THE HONG KONG INSTITUTE OF EDUCATION
Course Outline
Programme Title
Course Title
Department
Credit Points
Contact Hours
Pre-requisite(s)
: Master of Education (Part-time; Full-time & Mixed Mode)
: Educational Reform and Development in Global Context (EDS
6004)
: Department of International Education and Lifelong Learning
: 3
: 39
: Nil
[If applicable.]
Level
:
[If applicable. For example, for Discipline Studies under the BEd Core Curriculum, there
are three levels of modules to reflect the progression of study or the extent of in-depth
knowledge.]
Synopsis:
Contemporary educational reform and development takes place in a context of globalization, a
context which has produced a substantially dominant discourse of educational reform for
global economic competitiveness. Consequent on increasing rates of globalization,
contemporary educational reform and development also takes place in a context of poverty and
significant inequalities in education and in the global distribution of wealth. This has
produced a discourse of educational development for social justice. The discourse of
educational reform for global economic competitiveness is more prevalent in richer, developed
countries, while the discourse of educational development for social justice is more prevalent
in the developing world. The module engages with both discourses in both contexts, through
a consideration of aims and purposes in education, and of the relationship between education
and society, informed by concepts of change (and continuity) in educational and social reform
and development. The module includes four case studies involving comparative
consideration of educational reforms and development in countries and territories in rich,
developed societies and in developing world contexts.
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Objectives :
Through advanced study of the concepts, theoretical perspectives, issues, values and purposes
that underlie research, policy and practice in educational reform and development, this module
aims to enable participants to:
1. Demonstrate a sound understanding of the complexities in current educational reforms and
development, viewed in global context and from an international perspective; and thence
2. Articulate these understandings in making more thoughtful, responsible and better
informed decisions in their own research and practice, and in their own reading and use of
research in the field.
Content
The two main sections of the module consider (1) the major concepts, theoretical perspectives,
issues, values and purposes, viewed in global context and from an international perspective,
that underlie research, policy and practice in educational reform and development; and (2)
educational reform and development, in comparative perspective, in two territories typical of
rich, developed societies (Hong Kong and Singapore), and in two countries in a developing
world context (China and a South East Asian country such as Indonesia, Malaysia or Vietnam).
Lists of recommended readings, and of related websites and journals, are naturally not
comprehensive. Teachers with interests in particular areas will be able to supplement
accordingly.
SECTION I
EDUCATIONAL REFORM AND DEVELOPMENT:
CONCEPTS, THEORETICAL PERSPECTIVES, ISSUES, VALUES AND PURPOSES
1. Topic 1
The Context:
Globalization
This topic situates contemporary educational reform and development within the context
of globalization, and considers the consequences of increasing rates of globalization for
educational reform and development.
2.
Topic 2
The Context:
Poverty and Inequality in Education
This topic situates educational reform and development within a context of poverty and
significant inequalities in education and in the global distribution of wealth.
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3.
Topic 3
Aims and Purposes in Educational Reform and Development:
Reforms in Curriculum, Pedagogy, Learning and Assessment for
‘Global Competitiveness’
This topic is informed primarily by a principal question in the philosophy of education,
that of educational aims and purposes. In this section, the question is asked in the
context of educational reform for ‘global competitiveness’ in a ‘knowledge economy’,
primarily among the developed economies.
4.
Topic 4
Aims and Purposes in Educational Reform and Development:
Social Justice
This topic is informed primarily by a principal question in the philosophy of education,
that of educational aims and purposes, and by a principal question in the sociology of
education, that of inequality in education. In this section, the questions are asked in the
context of educational development for social justice, primarily in the developing world.
It considers the goals associated with the global Education for All initiatives and the
educational development goals included in the Millennium Development Goals. It
situates the goal of social justice in education within Amartya Sen’s notion of
development as freedom and his ‘capability approach’ to human development. Some
key issues in educational development that are considered include the education of girls,
rural children, ethnic minority children and the children of the poor, and adult (and
especially women’s) basic education and literacy.
5.
Topic 5
Education and Society:
Change (and Continuity) in Educational and Social Reform and
Development
This topic considers a key question in the sociology of education, the relationship between
education and society, from a background perspective of aims and purposes in education,
with a focus on the concept of change (and continuity) in educational and social reform
and development: different theoretical perspectives on the nature and drivers of change
(functional structuralist, critical structuralist, agency/culturalist, complexity theory); and
the insights that complexity theory contributes to initiating and sustaining change in
educational development.
SECTION II
EDUCATIONAL REFORM AND DEVELOPMENT IN DEVELOPED AND DEVELOPING CONTEXTS:
HONG KONG, SINGAPORE, CHINA AND SOUTH EAST ASIA
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6.
Topic 6
Educational Reforms in Rich, Developed Societies:
Hong Kong and Singapore
This topic involves a comparative consideration of educational reforms in two territories
typical of rich, developed societies. Singapore is selected as an ideal comparative
complement to Hong Kong.
7.
Topic 7
Educational Development in Developing Contexts:
China and a developing country in South East Asia
This topic involves a comparative consideration of educational reforms and development
in two countries typical of developing world contexts. China, as both a developed and
developing country, offers an interesting case study, as do Malaysia and, further along the
continuum, Indonesia. Vietnam, with its recent and ongoing educational reforms and
development, offers an interesting case study in educational development, perhaps,
depending on the discourse, for both economic competitiveness and social justice.
Assessment
Participants are required to select one of a range of assignment topics and to write an
essay of 4,000 words in response to it.
Required Text
There is no single text that covers these issues adequately and appropriately. Different
chapters, articles and books are accordingly recommended for each of the topics: see below.
Recommended Reading
Topic 1
The Context:
Globalization
Spring, Joel (2008) Research on Globalization and Education. Review of Educational
Research, Vol. 78, No. 2, pp. 330–363.
Robertson, Susan & Dale, Roger (2008) Researching Education in a Globalizing Era. In Julia
Resnik (Ed.) The Production of Educational Knowledge in the Global Era. Rotterdam:
Sense Publishers.
Burbules, Nicholas & Torres, Carlos Alberto (2000) Globalization and education: an
introduction. In Nicholas Burbules & Carlos Alberto Torres (Eds.) Globalization and
Education: Critical Perspectives. New York: Routledge.
Morrow, Raymond A. & Torres, Carlos Alberto (2000) The State, Globalization and
Educational Policy. In Nicholas Burbules & Carlos Alberto Torres (Eds.)
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Globalization and Education: Critical Perspectives. New York: Routledge.
Crossley, Michael & Watson, Keith (2003) Globalization, context and difference. In Crossley,
Michael & Watson, Keith Comparative and International Research in Education.
RoutledgeFalmer.
Steger, Manfred (2009) Globalization: a very short introduction. Oxford University Press.
Waters, Malcolm (2001) Globalization (Key Ideas) (2nd Edition). Routledge.
Giddens, Anthony (1999) Runaway World: how globalization is reshaping our lives. Profile
Books.
Zajda, Joseph (Ed.) (2005) International Handbook on Globalization, Education and Policy
Research. Springer.
Topic 2
The Context:
Poverty and Inequality in Education
Holsinger, Don & Jacob, James (2008) Inequality in Education. CERC and Springer.
Chisholm, L., Bloch, G. & Fleisch, B. (2008) Education, Growth, Aid and Development:
Towards Education for All. CERC.
Lynch, James, Modgil, Celia & Modgil, Sohan (Eds.) (1997) Education and Development:
Tradition and Innovation (Five Volume Set). Cassell.
Christine Heward, Christine & Bunwaree, Sheila S. (Eds.) (1999) Gender, Education, and
Development: Beyond access to empowerment. Palgrave Macmillan.
Topic 3
Aims and Purposes in Educational Reform and Development:
Reforms in Curriculum, Pedagogy, Learning and Assessment for ‘Global
Competitiveness’
Rizvi, Fazal (2007) Rethinking Educational Aims in an Era of Globalization. In Peter D.
Hershock, Mark Mason & John N. Hawkins (Eds) Changing Education: Leadership,
Innovation and Development in a Globalizing Asia Pacific. Hong Kong and
Dordrecht: CERC and Springer.
Arnove, Robert F. (2005) To What Ends: Education Reform around the World. Indiana
Journal of Global Legal Studies 12 (Winter), pp. 79-95.
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Marples, Roger (Ed.) (1999) The Aims of Education. London: Routledge.
Walker, Decker and Jonas Soltis (2009) Curriculum and Aims (5th Edition). New York:
Teachers College Press.
Topic 4
Aims and Purposes in Educational Reform and Development:
Social Justice
Walker, Melanie & Unterhalter, Elaine (2007) Amartya Sen’s Capability Approach and Social
Justice in Education. Palgrave Macmillan.
McGrath, Simon (forthcoming) The Role of Education in Development.
Education.
Comparative
Allsop, Terry & Brock, Colin (1993) Key Issues in Educational Development. Symposium
Books.
UNESCO, Global Monitoring Report.
Sen, Amartya (1999) Development as Freedom. Oxford University Press.
Nussbaum, Martha (2000) Women and Human Development: The Capabilities Approach.
Cambridge University Press.
Topic 5
Education and Society:
Change (and Continuity) in Educational and Social Reform and
Development
Feinberg, Walter and Jonas Soltis (2009) School and Society (5th Edition). New York: Teachers
College Press.
Fullan, Michael (2007) The New Meaning of Educational Change (4th Edition). Teachers
College Press.
Hargreaves, A. Lieberman, A., Fullan, M., Hopkins, D. (Eds.) (2005) International Handbook
of Educational Change. Dordrecht: Springer.
Levin, H. & Lockheed, M. (Eds.) (1993) Effective Schools in Developing Countries. Falmer
Press.
Mason, Mark (2009) Making Educational Development and Change Sustainable: Insights from
Complexity Theory. International Journal of Educational Development.
Nordtveit, Bjorn (2008) Poverty alleviation and integrated service delivery: Literacy, early
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childhood development and health. International Journal of Educational Development
28 (4), 405-418.
Topic 6
Educational Reforms in Rich, Developed Societies:
Hong Kong and Singapore
Mok, Ka-Ho (2006) Education Reform and Education Policy in East Asia. Taylor & Francis.
Mok, Ka-Ho & Tan, Jason (2004) Globalization and Marketization in Education: A
Comparative Analysis of Hong Kong and Singapore. Edward Elgar Publishing.
Cheng, Y.C (2005). Globalization and educational reforms in Hong Kong: Paradigm shift. In
Zajda, Joseph (Ed.) (2005) International Handbook on Globalization, Education and
Policy Research. Springer.
Kennedy, K. (2005). Changing Schools for Changing Times: New Directions for the School
Curriculum in Hong Kong. Hong Kong: Chinese University Press.
Law, E. H. F. (2003). “In search of a Quality Curriculum for the 21st Century in Hong Kong”.
In Pinar, W. (Ed). International Handbook of Curriculum Research. New Jersey:
Lawrence Erlbaum Associates.
Law. W. W. (2004). Translating globalization and democratization into local policy:
Educational reform in Hong Kong and Taiwan. International Review of Education, 50
(5/6), pp. 497-525.
Wan. E. (2005). Teacher empowerment: Concepts, strategies, and implications for schools in
Hong Kong. Teachers College Record, 107 (4), pp. 842 -862.
Koh. A (2004). Singapore education in "New Times": Global/local imperatives. Discourse:
Studies in the Cultural Politics of Education, 25(3), pp. 335-348.
Lee, Sing Kong et al. (Eds.) (2008) Toward a better future: education and training for
economic development in Singapore since 1965. Washington, D.C.: World Bank;
Singapore: National Institute of Education.
Gopinathan, S. & Kam, Ho Wah (2000) Educational Change and Development in Singapore. In
Townsend, Tony & Cheng, Y.C. (Eds.) Educational Change and Development in the
Asia-Pacific Region: Challenges for the Future. Leiden: Swets & Zeitlinger Publishers.
Law, W. W. (2002). Education reform in Taiwan: A search for a ‘national’ identity through
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democratisation and Taiwanisation. Compare, 32(1), 61-81.
Tsai, C. T. (2002). Chinese-ization and the nationalistic curriculum reform in Taiwan. Journal
of Education Policy, 17(2), 229-243.
Bjork, C. and Tsuneyoshi, R (2005). Education reform in Japan: Competing visions for the
future. Phi Delta Kappan, 86(8), pp. 619-627.
Topic 7
Educational Development in Developing Contexts:
China and a developing country in South East Asia
Mok, Ka-Ho (2006) Education Reform and Education Policy in East Asia. Taylor & Francis.
Cheng, Y.C. (2003). Trends in educational reforms in the Asia-Pacific Region. In Keeves, J. &
Watanabe, R. (Eds.) The Handbook on Educational Research in the Asia-Pacific
Region. Dordrecht: Kluwer Academic Publishers.
Cheng, Y.C. (2003). Challenges and research into educational reforms in the Asia-Pacific
Region. In Keeves, J. & Watanabe, R. (Eds.) The Handbook on Educational Research
in the Asia-Pacific Region. Dordrecht: Kluwer Academic Publishers.
Hannum, Emily & Park, Albert (Eds.) (2007) Education and Reform in China. Routledge.
Tang, Xiaojie & Wu, Xiaoyu (2000) Educational Change and Development in the People’s
Republic of China: challenges for the future. In Townsend, Tony & Cheng, Y.C. (Eds.)
Educational Change and Development in the Asia-Pacific Region: Challenges for the
Future. Leiden: Swets & Zeitlinger Publishers.
Bray, M., Ding, X. & Huang, P. (2004) Reducing the Burden on the Poor: Household Costs of
Basic Education in Gansu, China.
Lee, Molly N.N. (2000) The Politics of Educational Change in Malaysia: national context and
global influences. In Townsend, Tony & Cheng, Y.C. (Eds.) Educational Change and
Development in the Asia-Pacific Region: Challenges for the Future. Leiden: Swets &
Zeitlinger Publishers.
Related Websites
The Hong Kong SAR Government Education Bureau (with links to government policy
and reforms in education)
www.edb.gov.hk
The Singapore Ministry of Education (with links to government policy and reforms in
education)
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www.moe.gov.sg
The Education for All initiative, coordinated by UNESCO
www.unesco.org/education/efa/
The Millennium Development Goals, coordinated by the United Nations
www.un.org/millenniumgoals/
Related Journals
Comparative and international education and development
International Journal of Educational Development
Comparative Education
Comparative Education Review
Compare
Educational policy, reform and change
Journal of Education Policy
Educational Policy
Journal of Educational Change
Development and Change
International Journal of Educational Reform
Sociology of education
(re questions of sociological context, education and society, globalization,
inequality, etc)
British Journal of Sociology of Education
Sociology of Education
Education and Society
Theory and Society
Philosophy of education
(re questions of educational aims and purposes)
Journal of Philosophy of Education
Educational Theory
Educational Philosophy and Theory
Studies in Philosophy and Education
Area studies: Asia-Pacific
Asia Pacific Journal of Education
Asia Pacific Education Review
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