons for sociology and education research.
They show how the Japanese experience can inform global approaches
to educational reform and policymaking-and how this kind of
exploration can reinvigorate a more rigorous discussion of
meritocracy, equality, and education. Book Features: Rethink the
complex relationships among meritocracy, education, and equality
from a global perspective. See how nations beyond North America and
Western Europe have developed different, more equitable approaches
to improve outcomes for all learners. Explore the root causes of
current problems in meritocracy through a look at the historical
background of Japan's postwar experience. Transcend prevailing
stereotypes of Japanese education and society, and reconceptualize
these differences as alternative approaches. Understand how
pedagogical approaches and funding mechanisms are fundamentally
entangled through the authors' rich empirical detail.
How has schooling functioned in the construction of meritocratic
national systems historically? To what extent will these historical
patterns and normative commitments continue in the new era of a
global meritocracy? And ultimately, how can educators effectively
balance the inherent tension between individual merit and
standardized quality? Kariya and Rappleye explore the answers to
these questions and more by focusing on the Japanese model, long
recognized globally for being one of the most equitable and
meritocratic systems in the world. Looking at the country's
educational history and policy shifts, the authors point to the
important comparative lessons for sociology and education research.
They show how the Japanese experience can inform global approaches
to educational reform and policymaking-and how this kind of
exploration can reinvigorate a more rigorous discussion of
meritocracy, equality, and education. Book Features: Rethink the
complex relationships among meritocracy, education, and equality
from a global perspective. See how nations beyond North America and
Western Europe have developed different, more equitable approaches
to improve outcomes for all learners. Explore the root causes of
current problems in meritocracy through a look at the historical
background of Japan's postwar experience. Transcend prevailing
stereotypes of Japanese education and society, and reconceptualize
these differences as alternative approaches. Understand how
pedagogical approaches and funding mechanisms are fundamentally
entangled through the authors' rich empirical detail.
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