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In the most in-depth look at education in Cambodia to date,
scholars long engaged in research on Cambodia provide historical
context and unpack key issues of high relevance to Cambodia and
other developing countries as they expand and modernize their
education systems and grapple with challenges to providing a
quality and equitable education.
Yasushi Hirosato and Yuto Kitamura Developing countries, including
Southeast Asian countries, face an enormous challenge in ensuring
equitable access to quality education in the context of deepening
globalization and increasing international competition. They must
simultaneously meet the goals of Education for All (EFA) at the
basic education level and of developing a more sophisticated
workforce required by the knowledge-based economy at the
post-basic, especially tertiary, education level. To meet this
challenge, developing countries need to reform/renovate their
education systems and service deliveries as an integral part of
national development. However, most of them have not yet fully
developed the individual, institutional, and system capacities in
undertaking necessary education reforms, especially under
decentralization and privatization requiring new roles at various
(central and local, or public and private) levels of administration
and stakeholders. Provided that an ultimate vision of educational
development and cooperation in the twenty-first century would be to
develop indigenous capacity in engineering education reforms, this
book analyzes the overall education reform context and capacity,
including the status of sector program support using the
sector-wide approach (SWAp)/program-based approach (PBA) in
developing countries. We also address how different stakeholders
have been interacting in order to promote equitable access to
quality education, particularly from the perspectives of capacity
development under the system of decentralization.
This book records the history of Japan’s international
cooperation in education from the 1950s to 2020. It provides a
crucial overview of the nearly 70 years since Japan began engaging
in international cooperation in education in order to record and
document these efforts that range from basic to higher education to
technical and vocational education and training, and the large
numbers of people involved in their respective areas of activity
and specialization. The book provides useful indicators for
exploring new forms of education cooperation in this age of global
governance and beyond. The authors include not only researchers but
also field practitioners, such as personnel from the Japan
International Cooperation Agency and NGOs.
This book records the history of Japan's international cooperation
in education from the 1950s to 2020. It provides a crucial overview
of the nearly 70 years since Japan began engaging in international
cooperation in education in order to record and document these
efforts that range from basic to higher education to technical and
vocational education and training, and the large numbers of people
involved in their respective areas of activity and specialization.
The book provides useful indicators for exploring new forms of
education cooperation in this age of global governance and beyond.
The authors include not only researchers but also field
practitioners, such as personnel from the Japan International
Cooperation Agency and NGOs.
Yasushi Hirosato and Yuto Kitamura Developing countries, including
Southeast Asian countries, face an enormous challenge in ensuring
equitable access to quality education in the context of deepening
globalization and increasing international competition. They must
simultaneously meet the goals of Education for All (EFA) at the
basic education level and of developing a more sophisticated
workforce required by the knowledge-based economy at the
post-basic, especially tertiary, education level. To meet this
challenge, developing countries need to reform/renovate their
education systems and service deliveries as an integral part of
national development. However, most of them have not yet fully
developed the individual, institutional, and system capacities in
undertaking necessary education reforms, especially under
decentralization and privatization requiring new roles at various
(central and local, or public and private) levels of administration
and stakeholders. Provided that an ultimate vision of educational
development and cooperation in the twenty-first century would be to
develop indigenous capacity in engineering education reforms, this
book analyzes the overall education reform context and capacity,
including the status of sector program support using the
sector-wide approach (SWAp)/program-based approach (PBA) in
developing countries. We also address how different stakeholders
have been interacting in order to promote equitable access to
quality education, particularly from the perspectives of capacity
development under the system of decentralization.
This edited collection explores the possibilities, perils, and
politics of constructing a regional identity. The Association of
Southeast Asian Nations (ASEAN), a multinational institution
comprised of 10 member states, is dedicated to building a Southeast
Asian regional identity that includes countries along Southeast
Asia's Mekong River delta: Cambodia, Thailand, Vietnam, Laos, and
Myanmar. After successfully establishing an economic community in
2015, where capital and people can freely move across national
borders, ASEAN and its partners now aim to develop a sociocultural
community that is fully functional in a wide range of sectors by
2025. As part of this vision, ASEAN wishes to construct a regional
identity by uniting over 600 million people, which will be achieved
partly through national school systems that teach shared histories.
In this text, the contributors critically examine the many
questions that arise in the face of this significant change: What
does an ASEAN identity look like? Is it even possible or desirable
to create a common identity across the diverse peoples of Southeast
Asia? Given the divergent memories of history, how would a regional
identity exist alongside national identity? Memory in the Mekong
grapples with these questions by exploring issues of shared
history, national identity, and schooling in a region that is
frequently underexamined and underrepresented in Western
scholarship. Book Features: First comparative study of regional
identity and schools in the Mekong. In-depth analysis of UNESCO
Bangkok's Shared Histories project. Use of historical memory
theoretical tools to understand identity formation, extending the
work on imagined communities. Chapters written by researchers from
across the Mekong.
In the People's Republic of Bangladesh, through its independence
from Pakistan in 1971, college students were in a key position to
lead the people. The students, who led the independence movements
and later became leaders of the country, appear to have possessed a
strong will to establish their own country and to provide better
conditions for their people. The major intention of this book is to
clarify how the East Pakistani intellectuals, especially the
students, struggled to acquire their national identity as
Bangladeshis. In the political movements conducted by politicians,
intellectuals and students, the students showed their ability and
capability to become leaders of the society. They had a clear
consciousness as elites and strong motivation for participating
political activities. This historical study reveals that many
students coming from the middle-class background (i.e., vernacular
elite) were concerned with the improvement of life among the whole
entire population of East Pakistan. This book is highly relevant
for researchers and students who are interested in politics of
education in developing countries, particularly in South Asia.
This edited collection explores the possibilities, perils, and
politics of constructing a regional identity. The Association of
Southeast Asian Nations (ASEAN), a multinational institution
comprised of 10 member states, is dedicated to building a Southeast
Asian regional identity that includes countries along Southeast
Asia's Mekong River delta: Cambodia, Thailand, Vietnam, Laos, and
Myanmar. After successfully establishing an economic community in
2015, where capital and people can freely move across national
borders, ASEAN and its partners now aim to develop a sociocultural
community that is fully functional in a wide range of sectors by
2025. As part of this vision, ASEAN wishes to construct a regional
identity by uniting over 600 million people, which will be achieved
partly through national school systems that teach shared histories.
In this text, the contributors critically examine the many
questions that arise in the face of this significant change: What
does an ASEAN identity look like? Is it even possible or desirable
to create a common identity across the diverse peoples of Southeast
Asia? Given the divergent memories of history, how would a regional
identity exist alongside national identity? Memory in the Mekong
grapples with these questions by exploring issues of shared
history, national identity, and schooling in a region that is
frequently underexamined and underrepresented in Western
scholarship. Book Features: First comparative study of regional
identity and schools in the Mekong. In-depth analysis of UNESCO
Bangkok's Shared Histories project. Use of historical memory
theoretical tools to understand identity formation, extending the
work on imagined communities. Chapters written by researchers from
across the Mekong.
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