By Kerry J. Kennedy
Walk right into a lecture room in Tokyo, long island, London or Rotterdam, and the similarities in constitution, job, goal and magnificence will outweigh modifications in language, costume and ethnic features. studying is regulated and rationed, instructing is a method or one-way transmission of information, scholars have to be docile and conformist, evaluate must sift and type the brilliant from the not-so-bright, and rewards may be given to those that effectively negotiate this regime. yet are those the categories of areas which could meet the wishes of the ‘net generation’?
The altering function of colleges in Asian Societies
is anxious with the talk in regards to the nature of contemporary education in Asia. regularly faculties are historic structures reflecting the social, fiscal and political wishes of the societies that put money into them. As Asia faces the demanding situations posed via the ‘knowledge economy’, its faculties have taken on a brand new and particularly assorted significance. This informative e-book outlines the large coverage contexts during which those ameliorations are occurring and the sensible recommendations which are had to meet this objective.The authors argue that the way forward for Asian societies relies on a change that calls for a primary restructuring of faculties as we all know them whereas keeping their long-held cultural values. This precious insight:
- provides an outline of academic concerns in Asian societies
- establishes a huge theoretical framework within which those concerns will be understood
- contextualizes concerns via supplying kingdom case reports
- acknowledges the $64000 function of tradition influencing academic priorities.
It will be of curiosity to all these operating in schooling coverage and comparative education.
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Additional resources for The Changing Role of Schools in Asian Societies: Schools for the Knowledge Society
Sample text
447). This focus on all students rather than just elite students is a significant change in policy direction. It signals a move away from a fixed curriculum for all students, greater flexibility for schools and more choice for students. Importantly, it recognizes that there are multiple domains in which students might excel, so there is no longer an exclusive emphasis on academic achievement. To give real effect to this, changes have been introduced to what counts as school achievement. In 2004 it was announced that the ranking of schools on academic achievement in ‘O’ levels would be replaced by a more broad band approach ‘so as to support and encourage schools in their efforts to provide an all-round education’ (Ministry of Education (Singapore) 2004a).
7) These two regional leaders, from countries with vastly different political and social systems, had a common vision about the important role of learning in the social and economic circumstances that characterized the new century. Their views were by no means unique, but in the context of the particular APEC meeting they had inaugurated, they took on a particular meaning as shown in the following quotation which characterizes the discourse of the meeting: The challenges created by the new economy emerge at many levels.
The ‘knowledge economy’ is driven by ‘knowledge workers’ equipped with very specific skills and attributes. The implications for schools are quite significant. The emphasis needs to be not so much on traditional academic disciplines as integrated learning areas and generic skills, on assessment for learning rather than examinations and on studentcentred learning rather than teacher-directed instruction. Kennedy (in press a) has put it this way: Such agendas seek to remove barriers whether they be subject boundaries, teacher dominated classroom strategies or the undue influence of testing and examinations.
