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This book discusses liberal arts education and liberal arts
colleges in the context of East Asia, specifically focusing on
Japan, China and S. Korea where it has become an emerging issue in
higher education in recent years. It first explores the
development, concepts and challenges of liberal arts education and
liberal arts colleges in East Asia. It then delineates the
implications of the best practices of selected liberal arts
colleges inside and outside East Asia, and offers policy and
pedagogical guidelines for the future of liberal arts colleges and
programs in East Asia and beyond.
This book examines and shares concrete and specific strategies and
policies for doing liberal arts education in a wide range of
contexts. It deepens readers' understanding of the processes of
adopting interdisciplinary and cross-cultural approaches to the
development and teaching of liberal arts courses, integrating
diversity and inclusion in policies and practices of liberal arts
education, and institutionalizing evidence-based policy making.
Moreover, it provides educators and policymakers with practical
guidelines on how to incorporate core values of liberal arts
education.
The Sustainable Development Goals (SDGs) (2016-2030) set by the
United Nations in 2015 restated the importance of universal primary
education for all, and specifically discuss quality, equity, and
inclusion in basic education. To achieve this, the role of
community has been emphasized and participation has become a
"buzzword" in international development over the past several
decades. Despite the growing attention to community participation
in school management, previous literature has shown mixed results
in terms of its actual practice and its impacts on quality, equity,
and inclusion in education. This book deepens the contextual
understanding of community in developing countries and its
involvement in schools in general, and its impact on quality,
equity, and inclusion of school education in particular. By
presenting various case studies in Asia, Africa, Latin America, and
a post-conflict state in Europe, the book analyses commonalities
and differences in the ways communities are involved and cast their
impacts and challenges. The book contributes knowledge on the ways
in which community involvement could work in developing countries,
the detailed processes and factors that make community
participation work in different dimensions, and remaining
challenges that scholars and practitioners still need to be
concerned and mindful in the field. This book will appeal to both
researchers and practitioners who are concerned about the community
participation approach for the SDGs.
The Sustainable Development Goals (SDGs) (2016-2030) set by the
United Nations in 2015 restated the importance of universal primary
education for all, and specifically discuss quality, equity, and
inclusion in basic education. To achieve this, the role of
community has been emphasized and participation has become a
"buzzword" in international development over the past several
decades. Despite the growing attention to community participation
in school management, previous literature has shown mixed results
in terms of its actual practice and its impacts on quality, equity,
and inclusion in education. This book deepens the contextual
understanding of community in developing countries and its
involvement in schools in general, and its impact on quality,
equity, and inclusion of school education in particular. By
presenting various case studies in Asia, Africa, Latin America, and
a post-conflict state in Europe, the book analyses commonalities
and differences in the ways communities are involved and cast their
impacts and challenges. The book contributes knowledge on the ways
in which community involvement could work in developing countries,
the detailed processes and factors that make community
participation work in different dimensions, and remaining
challenges that scholars and practitioners still need to be
concerned and mindful in the field. This book will appeal to both
researchers and practitioners who are concerned about the community
participation approach for the SDGs.
This book discusses liberal arts education and liberal arts
colleges in the context of East Asia, specifically focusing on
Japan, China and S. Korea where it has become an emerging issue in
higher education in recent years. It first explores the
development, concepts and challenges of liberal arts education and
liberal arts colleges in East Asia. It then delineates the
implications of the best practices of selected liberal arts
colleges inside and outside East Asia, and offers policy and
pedagogical guidelines for the future of liberal arts colleges and
programs in East Asia and beyond.
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