By Jee-Peng Tan, Fredriksen Birger
'An African Exploration of the East Asian schooling adventure' takes inventory of schooling improvement in East Asia during the last 5 many years, delivering case reviews on 4 East Asian nations (Korea, Singapore, Thailand, and Vietnam) and one eu state (Ireland) and concerning them to the academic demanding situations confronted by means of African international locations this present day. The nearby, comparative point of view merits from the insights won in the course of a 2006 learn travel of Singapore and Vietnam for senior schooling officers from Cameroon, Ethiopia, Ghana, Lesotho, Madagascar, and Mozambique. The publication is on of a couple of concurrently-published books featuring fabrics initially constructed for the tour.
The moment ebook, 'Toward a greater Future', presents a finished research of schooling improvement in Singapore due to the fact 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 a long time in the past into one of many world's best-performing systems.
Together, the 2 books goal to foster wisdom alternate among Sub-Saharan African and East Asian nations on strong practices within the layout and implementation of schooling rules and courses. via facilitating the cross-country fertilization of rules among areas with fairly restricted touch some time past, those books fill a transparent hole within the present literature on improvement perform in schooling.
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Additional resources for An African Exploration of the East Asian Education Experience (Development Practice in Education)
The resulting report convinced the political leaders that continued dependence on entrepôt industries would not ensure economic survival and that Singapore urgently needed to train the technicians and engineers needed for industrial takeoff. 31 This training started a process that continually upgraded the country’s capacity to develop the various skills required to support its evolving technologically based economy. Although the instruments used have changed over time, the process continues. It includes the creation of specialized training centers with aid from UNDP (by 1968, six centers had been created) and three apprenticeship training centers in cooperation with leading external firms (Tata in 1972, Rollei in 1973, and Philips in 1975).
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. In Korea until the 1960s, primary school teachers were trained at secondary-level teacher-training colleges. In 1962, these colleges were upgraded into junior teacher-training colleges at the postsecondary level and again in 1982 to colleges offering four years of postsecondary training leading to a degree.
Salary level is not the only factor affecting the attractiveness of the teaching profession, but it is an important factor. In the initial stages of their economic takeoff, East Asian countries did not pay their teachers high salaries. 5 times the per capita GDP. Similar to other salaried workers, however, teachers benefited from the rapid increase in average national income. This pay increase is quite different from the situation in most Sub-Saharan African countries. 39 The combination of these two factors eroded the salaries of Sub-Saharan African teachers (like those of most other civil servants) during the last two decades of the twentieth century, especially in Francophone countries.