This open access book examines the implications of the COVID-19 Pandemic for education systems and argues that major education reforms will be necessary, particularly in the Global South, to address the learning loss caused by the pandemic. To inform those reforms, knowledge about the implementation reforms in the Global South is necessary, and such knowledge is seriously lacking as the existing literature on the implementation of educational change focused principally in reforms in countries in the Global North. This book contributes to address this gap by examining five major education reforms in India, Egypt, Taiwan, Vietnam, and Senegal, and by presenting two novel approaches to climate change education using a bottoms up strategy of reform. The chapters examine the implementation process drawing on a theoretical model of educational change by Reimers (published in Educating Students to Improve the World by Springer in 2020). The book concludes discussing the implementation of such reforms as an evolutionary and learning process, characterized by four dimensions: the goals of the reform, the drivers of the reform, the reform strategy, and the mindsets about educational change which undergird the implementation strategy.

This open access book examines the implications of the COVID-19 Pandemic for education systems and argues that major education reforms will be necessary, particularly in the Global South, to address the learning loss caused by the pandemic. To inform those reforms, knowledge about the implementation reforms in the Global South is necessary, and such knowledge is seriously lacking as the existing literature on the implementation of educational change focused principally in reforms in countries in the Global North. This book contributes to address this gap by examining five major education reforms in India, Egypt, Taiwan, Vietnam, and Senegal, and by presenting two novel approaches to climate change education using a bottoms up strategy of reform. The chapters examine the implementation process drawing on a theoretical model of educational change by Reimers (published in Educating Students to Improve the World by Springer in 2020). The book concludes discussing the implementation of such reforms as an evolutionary and learning process, characterized by four dimensions: the goals of the reform, the drivers of the reform, the reform strategy, and the mindsets about educational change which undergird the implementation strategy.

Does home have to be a country or a city? ... Or is home this house or that? We have been fortunate...We seemed always to have been home. Wang Gungwu, historian of grand themes and broad perspectives, has held positions in universities around the world, from London and Cambridge to Kuala Lumpur, Canberra, Hong Kong and Singapore. This second volume of his memoirs, written with his wife Margaret, continues the very personal story begun in Home is Not Here. Wang’s account of his years at the University of Malaya, captures the excitement, the ambition — and the naïveté — of young English-educated elites being prepared for leadership by the departing colonial power. He introduces us to some outstanding personalities of this founding generation of two nations, including young medical student Mahathir Mohamad. We also see these years from Margaret’s perspective, her own fascinating family story, and her impressions of this young bearded poet. The exploration of the emotional and intellectual journey towards the formation of an identity, treasured by readers of Home is Not Here, extends in this volume into an appreciation of love, family life, and the life of the mind. Wise and moving, this is a fascinating reflection on identity and belonging, and on the ability of the individual to find a place amidst the historical currents that have shaped Asia and the world.