Type of Credit: Elective
Credit(s)
Number of Students
This course offers an overview of the development and trends of global education and its impacts on educational policy making in the 21st Century. It aims to help students understand the current issues of contemporary practices and problems addressed from globalization in Asian higher education particularly. In addition, this course is designed to help students acquire the ability to use academic English fluently and accurately in speaking and reading. Professional skill such as Presentation and collaborative will be focus of the course, too.
For decades, the global community has agreed that education matters. Since the 40s, global community agreed that everyone has a right to education. Yet, in the 21st century millions of young people and adults still have very limited learning opportunities in developing countries. Rather than liberating the human spirit and fostering individuals’ development, some educational systems intensify cross-border competitiveness as well as inequalities.
According to UNESCO, the poorest children are four times more likely to be out of primary school than richest children. An estimated one-third of all out-of-school children at the primary level have a disability. Aggregated analysis from 51 countries found a 10 percentage point gap in primary completion rates between people with and without disability, which is likely an underestimate. About 40% of people around the world are not taught in a language they speak or understand. Currently, the 263 million children, adolescents and youth are out of primary and secondary school; the 758 million adults lacking basic literacy and numeracy skills; and millions more experienced little improvement in their learning levels and employment prospects.
Since the late 20th century, globalization has become a powerful force with profound effects on the internationalization of education throughout the world. The multifaceted processes and dimensions of internationalization i are “integrating an international dimension into the purpose, goals, functions and delivery of higher education”. Due to advances in technology, the movement of students becomes more common as a global trend.
Based on the global trends in education and its influences on educational policy making, there are following major reading themes in the course: (1) Meaning and tensions of globalization in educational development (2) Sustainability and teacher education (3) Global Competition and Talent Race (4) Cross-border education and issues in Asian higher education (5) Quality assurance and qualification recognition. (6) globalization and liberal education
能力項目說明
There are six learning outcomes and students will be able to acquire:
1. To explain the advantages and disadvantages of globalization in educational development
6. To emphasize the ethics of responsibilities
| 教學週次Course Week | 彈性補充教學週次Flexible Supplemental Instruction Week | 彈性補充教學類別Flexible Supplemental Instruction Type |
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週次 Week |
課程主題 Topic |
課程內容與指定閱讀 Content and Reading Assignment |
教學活動與作業 Teaching Activities and Homework |
學習投入時間 Student workload expectation |
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課堂講授 In-class Hours |
課程前後 Outside-of-class Hours |
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1 |
Introduction |
1. Realizing the students background, interests and expectations |
Explain the syllabus and the required readings |
3 |
3 |
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2 |
Meaning and tensions of globalization in educational development |
1. Identify the English terminology in education 2. Rothenberg, L. E. (2003). The Three Tensions of Globalization. Occasional papers from the American forum for Global Education. |
Completing worksheet on globalization and defining globalization |
3 |
3 |
|
3 |
Meaning and tensions of globalization in educational development |
1. The Worldwide Explosion of Internationalized Education Policy (pp. 1-21) in Global Trends in Educational Policy 2. Philip G. Altbach, Liz Reisberg and Laura E. Rumbley (2009). Globalization and Internationalization in Global Higher Education: Tracking an Academic Revolution 3. Philip G. Altbach & Hans de Wit (2018). The challenge to higher education internationalization. University World News, http://www.universityworldnews. com/article.php?story=20180220091648602 |
Facilitate class discussion based on the reading questions |
3 |
4 |
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4 |
Presentation (1) Debate |
The first big group presentation with pro and con arguments |
Pro and con groups debating the impacts of globalization |
3 |
5 |
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5 |
Sustainability and teacher education |
1.Teachers in Asia Pacific: Career profession and professional development (pp.1-4) 2. Challenges for teacher shortage and quality |
Facilitate class discussion based on the reading questions |
3 |
3 |
|
6 |
Sustainability and teacher education |
3. Sustainable development and global citizenship (pp.287-297) 4. Global Perspectives for Teacher Education ( pp. 259-287) in Global Trends in Educational Policy |
Facilitate class discussion based on the reading questions |
3 |
4 |
|
7 |
Sustainability and teacher education |
4. UNESCO. (2015). Investing Teachers Is Investing in Learning. Paris: UNESCO. 5. UNESCO (2012). From Access to Equality Empowering Girls and Women through Literacy and Secondary Education. Paris: UNESCO. |
Facilitate class discussion based on the reading questions |
3 |
3 |
|
8 |
Presentation (2) |
Hold a panel of the challenges that teachers education face in Taiwan: how to make a good policy |
Each group needs to hold a strategy meeting for quality enhancement of Teachers Education |
3 |
6 |
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9 |
Global Competition and Talent Race |
1. Jung Cheol Shin & Barbara M. Kehm (2013). The world class university in different systems and contexts. 2. Altbach, P. and Salmi, J. (2011). The Road to Academic Excellence. Washington, D.C. : The World Bank. Crossley, M., Broadfood, P. & Schweisfurth, M. (2007). Changing Educational Contexts, Issues and Identities. London: Routledge 3. Akiyoshi Yonezawa & Angela Hou,Yung Chi (2014). Continuity and transformation: Continuous challenges for world-class status among universities in Taiwan and Japan as aging societies (pp.85-102). Global Outreach of World-Class Universities: How It is Affecting Higher Education Systems. Ying Cheng, Qi Wang, Nian Cai Liu eds. Sense Publishers |
Facilitate class discussion based on the reading questions |
3 |
5 |
|
10 |
Global Competition and Talent Race |
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Ranking systems comparison and dilemma |
3 |
6 |
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11 |
Presentation (3) |
World class universities building and institutional strategic plan |
How Senior administrators develop strategic plan |
3 |
6 |
|
12 |
Cross-border education and issues in Asian higher education |
1. Jane Knight (2007). “Cross-border Tertiary Education : an Introduction” in OECD (2007). Cross-border Tertiary Education. Paris: OECD & the World Bank. Vietnam scholars observation |
Facilitate class discussion based on the reading questions |
3 |
3 |
|
13 |
Cross-border education and issues in Asian higher education |
2. Hans de Wit. (2014). The different faces and phases of internationalization of higher education in the Forefront of International Higher Education. Dordrecht, Springer. 3. Widely recognized problems, controversial solution: issues, and strategies for higher education development in East and Southeast Asia by David Chapman and (pp. 25-45) Jouko Sarvi |
Facilitate class discussion based on the reading questions |
3 |
3 |
|
14 |
globalization and liberal education |
1. The East-West Axis? Liberal Arts education in East Asian Universities(pp. 27-37) by Rui Yang |
Skype meeting with Chris Hill |
3 |
3 |
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15 |
Quality assurance and qualification recognition |
1. Quality Assurance of Joint Degree Programs from the perspective of Quality Assurance Agencies: Experience in East Asia.
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QA of Cross border education |
3 |
3 |
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16 |
Quality assurance and qualification recognition |
2. Recognition of Academic Qualifications in Transnational Higher Education and Challenges for Recognizing a Joint Degree in Europe and Asia. |
Skype meeting with Kevin Kinser |
3 |
3 |
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Presentation (4) |
Capstone: APEC Simulation |
Representatives from Asian Countries discussing the future of Education 2030 |
3 |
5 |
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18 |
Final Exam |
Written exam |
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3 |
3 |
Teaching approaches include lecture, group discussions, individual and group presentations. Some foreign scholars will be invited to join class through skype.
1. Attend class, complete reading assignments, and participate in class discussions. This course has both discussion and lecture components. Teacher will give a lecture for the reading assignment first. The outline of the presentation will be prepared by teacher. Then each class will start with a discussion that focuses on the assigned readings and uses them to address larger questions. You are expected participate actively in these discussions. Question-posing to the class is especially encouraged, especially questions that may have no "right" answer. At the last period, students are required to present the discussion group by group. If the topic is complete, teacher will give an introduction on the topic at the last 15 minutes for the following week.
2. Group presentation: each student is required to present their discussion in turn each time. The presentation will be graded on the following element: fluency, content, group collaboration and being well-organized. Those who can’t reach the standard may be expected to try it once more next time.
3. Skype with foreign scholars: Some foreign scholars who specialize on the themes of the course will be invited to join class discussions and interact with students
Because this course relies so heavily on classroom participation and collaboration, it is essential to attend all classes. If it is necessary to miss a class, please notify the professor as far in advance as possible. However, you are expected to attend the class every week. Up to 4-hour excused absence is acceptable because of irresistible reasons. However, each one –hour excused absence will result in a one-point reduction of your final grade. But each unexcused absence will make lose three points of your final grade. More than 4-hour excused and unexcused absence will result in a failure of the course.
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The course will be graded based on the following criteria:
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References and reading materials
Akiyoshi Yonezawa & Angela Hou,Yung Chi (2014). Continuity and transformation: Continuous challenges for world-class status among universities in Taiwan and Japan as aging societies (pp.85-102). Global Outreach of World-Class Universities: How It is Affecting Higher Education Systems. Ying Cheng, Qi Wang, Nian Cai Liu eds. Sense Publishers Hou, Angela Yung Chi Hou, Morse, B., Wang, W. (2015). Recognition of Academic Qualifications in Transnational Higher Education and Challenges for Recognizing a Joint Degree in Europe and Asia.
Altbach, P. and Salmi, J. (2011). The Road to Academic Excellence. Washington, D.C. : The World Bank. Crossley, M., Broadfood, P. & Schweisfurth, M. (2007). Changing Educational Contexts, Issues and Identities. London: Routledge.
Altbach, P. G., Liz Reisberg and Laura E. Rumbley (2009). Globalization and Internationalization in Global Higher Education: Tracking an Academic Revolution. Paris, UNESCO.
Hou, Angela Yung Chi , Morse, B., Wang, W. (2017). Recognition of Academic Qualifications in Transnational Higher Education and Challenges for Recognizing a Joint Degree in Europe and Asia. Studies in Higher Education, 42:7, 1211-1228
Hou, Angela Yung Chi. (2016). Quality Assurance of Joint Degree Programs from the perspective of Quality Assurance Agencies: Experience in East Asia. Higher Education Research & Development. 35(3), pp. 473-487.
Knight, J. (2004). Internationalization Remodeled: Definition, Approaches, and Rationales. Journal of Studies in International Education, pp. 5-31.
OECD (2012). Educational policy outlook . Paris: OECD.
OECD (2012). Equity and quality in education supporting disadvantaged students and schools. Paris: OECD.
Rothenberg, L. E. (2003). The Three Tensions of Globalization. Occasional papers from the American forum for Global Education.
Suares-Orozco, M.M. & Qin-Hillard, D. B. (2004). Globalization and Education in the New Millennium. Berkeley: University of California Press.
UNESCO (2012). From Access to Equality Empowering Girls and Women through Literacy and Secondary Education. Paris: UNESCO.
UNESCO (2012). Opportunities lost: The impact of grade repetition and early school leaving. Paris: UNESCO.
UNESCO. (2015). Investing Teachers Is Investing in Learning. Paris: UNESCO.