International Handbook on Education Development in the Asia-Pacific

Professor Wing On Lee is Executive Director of Institute for Adult Learning, Singapore University of Social Sciences, and is concurrently Professor at President’s Office. Prior to this appointment, he served as Distinguished Professor at Zhengzhou University, China, where he established founded two major research centres, namely the International and Comparative Education Research and the Central Plains Education Research Centre at the School of Education, and was Founding Director for both Centres. He was previously Vice-President and Chair Professor of Comparative Education at the Open University of Hong Kong (2014-17) and Dean of Education Research at National Institute of Education, Singapore (2010-14). He also previously served at Hong Kong Institute of Education as Vice President (Academic) & Deputy to President, Acting President and Chair Professor of Comparative Education, Founding Dean of the School of Foundations in Education, Head of two Departments and Centre for Citizenship Education (2007-2010). In 2005, he was invited by University of Sydney to be Professor and Director (International). Prior to his service in Australia, he served at the University of Hong Kong as Associate Dean of Education and Founding Director of Comparative Education Research Centre. He is a world-renowned scholar in the fields of comparative education and citizenship education. He is former President of the World Council of Comparative Education (2010-13) and served as Honorary Professor in many esteemed universities, including the University of Hong Kong, University of Sydney and Beijing Normal University. Professor Lee has published 36 books and 200 journal articles and book chapters; he is also the co-Editor for three Book Series, and was former Editor of the Asian-Pacific Journal of Education. In 2021, Lee was offered admission to the International Adult and Continuing Education Hall of Fame (IACEHOF), Class 2021, in America, appointed to the Governing Boardof the UNESCO Asia-Pacific Centre of Education for International Understanding (APCEIU) in South Korea, and conferred the Overseas Outstanding Contribution Award for Chinese Educational Research by Beijing Normal University.Professor Phillip Brown is a Distinguished Research Professor in the School of Social Sciences, Cardiff University, United Kingdom. He started working life as an apprentice in the auto industry before training as a teacher. His academic career took him to Cambridge University and the University of Kent at Canterbury, joining Cardiff University in 1997. He has spent much of his academic career studying the future of work and its relationship to education, economy and society. He has written, co-authored and co-edited eighteen books, including 'The Death of Human Capital?: Its Failed Promise And How To Renew It In An Age of Disruption' (Oxford University Press, 2020) and 'The Global Auction' (Oxford University Press, 2011). He Chaired an Independent Review for the Welsh Government examining the impact of digital innovation for the economy and the future of work in Wales (2019), and Director of a four-year international research programme on digital futures of education and work, with colleagues at the Institute of Adult Learning, Singapore University of Social Sciences (2019-2023). He is a Fellow of the Academy of Social Sciences, Fellow of the Learned Society of Wales, and sits on the Council of Management, National Institute of Economic and Social Research (NIESR), Westminster, United Kingdom.Professor A. Lin Goodwin is Thomas More Brennan Chair of Education at Boston College. Previously, she was Professor and Dean of the Faculty of Education at The University of Hong Kong, and is a past Vice President of the American Educational Research Association (AERA)—Division K: Teaching and Teacher Education (2013-2016). Her research focuses on teacher and teacher educator beliefs, identities and development; equitable education and powerful teaching for immigrant and minoritized youth; international analyses/comparisons of teacher education practice and policy; and the particular issues facing Asian/Asian American teachers and students in U.S. Schools. She began her career as a special education teacher in secondary school.Professor Andy Green is Professor of Comparative Social Science at the University College London (UCL) Institute of Education, and Director, since 2008, of the ERSC-funded 'Research Centre on Learning and Life Chances' (LLAKES). He was formerly co-founder and co-director of the DFEE-funded 'Wider Benefits of Learning Centre' and has directed major comparative research projects addressing both economic and social impacts of education and training. He has acted as consultant to international bodies, such as CEDEFOP, the European Training Foundation, the European Commission, OECD and UNESCO, and to United Kingdom (UK) Government departments and organisations. He has published widely on a range of social and education issues with major works translated into Chinese, French, German, Japanese and Spanish, including: 'Education and State Formation: Europe, East Asia and the USA', Palgrave, 2013; 'Regimes of Social Cohesion: Societies and the Crisis of Globalisation', Palgrave 2011; 'Education and Development in a Global Era: Strategies for ‘Successful’ Globalisation', DFID, 2007. His most recent book is on open access with Palgrave: 'The Crisis for Young People: Generational Inequalities in Education, Work, Housing and Welfare'.

“The International Handbook on Education Development in the Asia-Pacific. Running to three volumes and over 2500 pages, this ambitious work aspires to provide a comprehensive snapshot of education in the region that is the economic powerhouse of the early twenty-first century.” (Edward Vickers, Comparative Education, February 14, 2024)

• Chapter 1 Trends in educational reform in Asia and Pacific.- Chapter 2 Progress and achievement in education for all (EFA).- Chapter 3Educational expenditure and investment.- Chapter 4 Family and schooling.- Chapter 5 Cultural and social capital.- Chapter 6 Primary and secondary education reform.- Chapter 7 Educational research and policy-making.- Chapter 8 Evaluation and accountability.- Chapter 9 Educational research Asia as “method”.- Chapter 10 Education for peace and international understanding.- Chapter 11 Shadow education in Asia and Pacific.- Chapter 12 Evolving concepts and reality of equal of opportunity in education.- Chapter 13 Learning achievements of Asian students in international comparative studies.- Chapter 14 Education of children in remote areas and regional disparities.- Chapter 15 Education of gifted and talented learners.- Chapter 16 The development of inclusive education.- Chapter 17 Issues for urban youths and schooling.- Chapter 18 Education and welfare for children of migrant workers.- Chapter 19 School dropouts and growing private schooling and private tuition.- Chapter 20 Learning achievements among minorities and indigenous groups.- Chapter 21 Sex and gender issues in schooling.- Chapter 22 Gender issues in access to education and life chances.- Chapter 23 English as an official language in Asia and Pacific.- Chapter 24 English as a second and international language in Asia and Pacific.- Chapter 25 The development of Chinese as a second and international language in Asia and Pacific.- Chapter 26 From bilingual education to multilingual education.- Chapter 27 The debate on mixed code as a methodology for TESOL.- Chapter 28 English-medium instructions in the classroom.- Chapter 29 Learning national/local languages in Asia and Pacific countries.- Chapter 30 Researching English as a lingua franca in Asia: The Asian Corpus of English.-Chapter 31 English as a lingua franca in Asia and the emergence of World Englishes.- Chapter 32 Lifelong learning: upskilling, mid-career development and well-being for adults.- Chapter 33 Lifelong learning: community wellbeing perspectives.- Chapter 34 Lifelong learning and international competitiveness: The emergence of smart cities.- Chapter 35 Education for knowledge workers for uncertain future.- Chapter 36 Education for life and work: Developing transferrable knowledge and skills.- Chapter 37 Institutionalization of lifelong learning: Formal, non-formal and informal education.- Chapter 38 From lifelong learning to adult learning: Upskilling for job and skill adjustments.- Chapter 39 Learning shifts in adult learning: Knowledge acquisition or sense making?.- Chapter 40 Lifelong learning and social ecology.- Chapter 41 The process of learning: Insights from neuro-psychology studies.- Chapter 42 Cognitive development.- Chapter 43 Meta-cognition development.- Chapter 44 Lifespan human development.- Chapter 45Moral development in a changing world.- Chapter 46 Values education in a changing world.- Chapter 47 Socio-emotional learning and character education.- Chapter 48 Measuring socio-emotional learning of youths.- Chapter 49 Bullying in schools.- Chapter 50 Student learning: Cross-cultural perspectives.- Chapter 51 Changes in classroom learning environment resulting from the COVID-19 crisis.- Chapter 52 Debates on small-class teaching and learning beyond the classroom.- Chapter 53 Motivation and learning outcomes.- Chapter 54 Creative and collaborative problem-solving.- Chapter 55 Technology-enabled online learning.- Chapter 56 Changes in the school curriculum: Looking to the Future.- Chapter 57 Civics and citizenship education towards global competences.- Chapter 58 Environmental education and education for sustainable development.- Chapter 59 Literacy and reading performance in the region.- Chapter 60 Mathematics curriculum and learning achievement.- Chapter 61 Emerging emphasis on STEM in the school curriculum in Asia Pacific.- Chapter 62 Assessment research in second language curriculum initiatives.- Chapter 63 Planning technical and vocational education and training.- Chapter 64 Digitalisation and automation: Implications for changes in jobs and skills.- Chapter 65 VUCA economies and changing jobs and skills.- Chapter 66 Enterprise education in Australia and New Zealand.- Chapter 67 Workplace learning for changing economic and technological circumstances.-Chapter 68 Cultural-historical understandings of changing workplace situation and emerging skills.- Chapter 69 Learning organisation and lifelong learning at work.- Chapter 70 Developing the ‘third way’ of organisational learning for a changing world.- Chapter 71 Co-occurrence of learning and innovation in the workplace.- Chapter 72 Change in high-risk environments control and decisions in coordinating fire control.- Chapter 73 Changing relationships between education, work and entrepreneurship.- Chapter 74 How robots and automation change the workplace and their ethical implications.- Chapter 75 The emerging work-learn concepts: Changing workplace into learning place.- Chapter 76 Tensions in negotiating a digital future: A case study in the finance sector in Asia.- Chapter 77 Connecting the realities of work to grounded work-based learning under conditions of disruptive change (A case study in China).- Chapter 78 Pedagogically-rich workplace activities in the healthcare sector (A case study in Singapore).- Chapter 79 Blended learning in the classroom and beyond.- Chapter 80 The development of flipped classrooms and MOOCs.- Chapter 81 Development and reform on class size and classroom processes.- Chapter 82 The growth of private tuition and challenges to school teachers.- Chapter 83 Monitoring of student learning: Self-directed learning and knowledge building.- Chapter 84 Teacher-led professionalization and community of practice.- Chapter 85 Teacher self-evaluation and appraisal and professional development.- Chapter 86 The development of teacher learning and teacher leadership.- Chapter 87 Teacher education for teacher-led reform.- Chapter 88Research into teacher education and educational change.- Chapter 89 Changing role of teachers in a global digitalization.- Chapter 90 Teacher innovation and their negotiation of professional identity.- Chapter 91 Organization and management of education: Development and growth.- Chapter 92 Decentralization and self-managing schools.- Chapter 93 Quality assurance and school as a learning organization.- Chapter 94 Pandemic challenges to universities in Asia Pacific.- Chapter 95 School leadership and management.- Chapter 96 Development of the concept of effective schooling.- Chapter 97 Financing education in Asia Pacific countries.- Chapter 98 Family and community participation in education.- Chapter 99 The growth of open universities.- Chapter 100 Open access to higher education: massification and post-massification.- Chapter 101 The growth of private higher education and liberal arts colleges.- Chapter 102 The changing knowledge functions of universities and their relationship with industries.- Chapter 103 Globalization and Internationalization of higher education.- Chapter 104 University ranking and its impacts on university development.- Chapter 105 Managerialism, performativity and accountability  in higher education.- Chapter 106 Educational research for national and regional development.- Chapter 107 The emergence of knowledge economy and its implications for educational development.- Chapter 108 Comparative student achievement studies and implications for national development.- Chapter 109 Comparative indicators in education with special focus on Asia Pacific.- Chapter 110 Dissemination of the findings of educational research.- Chapter 112 Globalization and the emergence of digital citizenship.- Chapter 113 Pursuing higher education overseas: Implications for national development.- Chapter 114 Resilience Index of Asia-Pacific countries and national development.- Chapter 115 International Assessment of Adult Competencies (PIAAC) and national development.- Chapter 116 Human capital, international competitiveness and higher education.- Chapter 117 The discourse of teacher competence in a globalized milieu.- Chapter 118 Debates on globalization and internationalization in higher education.- Chapter 119 Neo-liberalism and the institutionalized transformation of teaching profession.- Chapter 120 Neo-liberalism, recontextualization and cultural reproduction.- Chapter 121 The McKinney Reports on high-performing education systems.- Chapter 122 Asia Society’s analyses and reports on the high-performing systems.- Chapter 123 Case studies of high-performing education systems in Asia and Pacific.- Chapter 124 Resilience Index and educational achievement in Asia and Pacific.- Chapter 125 Creative and collaborative problem-solving in Asia and Pacific as revealed from international comparative studies.- Chapter 126 Debates on IEA and PISA studies and implications for Asia and Pacific.- Chapter 127 Education and social progress, insights from international comparative studies.- Chapter 128 Case studies focusing on top 5 high-performing education systems in Asia and Pacific.- Chapter 129 Educational research for educational reform.- Chapter 130 The impact of educational research on decision making.- Chapter 131 Research in education Nature, impact, needs and priorities.- Chapter 132 Higher education and national development.- Chapter 133 Culturally inclusive teacher education in Oceania.- Chapter 134 Reforming secondary education and the education of adolescents.- Chapter 135 Reform in Science and Technology Curricula, with special focus on STEM.- Chapter 136 Emerging information and communication technology in education.- Chapter 137 Educational reform and the labour market in Asia and Pacific.- Chapter 138 Training of educational researchers in Asia and Pacific.- Chapter 139 Regional cooperation in educational research.- Chapter 140 Challenges for research intoeducational reform in Asia and Pacific.- Chapter 141 Education for sustainable development.