Teachers are at the centre of quality higher education systems. This understanding is part of the international community's 17 Sustainable Development Goals [SDGs] introduced in September 2015. Goal four is known as SDG4 - Education 2030, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. This vision requires high quality teachers using learner-centered, active and collaborative pedagogical approaches. To meet this need requires an understanding of how to effectively train, hire and promote the next generation of scholars. To add
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Teachers are at the centre of quality higher education systems. This understanding is part of the international community's 17 Sustainable Development Goals [SDGs] introduced in September 2015. Goal four is known as SDG4 - Education 2030, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. This vision requires high quality teachers using learner-centered, active and collaborative pedagogical approaches. To meet this need requires an understanding of how to effectively train, hire and promote the next generation of scholars. To address this challenge, UNESCO Bangkok and experts from the Education Research Institutes Network (ERI-Net) launched a two-year project to assess professional advancement policies and practices of higher education teaching personnel in Asia and the Pacific.
One of the outcomes of the project is this collection of case studies on academic promotion. The volume collects promising practices and assesses emerging challenges in how higher education teaching personnel are recruited, evaluated and promoted in Asia and the Pacific. Further, it presents important issues that are fundamental to UNESCO's mandate, including to promote gender equality and address concerns of teaching personnel with disabilities as well as the fair treatment of part-time staff and other potentially vulnerable people.
Edited excerpts from publisher's website.
The contents are as follows: Synthesis report: case studies on professional advancement policies and practices in higher education in Asia-Pacific / Libing Wang, Wesley Teter; Academic staff promotion in Australia: characteristics and concerns / Martin Hayden; Academic promotion of higher education teaching personnel in Cambodia / Leang Un, Bonarin Hem, Seng Sangha; Academic promotion of higher education teaching personnel in Hong Kong / Roger Chao, Gerard Postiglione; Promotion in the academic profession in India: upward mobility of teachers in higher education / Jandhyala B. G. Tilak, A. Mathew; Academic promotion of higher education teaching personnel in Indonesia / Helmi; Academic promotion of higher education teaching personnel in Japan / Taro Mochizuki; Academic promotion of higher education teaching personnel: a Korean case / Kiyong Byun; Academic promotion in Malaysian public universities: amidst changing priorities and multiple reward systems / Ibrahim Che Omar, Aida Suraya Md. Yunus, Norzaini Azman, Ahmad Nurulazam Md Zain; Academic promotion of higher education teaching personnel in the Philippines / Ethel Agnes P. Valenzuela; Academic promotion in higher education institutions within the purview of the University Grants Commission of Sri Lanka: a review / Ranjith Senaratne; Academic promotion of higher education teaching personnel in Thailand / Nopraenue S. Dhirathiti; Appendix: UNESCO recommendation concerning the status of higher-education teaching personnel (1997 recommendation) / UNESCO.
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