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
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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
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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. Hou, A.Y.C., Su, E.H.C., Zhou, K.Z.-W., Tao, C.H.-Y., Lin, A.F.Y., Chen, Y., Hill, C. (2024). How do Quality Assurance Agencies in Asia Measure Higher Education? Exploring Approaches, Emerging Standards, and Challenges. Higher Education Policy. (online) https://doi.org/10.1057/s41307-024-00388-7 Hou, A.Y.C., Tao, C.H.-Y., Zhou, K.Z.-W., Lin, A.F.Y., Su, E.H.C. and Chen, Y. (2024), "Evolution of quality assurance in higher education from INQAAHE GGP to ISGs − Are quality assurance agencies in Asia ready to the emerging modules?", Journal of International Cooperation in Education, 26(1), 85-100 Hou, Angela Yung Chi, Lin, F. Y, Su E. H. C., Chen, E.& Hill, C. (2024). Revisiting quality assurance and qualification recognition of cross-border higher education during pandemic – does physical mobility matter from an Asian perspective. Asian Education and Development, 13(1), 78-94 (Scopus). Lee, W. O, Brown, P., Goodwin, L. & Green, A. (2023). International Handbook on Education Development in the Asia-Pacific, Springer. 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. Fu, Y. C*., Vásquez, J. M. ., Macasaet ,B. T., Hou, A. Y. C. , Powell, J. W. (2023). Game of Brains: Examining Researcher Brain Gain and Brain Drain and Research University Policy. Higher Education Policy (SSCI), pp.1-22. (online) Hou, Angela Yung Chi, Hill, C., Lin, A. F. Y. & Justiniano, D. (2022). The battle for legitimacy of ‘student involvement’ in external quality assurance of higher education from Asian QA perspectives – does policy contextualization matter? Journal of Asian Public Policy, pp. 1-20. (online) SSCI Q1 Kaiser, F., Melo, A. I. & Hou, Angela Yung Chi. (2022). Are quality assurance and rankings useful tools to measure ‘new’ policy issues in higher education? The practices in Europe and Asia. European Journal of Higher Education, 12(1), 391-415. SCOPUS Q1 Hou, Angela Yung Chi, Hill, Christopher, Hu, Zoe & Lin, Lily (2022). What is driving Taiwan government for policy change in higher education after the year of 2016－in search of egalitarianism or pursuit of academic excellence? Studies in Higher Education, 47 (2), 338-351 (SSCI Q1) 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. King, R., Marginson, S. and Naidoo R. (2011). Handbook on Globalization and Higher Education. Northampton: Rdward Elgar Publishing, Inc.Knight, J. (2004). Internationalization Remodeled: Definition, Approaches, and Rationales. Journal of Studies in International Education, pp. 5-31. Maldonado-Maldonado, A.(2014). The Forefront of International Higher Education. Dordrecht, Springer.Marginson, S., Kaur, S. and Sawir, E. (2011). Higher Education in the Asia- Pacific. Victoria: Springer.OECD (2007). Cross-border Tertiary Education. Paris: OECD & the World Bank.OECD (2012). Educational policy outlook . Paris: OECD. OECD (2012). Equity and quality in education supporting disadvantaged students and schools. Paris: OECD. Rizvi, F. and Lingard, B. (2009).Globalizing Education Policy. New York: Routledge.Rothenberg, L. E. (2003). The Three Tensions of Globalization. Occasional papers from the American forum for Global Education. Salmi, J. (2009). The challenges for establishing world-class universities. Washington, D.C.: The World BankSuares-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. Wiseman , A. W., and Baker, D. (2005). Global Trends in Educational Policy. Greenwich, JAI Press.Ziguras, C. and McBurnie, G. (2015). Governing cross-border higher education. London, Routledge.Huang, D. F. (2015). Exploring and assessing effectiveness of English medium instruction courses: The students’ perspectives. Social and Behavioral Sciences 173 ( 2015 ) 71 – 78 |