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Descriptors:
Case Studies; Mobile Educational Services; Electronic Learning; Technology Uses in Education; Educational Technology; Influence of Technology; Handheld Devices; Web 2.0 Technologies; Entrepreneurship; Foreign Countries; Teaching Methods; Undergraduate Study; Business Education; Asian Studies; Learner Engagement; Theory Practice Relationship; Formative Evaluation

Abstract:
This evaluative-exploratory case study reports pedagogical experiences with using mobiles phones, wikis, and other mobile learning approaches such as podcasts and walking tours as educational tools in the context of an undergraduate course on Chinese Entrepreneurship and Asian Business Networks taught at a university in Singapore. Conceptualized as mobile learning, the paper argues that information and communication technologies (ICT) devices used by Gen Y students as part of their everyday life such as hand phones in combination with social media platforms such as course wikis and other proven pedagogical methods such as mini lectures, field visits, and walking tours can greatly enrich learners' experience and produce valuable learning outcomes on the basis of blended learning provided their usage is easy and effectively integrated into the respective instructional strategy. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Multicultural Education; Audiences; Foreign Countries; Asian Americans; Prose; Interviews; Asian Studies; Authors; Literary Criticism; Translation; Literature Appreciation; Profiles; Writing for Publication; Fiction

Abstract:
This article presents an interview with the noted Nepali American fiction writer Samrat Upadhyay. Samrat Upadhyay's fiction is mostly about his native country of Nepal, but he writes mainly for an Anglo-American audience. In the interview, Upadhyay not only discusses his own work, but he also examines samples of prose by other Asian or Asian American authors. He chose the excerpts himself that have been part of workshops he has given on the study and practice of cross-cultural writing. The authors specifically analyze with him issues of translation that he has faced in his own work and that he has found in the prose of other Asian and Asian American authors who, like him, primarily address an Anglo-American audience. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Foreign Countries; International Relations; Educational Cooperation; International Cooperation; International Educational Exchange; International Studies; Foreign Policy; Asian History; Asian Studies

Abstract:
China's dramatic economic rise has tended to overshadow other wider perspectives on the developing China and Association of Southeast Asian Nations (ASEAN) relationship, including in higher education. The article examines contemporary relations between China and ASEAN, set against the longer term development of cultural and trade relations. It is argued that, notwithstanding current territorial disputes, and a history of discrimination against ethnic Chinese in several parts of ASEAN, prospects for a deepening of relations in higher education remain strong. Singapore, Malaysia, and Vietnam are selected as three instances of the developing relationship in higher education and some of the links traced, with the former assessed as best placed to take advantage of its China relations in higher education. The developing sense of regionalism is seen as likely to further enhance China-ASEAN relations in higher education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
English (Second Language); Foreign Countries; Multilingualism; Official Languages; Regional Characteristics; Regional Planning; Sociolinguistics; Educational Policy; Educational History; Intellectual History; Educational Development; Politics of Education; Asian Studies

Abstract:
The Charter of the Association of Southeast Asian Nations (ASEAN) was officially adopted in February 2009. Article 34 of the Charter states that, "The working language of ASEAN shall be English". In this article, I first briefly trace the development of English in ASEAN and demonstrate that, even in those countries of the ASEAN group which were not colonies of Britain or the United States, English has become increasingly important. I show that, in almost all the cases, the language policies of ASEAN countries require people to learn their respective national language and English. This combination of the learning of English is along with the learning of a national language, which can be a national lingua franca such as Bahasa Indonesia in Indonesia and Filipino in the Philippines. Consequently, local and indigenous languages, other than the national language, are being replaced by English in many school curricula and also in other domains. It is also rare to find government schools in ASEAN teaching the national languages of other ASEAN states. I conclude by considering the implications of this for multilingualism in the region. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Effect Size; Mathematics Achievement; Reading Achievement; Science Achievement; Performance Based Assessment; Cluster Grouping; Regional Characteristics; Comparative Analysis; Comparative Education; Comparative Testing; Achievement Tests; Standardized Tests; Asian Studies

Abstract:
Background: In PISA 2009, seven East Asian countries rank high among the 65 participating countries, but some of the differences among the seven countries are small to be of substantive meaning. Aims: This paper is an attempt to fine tune the comparisons for better understanding of the situation in East Asian. Sample: Data of the seven East Asian countries were pulled from the PISA 2009 report and re-analyzed. Method: Pair-wise comparisons were made by way of effect size on Reading, Mathematics, and Science. Results: The overall patterns of differences show that Shanghai-China is definitely ahead of all the others. Korea, Hong Kong-China, and Singapore are similar in performance and form a cluster. Japan, Chinese Taipei, and Macao-China are similar and form another cluster at the lower end of achievement. Conclusion: Instead of ranking the seven countries with seven different ranks, it is more meaningful to cluster them into three groups to avoid spurious precision. In other words, league tables should not differentiate where there are no meaningful differences. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
International Education; Foreign Countries; Governance; Global Approach; Government Role; Institutional Role; Fundamental Concepts; Foreign Policy; Cultural Influences; Educational Development; Asian Studies; International Programs; International Relations; Educational Philosophy

Abstract:
China is becoming an increasingly important actor in global governance. This paper contends that China participates by promoting its own global governance concepts on the one hand and by complying with the established global norms on the other. The paper introduces several key global governance concepts of the Chinese government and argues that they are likely to persist due to their roots in traditional Chinese Daoist and Confucian philosophies. It then focuses on China's initiatives in education--the creation of Confucius Institutes and China's involvement in United Nations (UN) educational initiatives--as examples of the Chinese approach. Finally, the paper discusses China's educational profile in relation to its broader role in global governance. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Asian Studies; Poverty; Educational Research; Low Income; Educational Objectives; Disabilities; Program Effectiveness; Outcomes of Education; Economic Development; Developing Nations; Role of Education; Educational Policy; International Education; Comparative Education; Policy Analysis; Females; Gender Issues; Urban Education; Civil Rights; Skill Development; Thinking Skills; Partnerships in Education; Education Work Relationship; Surveys; Qualitative Research; Children; Young Adults

Abstract:
What do we know about the outcomes of education in developing countries? Where are the gaps in our knowledge, and why are they important to fill? What are the policy challenges that underlie these knowledge gaps, and how can education best contribute to eliminating the problem of widespread poverty in the developing world? This book arises out of a five year, DFID-funded programme of research examining the impact of education on the lives and livelihoods of people in developing countries, particularly those living in poorer areas and from poorer households. Based on highly innovative research that addressed common research questions across four countries in Africa and South Asia, the book presents new theoretical and empirical knowledge that will help to improve education and poverty reduction strategies in developing countries, through an enhanced recognition of education's actual and potential role. In addition to introducing the reader to a wide range of conceptual and policy-related problems concerning the impact of education on individuals and society, the book: (1) provides the field of educational research with a contemporary economic and socio-cultural reassessment of educational outcomes in relation to poverty; (2) discusses the challenges and priorities facing policy makers, practitioners and the international development community in improving the outcomes of education, particularly for the most disadvantaged in Africa, South Asia and other low income countries; and (3) identifies the key theoretical and methodological challenges involved in researching the outcomes of education for the poor. This book will appeal to undergraduate and postgraduate students and researchers in the fields of international and comparative education, education policy, development studies, African and Asian studies and related disciplines, and to those working on education policy at national or international levels in governments and international institutions. Education has an extraordinarily important role to play in efforts to eliminate poverty world-wide. This book reveals the nature and complexity of these relationships and provides indispensible pointers to the kinds and extent of policy changes that are required. Contents include: (1) Introduction (Christopher Colclough); (2) Girls' Schooling And Women's Autonomy In South Asia: Revisiting Old Debates With New Data From India And Pakistan (Roger Jeffery Feyza Bhatti, Claire Noronha And Patricia Jeffery); (3) Schooling, Rights And Urban Poverty: Young People's Narratives Of Citizenship In Two Sub-saharan Cities (Madeleine Arnot, Leslie Casely-Hayford And Fatuma Chege); (4) Increased Expectations, Unrealised Gains: Education Outcomes For Young People With Disabilities In India And Pakistan (Nidhi Singal, Feyza Bhatti And Shehryar Janjua with Neeru Sood); (5) Skill Acquisition And Its Impact Upon Lives And Livelihoods In Ghana, India, And Pakistan (Robert Palmer, Roland Akabzaa, Shehryar Janjua, Kenneth King And Claire Noronha); (6) Economic Returns To Schooling And Cognitive Skills--An Analysis Of India And Pakistan (Monazza Aslam, Anuradha De, Geeta Kingdon And Rajeev Kumar); (7) Changing Forms Of Provision And Impact On Schooling Outcomes In Ghana And Pakistan (Shailaja Fennell, Gideon Agbley, Rabea Malik And Roland Akabzaa); (8) The Practice Of Partnership: Aid And Education Policy In India And Kenya (Christopher Colclough, Anuradha De, And Andrew Webb); and (9) Outcomes Reassessed (Christopher Colclough). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
American Indian Studies; Black Studies; American Indians; Open Enrollment; Minority Groups; Civil Rights; Student Unions; School Districts; Ethnic Studies; Asian Studies

Abstract:
In the early 1900s, sociologist and civil-rights activist W.E.B. DuBois advocated the teaching of African-American studies in American schools. The goal was to teach a history and heritage that was being ignored, not just so blacks would better understand their own past, but so white society would be more respectful. But by 1968, when students demanding ethnic studies classes at San Francisco State University (SFSU) went on strike, essentially shutting down campus, the goals had shifted from DuBois' aim of engendering more respect from whites. As explained on the SFSU Africana Studies Department History Web page, the nonintegrationist Black Students Union, Third World Liberation Front, and their allies in the Black Panthers saw ethnic studies as part of a campaign for broad reform of the university, including open admissions for minority students and courses that would "serve as a counter to white value and white attitudinal courses." SFSU hurriedly set up a division of ethnic studies, offering black, Chicano, Asian and Native American studies. This article discusses how recent events in school districts and some states show how divisive this 1960s phenomenon may prove to be in the 21st century. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Foreign Countries; Educational Development; Technology Uses in Education; Technology Integration; Asian Studies; Barriers; Performance Factors; Educational Change; Institutional Role; Influence of Technology; Educational Innovation; Educational Improvement; Educational Technology; Educational Practices; Change Strategies

Abstract:
As in the developed nations, developing countries in the Southeast Asian region increasingly are recognising the important role higher education plays in enhancing the human resources of a nation for promoting its development in a world of depleting natural resources. Advances and pervasiveness of ICT in the society mean that higher education systems in the region are increasingly leveraging ICT in handling the many arising challenges faced by higher education systems in Southeast Asia. Some of the possible roles of ICT in higher education in the face of these challenges discussed in this paper are "what and how students learn, when and where students learn, who the new faces of students and lecturers are", and "ways to reduce the cost of education". However, research-based knowledge on how ICT has been and can be used to enhance the design, delivery and management of higher education programs in the Southeast Asia region is not readily available. Furthermore, countries in Southeast Asia are at different stages of development in the use of ICT in education. Thus, success stories, experiences and lessons learnt from the use of ICT in higher education will be of immense importance for educators and administrators who are at the forefront of integrating ICT for higher education in countries in the region. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; English (Second Language); English; Language Role; English Instruction; Context Effect; Educational History; Educational Policy; Intellectual History; Educational Development; Sociolinguistics; Asian Studies; Global Approach

Abstract:
This study surveys the history of English language and the roles of English language education in Asian context. Through the historical survey on English dispersal in Asian countries, the first section of this study traces the dispersal of English from the 18th century and the development of English in Asian countries. The second section of this study explains the development and characteristics of English language education policies in Asian countries. These countries belong to the expanding circle according to Kachru's model, and in the expanding circle, English plays a very important role as a tool for interaction among nonnative speakers. This section surveys and compares the developmental characteristics of English language education in Asian countries. The third section emphasizes the important role of English education and the future of English language education in Asian countries. Also this section focuses on the characteristics of English as an International language, and emphasizes the role of English as a tool for inter-cultural communication in the world. The purpose of English language education in the Asian context is to cultivate young people who are well equipped with English capabilities and their own professional abilities. (Contains 1 figure and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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