By Jee-Peng Tan, Fredriksen Birger

'An African Exploration of the East Asian schooling event' takes inventory of schooling improvement in East Asia over the last 5 many years, providing case stories on 4 East Asian international locations (Korea, Singapore, Thailand, and Vietnam) and one eu state (Ireland) and concerning them to the tutorial demanding situations confronted by means of African nations this present day. The local, comparative standpoint merits from the insights won in the course of a 2006 examine travel of Singapore and Vietnam for senior schooling officers from Cameroon, Ethiopia, Ghana, Lesotho, Madagascar, and Mozambique. The e-book is on of a couple of concurrently-published books providing fabrics initially built for the tour.

The moment publication, 'Toward a greater Future', presents a entire research of schooling improvement in Singapore given that 1965, giving specific cognizance to the strategic administration that has enabled Singapore to remodel its schooling and coaching method from one just like that of many Sub-Saharan Africa nations 4 many years in the past into one of many world's best-performing systems.

Together, the 2 books target to foster wisdom alternate among Sub-Saharan African and East Asian international locations on solid practices within the layout and implementation of schooling rules and courses. by way of facilitating the cross-country fertilization of rules among areas with quite constrained touch long ago, those books fill a transparent hole within the present literature on improvement perform in schooling.

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An African Exploration of the East Asian Education Experience (Development Practice in Education)

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More generally, while the high social status of teachers is well-established and requires little development in the Confucianinfluenced societies of East Asia, the political leadership nonetheless relies on social marketing as well as pecuniary and nonpecuniary rewards to reinforce and affirm their status, including regular opportunities for staff development. Over the last three decades or so, East Asian countries—similar to the experience of most European countries in the 1950s and 1960s—have been upgrading the training of their primary school teachers from secondary-level programs to postsecondary degree programs.

16 In addition, the region’s stagnant economies have not provided much growth to share. Furthermore, Sub-Saharan African countries have not been as propoor as East Asian countries in the pattern of their public expenditures on education. Sub-Saharan African countries put less emphasis on universalizing adult literacy and primary education, and they do not rely as heavily as East Asian countries on private financing for tertiary education. For example, in 1965, primary education received 58 percent of the education budget in Singapore, 66 percent in Thailand, and 66 percent in Korea.

In Vietnam, the upgrading of teacher-training programs—from lower-secondary education plus three years of teacher training to programs of upper-secondary East Asia Education Study Tour: An Overview of Key Insights • 27 education plus one year of teacher training—is ongoing. To be considered “qualified,” primary school teachers must hold an upper-secondary pedagogical diploma. In school year 2004–05, 82 percent of teachers met this requirement, while 10 percent held college or university degrees.

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