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The authors use Hong Kong's policy on initial teacher training as a case study of the relationship between international trends and local policy, providing insights into policy formation. Initial teacher training has traditionally been provided by higher education institutions in most countries. In recent years, the number of alternative pathways have grown in the US and the UK. University-based routes have also been criticised as a barrier to entry to the profession for capable candidates. It is argued that these trends have had a significant effect on initial teacher training policy in Hong Kong. Untrained teachers met shortfalls in teacher supply until 1997, when government policy required all new teachers to hold degrees and be professionally trained. This policy was short-lived and the authors argue that there is substantial evidence that policy has been influenced by international trends in alternative pathways.

The volume from which this chapter is taken is indexed at TD/TNC 98.897. Selected individual chapters are indexed from TD/TNC 98.898 to TD/TNC 98.906. Show less

This report presents a snapshot of international trends and activities in the setting, measurement and reporting of academic achievement standards in higher education. The paper provides both a summary and an analysis of the types of initiatives underway, and proposes a conceptual framework to facilitate further discusssion within Australia. The paper is structured broadly around geography, with sections on each of: Europe, the United Kingdom, Latin America, North America, and the Asia-Pacific region. There is no ‘Australia’ section as the objective is to look outward and to consider international and overseas trends in light of the current discussion in Australia. The intent is that this review support continued discussion regarding the way forward.

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This paper is the regional synthesis report for the Asia-Pacific Region, presented and considered at the Asia Pacific Regional Conference, 6-8 October 2008, Seoul, Republic of Korea. This was one of five regional preparatory conferences preceding the Sixth International Conference on Adult Education (CONFINTEA VI) to be held 19-22 May 2009 in Belem, Brazil. The theme of CONFINTEA VI is 'Living and learning for a viable future: the power of adult learning'. This synthesis report has been prepared on the basis of national reports and other relevant materials on the development and state of adult learning and education in Asia Pacific. The purpose of the report was to identify the key issues on adult learning and education in the region and suggest recommendations and benchmarks for CONFINTEA VI.

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This chapter argues that youth and women in Asia and the Pacific should be educated in entrepreneurial studies as a poverty reduction policy. It demonstrates that this policy is compatible with sustainable development. It offers statistics on young people and women in Asia and the Pacific and describes the main themes of entrepreneurship and regional and global developments, and synthesises related research that affirms the role of entrepreneurship as an economic force in development for rural young people and women.The chapter also offers a brief discussion ofnew technologies and the role they can play in entrepreneurial activities. Finally, a four step process for integrating technical and vocational education and training (TVET) with entrepreneurship and sustainable development is described.

The volume from which this chapter is taken is indexed at TD/IRD 88.427. Individual chapters are indexed from TD/TNC 94.722 to TD/TNC 94.755. Show less

This project was undertaken for the Asia-Pacific Economic Cooperation (APEC) Human Resources Development Working Group (HRDWG) Subgroup Education Network (EDNET). It has been undertaken by the Monash University-ACER Centre for the Economics of Education and Training (CEET) in a consortium with the Centre for Postcompulsory Education and Lifelong Learning, University of Melbourne (CPELL) and the Victorian Registration and Qualifications Authority (VRQA). The request was for research and analysis to map qualifications frameworks across APEC economies with attention to: qualifications frameworks and associated recognition tools; the uses and benefits of qualifications frameworks; implementation issues including policy constraints; the linkages between qualifications frameworks and qualifications recognition; quality assurance; reviews undertaken in the APEC region in relation to qualifications frameworks or with a qualifications recognition component; and the feasibility of developing an Asia-Pacific Qualifications Framework having regard to possible models. The project aimed to facilitate increased transparency and reliability of information about qualification frameworks across the APEC region, share knowledge and skills and identify future areas of collaboration. This report is based on desktop analysis of qualification frameworks, contacts made by members of the project team and on a survey of APEC member economies carried out in the project. The report reviewed whether an Asia-Pacific Qualifications Framework (APQF) might be developed and if so how. Consideration was given to the need for and benefit of such a framework, the cost implications of such a framework and whether there were alternatives to developing a new framework. The conclusion was that there was a strong case for having a framework available as a voluntary reference point for Asia-Pacific economies but that the costs of such a development would need to be investigated and kept to a fairly modest level. These issues taken together led to the recommendation that the core elements of the European Qualifications Framework, which is already being extensively used beyond Europe, be the basis for development of a framework for the Asia-Pacific region. A number of recommendations are proposed.

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In the current economic crisis the role of government has once again become central. Similarly, as the limits of the unregulated market are becoming clear in the economy, the public responsibility (responsibility of the state) for higher education is once again taking centre stage in a context of growing expectations that higher education will contribute to the solutions needed. The notion of public responsibility for higher education is not the same as public responsibility of higher education, though they are closely interconnected and there is an expected mutuality of benefits when these two sides of the coin are balanced properly. The collection of papers presented here focuses primarily on the former, namely the public responsibility for higher education. The 'Asia and the Pacific region' section contains the following papers: In search of relevance: higher education for participatory research and sustainable development / Rajesh Tandon; Higher education: a public good or a commodity for trade?: commitment to higher education or commitment of higher education to trade / Jandhyala B. G. Tilak. The 'Europe region' section contains: Higher education as a 'public good and public responsibility': what does it mean? / Sjur Bergan; Bologna seminar on the public responsibility for higher education and research: final report of the conference / Eva Egron Polak. The 'Latin America and the Caribbean' section contains: Higher education in the World Trade Organization (WTO): a threat to the future of higher education in the world / Rafael Guarga; Higher education: a public good, a duty of the state / Jose Dias Sobrinho.

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The need for counseling and guidance as a practice for promoting adolescent health has been documented worldwide. However, the specific ways by which counseling and guidance can be practiced, the optimal settings where counseling and guidance can work in the education context, and how successful such programmes are in ensuring gender equity and equality remain largely undiscussed in the Asia-Pacific region. This brief highlights that (a) establishing counseling and guidance programmes in schools and (b) incorporating gender responsiveness in the context of counseling and guidance programmes in post-primary education are vital to the achievement of larger key education objectives. This is especially so for the [Education for All] EFA goals of increased access, gender equity and equality in education.

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This book focuses on education in small states. It examines the strengths and weaknesses of different aspects of educational provision in political jurisdictions having a very small population, populations which encounter specific challenges, threats and opportunities. This book presents a balance in regional representation, covering the South Pacific, the Caribbean, Africa, Europe and the Mediterranean. The contributions pay particular attention to basic education, higher education, entrepreneurship training, post-primary education and the impact of globalization on educational restructuring and aid delivery in specific small state regions. This book was also published as a special issue of the journal, 'Comparative education'. The chapters are: Comparative and international perspectives on education in small states; The education challenges facing small nation states in the increasingly competitive global economy of the twenty-first century; The global education agenda and the delivery of aid to Pacific education; Strategies for post-primary education in small island developing states (SIDS): lessons from Cape Verde; Entrepreneurship in smaller jurisdictions: appraising a local elite; Rethinking education for the Caribbean: a radical approach; The impact of funding policies on higher education in Jamaica; Adult education in small states: the case of Malta; The advancement of educational research in small states; Chameleon careers?: exploring the specificity of career guidance in small states.

Selected individual chapters are indexed from TD/TNC 92.631 to TD/TNC 92.636. Show less