Political Geography: Asia / Publication Year: within 10 Years / Topic: Education

1. Korea's Official Development Assistance to the Philippine Education Sector: Observations and Inputs

Author:: Inero Ancho
Publication Date:: 03-2023
Content Type:: Policy Brief
Institution:: Korea Institute for International Economic Policy (KIEP)
Abstract:: Advocating inclusive and equitable quality education (SGD 4: Quality Education) is central to sustainable development efforts anchored on collaboration and partnership that enable the policy-to-impact synergy. Agencies and institutions in various levels need to align motivations as they work towards realizing education for sustainable development (ESD). As education fuels sustainable development, school access and completion need to be prioritized, as wealth inequality and gender gap are eliminated. Human capital investment involves the provision of relevant and responsive education systems and training. These mechanisms enable an individual to be productive and contribute to positive outcomes, improved standard of living, and potential gains. As a core element to growth and poverty reduction, human capital suggests implementing significant and concrete progress in core education indices. Further, sustained economic growth, increased productivity value, and favorable social returns are manifested outcomes at the macro level. This paper looks at the ODA from Korea to the Philippines in the context of education. The discussion will be anchored on the Philippine Development Plan and AmBisyon Natin 2040 as roadmaps reflecting the aspirations of every Filipino of having a strongly rooted, comfortable, and secured life.1 Observations and inputs will be offered to ensure effective ODA and provide focus and ways forward towards access to and quality of education, along with programs and projects that contribute into any meaningful development of the Philippine economy.
Topic:: Development, Education, Economy, Human Capital, and Sustainability
Political Geography:: Asia, South Korea, and Philippines

2. Korea Matters for America/America Matters for Korea (2023)

Author:: East-West Center
Publication Date:: 04-2023
Content Type:: Special Report
Institution:: East-West Center
Abstract:: The 4th edition of Korea Matters for America/America Matters for Korea, part of the Asia Matters for America initiative, maps the trade, investment, employment, business, diplomacy, security, education, tourism, and people-to-people connections between the United States and South Korea at the national, state, and local levels. This publication and the AsiaMattersforAmerica.org website are resources for understanding the robust and dynamic US-Indo-Pacific relationship.
Topic:: International Relations, Climate Change, Economics, Education, Environment, Politics, Science and Technology, Governance, Population, Public Health, and Travel
Political Geography:: Asia, South Korea, North Korea, North America, and United States of America

3. United Kingdom Engagement with North Korea

Author:: Alastair Morgan
Publication Date:: 03-2023
Content Type:: Special Report
Institution:: East-West Center
Abstract:: As one of the Allied Powers, The United Kingdom was involved in Post-World War II planning for the Korean peninsula, including the November 1943 Cairo Conference declaration that “… in due course, Korea shall become free and independent.” However, US President Roosevelt’s proposal at the February 1945 Yalta Conference did not establish a formal role for the UK in the trusteeship of Korea. Subsequently, the United States and the Soviet Union agreed to divide the peninsula at the 38th parallel in August 1945, and direct British involvement in the peninsula was limited prior to the Korean War. The United Kingdom’s Korean War contribution to the United Nations Command was second only to the United States, with significant deployments of maritime and air assets in addition to the provision of ground troops. Almost 60,000 British troops saw action, with nearly 5,000 killed, wounded, missing in action, or taken prisoner. Following the armistice, the United Kingdom has continued to send representation to the United Nations Command. The armistice agreement includes an obligation on so-called “Sending States” to respond to renewed hostility. Although there is no automatic UK commitment to send forces, the armistice agreement remains a consideration in engagement with North Korea.
Topic:: International Relations, Foreign Policy, Economics, Education, Politics, and Strategic Engagement
Political Geography:: United Kingdom, Europe, Asia, and North Korea

4. North Korea-Germany Relations: An Ambassador's Perspective of Diplomacy with Pyongyang

Author:: Armin Schäfer
Publication Date:: 03-2023
Content Type:: Special Report
Institution:: East-West Center
Abstract:: Germany established diplomatic relations with North Korea, also known as the Democratic People's Republic of Korea (DPRK), in 2001 at the request of the South Korean government, which hoped that Germany and the European Union (EU) would play a more active role in supporting the “Sunshine Policy.” Since then, Germany, together with the other EU states, has sought to moderate North Korea through a “Policy of Critical Engagement” to convince it of the benefits of international cooperation, respect for the rule of law, and improving the political and economic situation of its people. In doing so, Germany could build on the long relationship between North Korea and the former East Germany. “Critical engagement” means being willing to talk and get involved, but without holding back on criticism—and, if need be, imposing sanctions. It also implies that comprehensive engagement is not (yet) possible because of the circumstances. There is ample cause for a constrained approach from North Korea’s aggressive foreign policy and systematic human rights violations to the absence of suitable economic and fiscal conditions for business and development cooperation. Moreover, the lack of will on the part of considerable segments of the North Korean regime to engage with other countries also hampers broader engagement.
Topic:: Foreign Policy, Diplomacy, Economics, Education, and Bilateral Relations
Political Geography:: Europe, Asia, North Korea, and Germany

5. Japan Matters for America/America Matters for Japan (2023)

Author:: East-West Center
Publication Date:: 02-2023
Content Type:: Special Report
Institution:: East-West Center
Abstract:: The 4th edition of Japan Matters for America/America Matters for Japan, part of the Asia Matters for America initiative, maps the trade, investment, employment, business, diplomacy, security, education, tourism, and people-to-people connections between the United States and Japan at the national, state, and local levels. This publication and the AsiaMattersforAmerica.org website are resources for understanding the robust and dynamic US-Indo-Pacific relationship.
Topic:: International Relations, Climate Change, Economics, Education, Politics, Science and Technology, Governance, Population, Public Health, and Travel
Political Geography:: Japan, Asia, North America, and United States of America

6. Chinese Military-Civil Fusion: Sino-Italian Research Cooperation

Author:: N. Lill
Publication Date:: 01-2023
Content Type:: Policy Brief
Institution:: International Centre for Defence and Security - ICDS
Abstract:: The Chinese government exploits foreign academic infrastructure and talent to build a world-class military. Although cooperation with China offers alluring investments, it risks research objectives being mandated by or from China and may result in unintended knowledge transfer in critical areas. Considering the extent of Chinese military-civil fusion, any collaboration—with military and non-military institutions alike—is likely to boost Chinese military capabilities. Utilising academic exchanges to further military ambitions is a coordinated and broad long-term strategy that has benefited from the West’s limited knowledge of Chinese institutions and their links to the military. To repurpose a quote by Nelson Mandela, “Education is the most powerful weapon which you can use to change the world.” And for now, that weapon is handed out without deep consideration or proper regulation.
Topic:: Education, International Cooperation, Research, and Civil-Military Relations
Political Geography:: China, Europe, Asia, and Italy

7. The Chinese Communist Party’s Campaign on University Campuses

Author:: Ellen Bork
Publication Date:: 06-2023
Content Type:: Policy Brief
Institution:: Hudson Institute
Abstract:: The People’s Republic of China (PRC)’s influence activities at American universities have received considerable scrutiny from the US government, Congress, and media over the past several years. Many of them operate under the auspices of its united front, a loose network of entities for which there is no American equivalent.1 The united front is a Leninist concept the Chinese Communist Party (CCP) adopted from the Soviet Union in the earliest phase of the party’s development. United front activities “control, mobilize, and otherwise make use of individuals outside the party to achieve its objectives . . . domestically and internationally.”2 In recent years, General Secretary Xi Jinping has reinvigorated the united front, drawn it more tightly under his control, and directed it to serve an ambitious agenda to project Chinese power globally and undermine liberal democratic norms. China’s influence activities are part of the country’s subnational united front agenda, which targets not only universities but also state and local governments, private businesses, and civic organizations, in line with Mao Zedong’s directive to “target local entities in order to weaken the national core.” Some of China’s united front efforts, including Confucius Institutes and Chinese Student and Scholar Associations, have experienced declines and exposure. This is not as significant as it might seem. The CCP has a record of responding to united front failures by regrouping and doubling down. US intelligence agencies have warned that China is intensifying influence efforts at the subnational level. Several factors complicate America’s ability to respond effectively to China’s united front activities at American universities. Under America’s federal system, states, cities, and educational and civic institutions have no responsibility for and little experience in defending against national security threats. For much of its relationship with the PRC, the US minimized the fundamental differences between the US democratic and Chinese communist political systems. American leaders encouraged not only trade and investment but also participation in activities that served the PRC’s political, ideological, and other agendas. Furthermore, Washington largely accepted the CCP’s conflation of itself with China and the Chinese people, enabling it to cast its critics—including those in the US and elsewhere in the West—as “anti-China,” xenophobic, or racist. The Trump administration began countering united front activities, including by educating the American public, state and local officials, and university administrators about the threat they pose. Despite the bipartisan consensus on China that has emerged in recent years, the Biden administration has not maintained the same priority on countering united front efforts.
Topic:: Defense Policy, Education, National Security, and Chinese Communist Party (CCP)
Political Geography:: China, Asia, North America, and United States of America

8. CCP Ideological Indoctrination, Part 1: The PRC’s New “Patriotic Education Law”

Author:: John Dotson
Publication Date:: 12-2023
Content Type:: Journal Article
Journal:: China Brief
Institution:: The Jamestown Foundation
Abstract:: On October 24, the People’s Republic of China (PRC) National People’s Congress (NPC) Standing Committee (全国人民代表大会常务委) officially codified the country’s existing initiatives for “patriotic education (PE; 爱国主义教育)” by promulgating the People’s Republic of China Patriotic Education Law (中华人民共和国爱国主义教育法). This mandates indoctrination in state-directed ideological content throughout all sectors of society (PRC Government, October 25). While CCP policy documents are always more important than formal PRC law, the Party-state does use formal laws passed by the National People’s Congress (全国人民代表大会) to codify and emphasize Party policies. This law appears to be no exception. [1] The unveiling of the new Patriotic Education Law has been accompanied by a campaign of predictably laudatory coverage in PRC state media. For example, the CCP mouthpiece People’s Daily ran a flowery editorial that quoted a professor from the China University of Political Science and Law as stating that “implementing the patriotic education law will enhance the daily practice of patriotic spirit” among the Chinese people. The editorial itself opined that the NPC had, “on the basis of the rule of law, promoted and guaranteed New Era patriotic education, inspiring the nation’s spirit, concentrating the people’s strength, advancing the building of a strong country [and] national revival with extremely significant and profound meaning” (People’s Daily, November 23). Such coverage has appeared alongside other official messaging emphasizing the need for enhanced focus on ideological instruction. For example, the mid-October issue of the CCP’s official journal Qiushi (求实) was a themed issue focused on ideology. It featured a lead article under Xi’s name titled “Open New Frontiers for the Sinicization and Modernization of Marxism.” It also included a list of articles on supporting themes, such as a Central Party School article titled “In the New Era and New Journey, Unceasingly Advance the Party’s Innovations in Theory” (Qiushi, October 16).
Topic:: Education, Law, Ideology, Political Parties, Chinese Communist Party (CCP), and Indoctrination
Political Geography:: China and Asia

9. Organized Shinto’s Efforts to Restore the Imperial Rescript on Education in Postwar Japan

Author:: Hirokazu Yoshie and Paul Kreitman
Publication Date:: 12-2022
Content Type:: Video
Institution:: Weatherhead East Asian Institute, Columbia University
Abstract:: In the 1960s, the Association for Shinto Shrines—comprising 98% of the shrines nationwide—began running a decade-old campaign to reinstate a prewar symbol of emperor-centered nationalism, i.e., the Imperial Rescript on Education (kyōiku chokugo). Member priests petitioned prime ministers and other LDP politicians, published manuals for adults and picture books for children, and held summer camps for young students. These efforts were based on a modern translation into which the organization had rendered from the originally archaic rescript. Puzzlingly, this modern paraphrase completely concealed the authorship and centrality of the Meiji emperor, leaving only generic words of patriotism, which apparently defeats the purpose of the restorationism. His presentation makes sense of the campaign by analyzing organized Shinto’s discourse with it and considering its broader historical context. The narrative starts from the US occupation era (1945-1952), when the official invalidation of the rescript by Americans left conservative Japanese aggrieved. After failed attempts to revise the new constitution (1952-1964), the restoration movement gathered momentum amid left-leaning campus activism in around 1970. Convinced that it was a result of America’s ideological colonization, the Shinto organization argued that the restoration would serve to overcome that negative influence. But they tried to do so without disrupting popular sovereignty of postwar Japan, which required dilution of the text’s politically incorrect elements. The talk ends by suggesting the significance of looking at prewar legacies in our understanding of the role of the monarchy in postwar Japan.
Topic:: Education, Religion, History, and Shintoism
Political Geography:: Japan and Asia

10. Finding Firmer Ground: The Role of Higher Education in U.S.-China Relations

Author:: Yawei Liu and Michael Cerny
Publication Date:: 04-2022
Content Type:: Special Report
Institution:: The Carter Center
Abstract:: This annual report is the third issue of the Carter Center’s Finding Firmer Ground series on U.S.-China Relations. This series is published by the Carter Center’s China Focus with generous support from the Ford Foundation and other organizations.
Topic:: Education, Bilateral Relations, Higher Education, and Rivalry
Political Geography:: China, Asia, North America, and United States of America

11. Inclusive Education: Overcoming Barriers for Students with Disability in ASEAN

Author:: Rubeena Singh
Publication Date:: 10-2022
Content Type:: Policy Brief
Institution:: Economic Research Institute for ASEAN and East Asia (ERIA)
Abstract:: This policy brief highlights current practices in inclusive education in elementary and secondary schools at the regional level. Please refer to the complementary research paper for detailed information at the country level. Based on analysis of current practices, many countries are making a great effort to include students with disabilities; however, there are gaps in practice and variable understanding of the word ‘inclusion’. This brief provides a framework for action – specifically for schools, ministries, and the Association of Southeast Asian Nations (ASEAN) Member States – to implement the ASEAN Comprehensive Recovery Framework. This can help with an inclusive post-coronavirus disease (COVID-19) recovery, as well as address the United Nations Sustainable Development Goals.
Topic:: Education, Disability, Students, and Inclusion
Political Geography:: Asia and ASEAN

12. Elementary education in India versus China: Guidelines for NEP implementation

Author:: Naveen Kumar and Vinitha Varghese
Publication Date:: 06-2022
Content Type:: Working Paper
Institution:: United Nations University
Abstract:: This paper documents the state of elementary education in India and China since the 1960s, key lessons for India from China’s shift in focus from ‘quantity’ to ‘quality’, and evidencebased guidelines for effective implementation of India’s New Education Policy 2020 (NEP 2020). The divergent policy focus has led to differential trajectories for elementary education in the two emerging economies, with China being decades ahead in improving literacy rates. China’s adoption of the New Curriculum Reform 20 years before India’s NEP 2020 has put China on the path to achieving equitable development of ‘quality’ compulsory schooling. India’s NEP 2020 has components that have the potential to improve quality, equity, and efficiency of the education system. This paper makes the following recommendations for effective implementation of some of the NEP 2020 components: (1) an additional worker should be recruited at every preschool centre; (2) more resources should be allocated towards implementation, evaluation, and needed recalibration of the management of school clusters; (3) teacher recruitment, training, and rewards should be revamped; (4) standardized tests should be protected from data corruption, fudging, or grade inflation; and (5) a national-level road map and regular evaluations have to be introduced to ensure participation of socio-economically disadvantaged groups in education.
Topic:: Education, Literacy, and Schools
Political Geography:: China, South Asia, India, and Asia

13. Restarting Educational Exchanges with China after the Cultural Revolution

Author:: John C. Thomson
Publication Date:: 08-2022
Content Type:: Journal Article
Journal:: American Diplomacy
Institution:: American Diplomacy
Abstract:: When I arrived in Beijing in June 1978, foreign diplomats were forbidden to visit any schools or universities and they had minimal contact with government organizations. Although both the U.S. and China were interested in resuming academic exchanges, the obstacles were daunting. I was assigned to the U.S. Liaison Office (USLO), an unofficial organization representing U.S interests in the People’s Republic of China (PRC) in the absence of an official embassy. After establishment of formal diplomatic relations between the two countries in January 1979, I became part of the newly opened U.S. embassy in China, the successor to the Liaison Office. I am pleased to have worked directly on the restoration of U.S.-PRC educational exchanges after a hiatus of 30 years that followed the communist take-over in 1949.
Topic:: Foreign Policy, Diplomacy, Education, Foreign Exchange, and Cultural Revolution
Political Geography:: China, Asia, and United States of America

14. China’s international higher education environment: change and stasis

Author:: The University of Sydney China Studies Centre
Publication Date:: 08-2022
Content Type:: Policy Brief
Institution:: China Studies Centre, The University of Sydney
Abstract:: It seems that China’s international higher education environment may be changing. This roundtable discussion focuses on the following 4 topics: 1. Several of China’s leading universities have announced their withdrawal from international ranking schemes. How do more China-focussed measures of performance feed into the push for world-class universities. 2. There seems to be a push to discourage Chinese students from going overseas for international education opportunities, as for example in the postponement of US placement exams and continuing concerns about Covid-19 pandemic control. Is this likely to continue, and if so for how long and under what conditions 3. What are the prospects for recruitment of Chinese students to Australian universities. 4. What are the prospects for China’s international cooperation in higher education, both in research and in delivery of joint venture programs and institutions in China. The discussion was chaired and moderated by Anthony Welch of Sydney School of Education and Social Work, the University of Sydney, and the speakers include academic managers and leaders, academics with an interest in international higher education (China’s and more generally), and those with experience of joint venture higher education institutions.
Topic:: Education, Higher Education, COVID-19, and Study Abroad
Political Geography:: China and Asia

15. China's Colonial Boarding Schools in Tibet

Author:: Lhadon Tethong, Freya Putt, Jia Luo, Tenzin Dorjee, and Andy Nathan
Publication Date:: 04-2022
Content Type:: Video
Institution:: Weatherhead East Asian Institute, Columbia University
Abstract:: Chinese government policies are forcing three out of every four Tibetan students into a vast network of colonial boarding schools, separating children as young as four from their parents. According to a recent report by Tibet Action Institute, the schools are a cornerstone of Xi Jinping’s campaign to supplant Tibetan identity with a homogenous Chinese identity in order to neutralize potential resistance to Chinese Communist Party (CCP) rule. The report, “Separated From Their Families, Hidden From the World: China’s Vast System of Colonial Boarding Schools Inside Tibet,” finds that an estimated 800,000 to 900,000 Tibetan students aged six to 18, as well as an unknown number of four and five-year olds, are in these state-run schools. This panel will discuss how the schools function as sites for remolding children into Chinese nationals loyal to the CCP.
Topic:: Education, Culture, Children, Colonialism, and Boarding Schools
Political Geography:: China, Asia, and Tibet

16. Taiwan’s Local Elections: Defeat of the Ruling DPP Amidst Negative Campaigns

Author:: Kai-Ping Huang
Publication Date:: 12-2022
Content Type:: Commentary and Analysis
Institution:: East Asia Institute (EAI)
Abstract:: Taiwan held “nine-in-one” local elections on November 26, 2022, and the ruling Democratic Progressive Party(DPP) lost many seats amidst negative campaigns, while the KMT emerged as the winner of the election. However, Kai-Ping Huang, an Associate Professor of Political Science at National Taiwan University, evaluates the biggest losers are voters who were not offered quality campaigns. Professor Huang defines the campaign’s major issues as Scandals of Plagiarism, Poor Quality of Infrastructure, Discredited Pandemic Control Performance and Economic Difficulties and Anti-China Campaign Backlash. In addition, she states that it is too early to say whether the KMT will have an advantage in the upcoming presidential election. The KMT must clarify its position on national identity. The Taipei voters don`t appreciate what the Taiwan People’s Party (TPP) has done to the capital, and most voters do not believe that the TPP is a credible alternative to the two mainstream parties. Therefore, TPP needs to coordinate with the KMT to defeat the ruling DPP can be an option.
Topic:: Education, Elections, Democracy, and Political Parties
Political Geography:: Taiwan and Asia

17. Taiwan Matters for America/America Matters for Taiwan

Author:: East-West Center
Publication Date:: 09-2022
Content Type:: Special Report
Institution:: East-West Center
Abstract:: The inaugural edition of Taiwan Matters for America/America Matters for Taiwan, part of the Asia Matters for America initiative, maps the trade, investment, employment, business, diplomacy, security, education, tourism, and people-to-people connections between the United States and the Taiwan at the national, state, and local levels. This publication and the AsiaMattersforAmerica.org website are resources for understanding the robust and dynamic US-Indo-Pacific relationship.
Topic:: International Relations, Climate Change, Economics, Education, Environment, Politics, Science and Technology, Governance, Culture, Population, and Travel
Political Geography:: Taiwan and Asia

18. New Opportunities for the United States-Kingdom of Thailand Alliance in the Indo-Pacific

Author:: Lance D. Jackson
Publication Date:: 09-2022
Content Type:: Special Report
Institution:: East-West Center
Abstract:: In March 2022, the East-West Center in Washington (EWCW), in collaboration with the Royal Thai Embassy, Washington, DC, convened a two-day seminar in which experts from Thailand and the United States discussed issues and opportunities for the US-Thailand alliance. The workshop included a diverse array of discussants hailing from government, military, academic, think tank, and private sector backgrounds. This report, which adheres to the “Chatham House Rule” under which observations referred to in the report are not attributed to any individual participant, is a summary of the group discussions and the key themes from the seminar. The recent signing of the United States-Thailand Communique on Strategic Alliance and Partnership and a memorandum of understanding (MOU) focused on promoting supply chain resilience on July 10, 2022, highlight the pertinence of this report and the associated seminar. The topics detailed in this report aligned with many of the pressing issues addressed in the Communique and MOU, including expanding law enforcement cooperation, deepening cybersecurity collaboration, supporting resilient transportation corridors, advancing military modernization, and catalyzing Thailand’s bio-circular-green (BCG) economy. The report also covered topics and key themes from a series of jointly produced public webinars and an Asia Pacific Bulletin series of policy briefs on US-Thai affairs.
Topic:: International Relations, Climate Change, Economics, Education, Environment, Politics, Science and Technology, Governance, Population, Leadership, Public Health, and Travel
Political Geography:: Asia, North America, Thailand, Southeast Asia, United States of America, and Indo-Pacific

19. Book Launch: A Buddhist Sensibility: Aesthetic Education at Tibet's Mindröling Monastery

Author:: Dominique Townsend, Janet Gyatso, and Lauran Hartley
Publication Date:: 10-2021
Content Type:: Video
Institution:: Weatherhead East Asian Institute, Columbia University
Abstract:: A Buddhist Sensibility sheds new light on the forms of knowledge valued in early modern Tibetan societies, especially among the ruling classes. Townsend traces how tastes, values, and sensibilities were cultivated and spread by Tibetan Buddhist teachers of the Nyingma School at Mindröling monastery in the 17th century and onwards, showing what it meant for a person, lay or monastic, to be deemed well-educated. Combining historical and literary analysis with fieldwork in Tibetan Buddhist communities, this book reveals how monastic institutions work as centers of cultural production beyond the boundaries of what is conventionally deemed Buddhist.
Topic:: Education, Religion, History, Buddhism, and Cultural Production
Political Geography:: Asia and Tibet

20. The Link Between Global Value Chain Activity and Local Human Capital: Evidence from Indonesia’s Manufacturing Sector

Author:: Rashesh Shrestha and Deborah Winkler
Publication Date:: 02-2021
Content Type:: Research Paper
Institution:: Economic Research Institute for ASEAN and East Asia (ERIA)
Abstract:: For developing countries, participation in global value chains (GVCs) provides an opportunity to expand domestic human capital. Since GVC firms require qualified workers to meet high production standards, they have an incentive to invest directly in their workers’ skills or to raise the demand for skilled workers, which indirectly creates an incentive for workers to enrol in vocational education. This paper explores the relationship between GVC activity and workers’ skills in Indonesia. It combines National Labor Force Survey (SAKERNAS) data with the Large/Medium Industry Survey (IBS) to construct a pooled cross-sectional data set of Indonesian manufacturing workers which takes into account measures of GVC activity at the district-sector-year level. The findings suggest that higher GVC activity in a worker’s district-sector-year is linked to a higher likelihood of vocational education of individual workers. A separate panel data analysis at the district level confirms the positive relationship between GVC activity and human capital. Finally, the results indicate that the wage premium for vocational education is higher in districts with greater intensity of GVC activity.
Topic:: Development, Education, Training, Manufacturing, Industry, and Global Value Chains
Political Geography:: Indonesia, Asia, and Southeast Asia

21. Birth Order, Sibling Sex Composition, and Quantity–Quality Trade-offs – Evidence from India

Author:: Ilke Onur and Malathi Velamuri
Publication Date:: 02-2021
Content Type:: Research Paper
Institution:: Economic Research Institute for ASEAN and East Asia (ERIA)
Abstract:: We use two waves of data from the India Human Development Survey to investigate the effect of family size on (i) parental expenditures on children’s education; and (ii) test scores of proficiency in reading, writing, and maths for 8–11-year-old children. We investigate whether these effects vary by gender, birth order of children, and sibling sex composition. We address the endogeneity of family size, using an instrumental variable approach. Our ordinary least squares estimates provide evidence of quantity–quality trade-offs in children’s educational expenditures, the existence of birth-order effects, and a sizeable pro-son bias. For test scores as well, ordinary least squares estimates indicate negative spillovers from additional children. The instrumental variable estimates, in contrast, find no evidence of quantity–quality trade-offs, birth order, or sibling sex composition effects in either expenditures or test scores. However, instrumental variable estimates of the male premium are bigger than ordinary least squares estimates. They also suggest that children enrolled in private schools do no better than those in government schools. Moreover, the advantage that boys appear to have over girls in maths is largely reversed in private schools.
Topic:: Education, Gender Issues, Children, and Family
Political Geography:: India and Asia

22. Education for All? Assessing the Impact of Socio-economic Disparity on Learning Engagement During the COVID-19 Pandemic in Indonesia

Author:: Samuel Nursamsu, Winsu Harto Adiwijoyo, and Anissa Rahmawati
Publication Date:: 10-2021
Content Type:: Research Paper
Institution:: Economic Research Institute for ASEAN and East Asia (ERIA)
Abstract:: This paper attempts to shed light on the impact of socio-economic disparity on learning engagement during the COVID-19 pandemic in Indonesia. Utilising search intensity data from Google Trends, school data from Dapodik (Education Core Database), and socio-economic data from the National Socioeconomic Survey, we conduct descriptive analysis, an event study, and difference-in-difference estimations. First, school quality differs in terms of the regions’ development level, especially between western and eastern Indonesia. However, densely populated and well-developed areas generally have lower offline classroom availability. In addition, the quality of public schools is generally lower than private schools. Second, our estimation results show that only online-classroom related search intensity that increased significantly after school closures on 16 March 2020, not in self-learning related search intensity. Further the analysis shows that socio-economic disparity within provinces widens the gap in online learning engagement, albeit with weak evidence from per capita expenditure. Interestingly, provinces with a higher inequality and rural population tend to have higher self-learning related search intensity due to students’ necessity to compensate for low learning quality from schools. In addition, technology adoption does not seem to give much of an increase to online-classroom related search intensity but contributes to lower self-learning related search intensity due to increased academic distraction. Our study provides evidence for the Indonesian government to make more precise policy in improving learning quality during the pandemic.
Topic:: Education, Children, Inequality, Pandemic, COVID-19, Socioeconomics, and Public Schools
Political Geography:: Indonesia and Asia

23. South Asian Universities: Effect of Personality Traits on Procrastination of Students at University Level

Author:: Ghazala Noureen, Anam Noshaba, Mahnoor Naveed, and Nadia Saleem
Publication Date:: 01-2021
Content Type:: Journal Article
Journal:: South Asian Studies
Institution:: Department of Political Science, University of the Punjab
Abstract:: This study examined the effect of personality traits on procrastination of university students. All the students enrolled in public and private universities of the Punjab were population of the study. Sample was comprised of 500 students which were selected through convenient sampling technique. Due to Covid-19 convenient sampling technique was used. Two instruments were used to measure personality traits and procrastination. Big Five Inventory was used to measure personality traits and 20-item Procrastination Scale was used to measure procrastination. Structural Equation Modeling (SEM) was used to analyze the data. It was found that sample data fit the hypothetical model well. Randomly selected large sample is recommended to further probe the cause-effect relationship of variables understudy.
Topic:: Education, Labor Issues, Psychology, Higher Education, Students, and Personality
Political Geography:: South Asia and Asia

24. The Climate of Civil Disobedience: Liberal Studies as a Political Instrument under Hong Kong’s Secondary Education Curriculum

Author:: Jason Hung
Publication Date:: 02-2021
Content Type:: Special Report
Institution:: Pacific Forum
Abstract:: In the most recent decade Hong Kong has undergone mass socio-political unrest. The outbreak, and amplification, of citywide civil disobedience has been magnified by the launch and delivery of Liberal Studies as a compulsory subject under the local senior secondary education curriculum. This has raised the political consciousness and awareness of Hong Kong youth. This paper first presents an overview of the anti-national education curriculum campaigns, the Umbrella Movement and the consequent socio-political unrest. It will then explore the political controversies over the delivery of Liberal Studies. Next, it will analyze how Liberal Studies has been subject to curricular reforms, and discuss whether such amendments have been the result of politicization by the pro-Beijing camp to counter the proliferation of anti-government and anti-China sentiments among Hong Kong youth. Lastly, this research will assess whether the aims to offer Liberal Studies as part of the secondary education curriculum have been fulfilled, and discuss how to close the gaps between the expected and actual learning outputs.
Topic:: Education, Protests, Civil Disobedience, and Curriculum
Political Geography:: Asia and Hong Kong

25. Kanak Mukherjee (1921-2005): Women of Struggle, Women in Struggle

Author:: Tricontinental: Institute for Social Research
Publication Date:: 03-2021
Content Type:: Research Paper
Institution:: Tricontinental: Institute for Social Research
Abstract:: The twentieth century was marked by national liberation struggles that emerged in Africa and Asia, as well as in Latin America where neo-colonial structures had subordinated the formally independent countries. The achievements of the Russian Revolution in 1917 inspired the peasantry and the working class across the Global South. The fight for equality and liberation under the leadership of working people are ongoing in the anti-imperialist struggles of our time. Women, in a myriad of ways, powerfully shaped and continue to shape all of these struggles. In the Women of Struggle, Women in Struggle series of Tricontinental: Institute for Social Research, we will present the stories of women in struggle who contributed not only to the wider arena of politics, but who also pioneered the establishment of women’s organisations, opening up paths of feminist resistance and struggle throughout the twentieth century. Praxis, as a knowledge of theory and of organisational methods of struggle as they change and respond to history, gives sustenance to ongoing struggles to face oppression. As militants, we study the diverse organisational methods of these women not only to better understand their political contributions, but also to inspire us as we build the organisations necessary for our fight against oppression and exploitation today. In this second study, we discuss the life and legacy of Kanak Mukherjee, a fighter for the people and people’s struggles who was born in undivided Bengal, India, in 1921. The rich trajectory of her activism teaches us about the history of women organising in local, national, and international struggles that linked women’s rights to anti-imperialist and anti-capitalist struggles throughout the twentieth century. In Mukherjee’s own words: ‘We cannot see the question of women’s rights in isolation. The roots of women’s subjugation and the discriminations against them lie in class exploitation’.
Topic:: Education, Imperialism, Colonialism, Feminism, Biography, and Gender
Political Geography:: India and Asia

26. Silk Road Academic Connections: China–Italy Cooperation in Higher Education and Its Implications for the West

Author:: Nicola Casarini
Publication Date:: 10-2021
Content Type:: Working Paper
Institution:: Istituto Affari Internazionali
Abstract:: Cooperation in higher education and research is a positive aspect of the broader Italy–China relationship as it contributes to the advancement of the scientific and cultural environment in both countries. China has invested considerable sums to promote cooperation and exchanges with the Italian academy, including through the establishment of a dozen Confucius Institutes and a number of Confucius Classrooms. Italian universities have set up academic partnerships with Chinese entities on almost every subject. These have improved Italy’s research outlook, but have also posed inevitable risks of self-censorship and kowtowing to Chinese wishes. Moreover, there has been a surge of academic sponsorships by Chinese firms, in particular ICT companies such as ZTE and Huawei, which raise further concerns for Italy’s security interests and cooperation with its Western allies.
Topic:: Foreign Policy, Education, Science and Technology, Higher Education, and Research and Development
Political Geography:: China, Europe, Asia, and Italy

27. China in Italy: Risk Assessment and Preventive Solutions

Author:: Beatrice Gallelli and Lorenzo Mariani
Publication Date:: 12-2021
Content Type:: Working Paper
Institution:: Istituto Affari Internazionali
Abstract:: Italy’s 2019 decision to sign a Memorandum of Understanding with China in support of the Belt and Road Initiative sparked a heated debate at home and abroad. The possibility of Italy upgrading its trade and investment relations with China through the shortcut of a political endorsement of President Xi Jinping’s flagship foreign-policy initiative was framed as either a heaven-sent opportunity or a serious strategic threat. Two years on, most of the concerns pointed out in the debate, especially regarding infrastructures, have proven unsubstantiated (although the economic opportunities for which the Italian Government wished have also failed to materialise). However, cooperation initiatives between Italian and Chinese entities in sectors often overlooked in the mainstream debate, such as media and academic partnerships, do present risks. The creation of an interagency China Information and Coordination Unit would help to prevent – or, at least, to minimise – such risks. Paper prepared in the framework of the IAI project “When Italy Embraces the BRI”.
Topic:: Foreign Policy, Education, Science and Technology, Mass Media, Foreign Direct Investment, and Trade
Political Geography:: China, Europe, Asia, and Italy

28. Educational Policies and Healthy Aging in China

Author:: Xi Chen and Qi Gao
Publication Date:: 03-2021
Content Type:: Video
Institution:: Weatherhead East Asian Institute, Columbia University
Abstract:: A considerable amount of attention has been paid to the relationship between education and the promotion of one’s own health. This talk presents the latest evidence and discusses both the upward and downward multigenerational impacts of educational reforms in China over the past few decades on healthy aging. Cosponsored by the Weatherhead East Asian Institute, the Columbia China Center for Social Policy, and the Columbia School of Social Work.
Topic:: Education, Health, Aging, and Domestic Policy
Political Geography:: China and Asia

29. The US–China trade war and phase one agreement

Author:: Chad P. Bown
Publication Date:: 02-2021
Content Type:: Working Paper
Institution:: Peterson Institute for International Economics
Abstract:: The Trump administration changed US trade policy toward China in ways that will take years for researchers to sort out. This paper makes four specific contributions to that research agenda. First, it carefully marks the timing, definitions, and scale of the products subject to the tariff changes affecting US-China trade from January 20, 2017 through January 20, 2021. One result is that each country increased its average duty on imports from the other to rates of roughly 20 percent, with the new tariffs and counter-tariffs covering more than 50 percent of bilateral trade. Second, the paper highlights two additional channels through which bilateral tariffs changed during this period: product exclusions from tariffs and trade remedy policies of antidumping and countervailing duties. These two channels have received less research attention. Third, it explores why China fell more than 40 percent short of meeting the goods purchase commitments set out for 2020, the first year of the phase one agreement. Finally, the paper considers additional trade policy actions—involving forced labor, export controls for reasons of national security or human rights, and reclassification of trade with Hong Kong—likely to affect US-China trade beyond the Trump administration.
Topic:: Education, Trade Wars, Trade Policy, and Protectionism
Political Geography:: China, Asia, North America, and United States of America

30. The changing nature of work and earnings inequality in China

Author:: Chunbing Xing
Publication Date:: 06-2021
Content Type:: Working Paper
Institution:: United Nations University
Abstract:: This paper examines the evolution of China’s industrial and occupational structure in the last two decades and its impact on wage inequality. We find that non-routine cognitive and interpersonal tasks have increased, while routine cognitive tasks first increased and then declined. Occupation structural change is accompanying rising wage inequality. The wage premium for educated workers rose sharply in the 1990s and remained high thereafter. Occupations with high routine task intensity are associated with lower wages. While the return to education has become the largest contributor to wage inequality, routine task intensities have yet to play a significant role.
Topic:: Education, Labor Issues, Employment, Inequality, and Work Culture
Political Geography:: China and Asia

31. The Local Roots of Chinese Engagement in Pakistan

Author:: Muhammad Tayyab Safdar
Publication Date:: 06-2021
Content Type:: Working Paper
Institution:: Carnegie Endowment for International Peace
Abstract:: China has deepened its economic engagement with Pakistan through elite-centered negotiations over the routes and projects of the China-Pakistan Economic Corridor (CPEC). But elites are not the whole story: China has made inroads beyond Pakistan’s political elites with a broader array of local stakeholders in the country’s education, media, and energy sectors. Pull factors in each of these areas are giving local Pakistani actors incentives to develop closer relationships with Chinese actors. In education, China’s status as a rising global power and the promise of future economic returns have driven ever more Pakistanis to learn Mandarin and opt to study abroad in China. In the media sector, the financial pressures facing Pakistan’s private media houses have contributed to increasing domestic buy-in for news sharing agreements with Chinese media organizations. In the power sector, the lack of alternative sources of external funding for local Pakistani conglomerates has resulted in the emergence of joint ventures on electricity generation projects with large Chinese state-owned enterprises (SOEs). At the same time, Chinese government policies are serving as push factors to incentivize Chinese actors to expand their interactions in different segments of Pakistani society. For example, China has opened and sponsors Confucius Institutes and classrooms across Pakistan, while also offering scholarships to Pakistani students interested in studying in China. As Chinese firms have expanded their presence in Pakistan, they have worked with local universities to adapt to local customs and cultural and religious values. In media circles, stakeholders like China’s Xinhua News Agency have worked with local Pakistani media outlets to localize information dissemination and shape Pakistani public opinion on important international issues in ways that are in sync with Beijing’s worldview. And Chinese investment in Pakistan’s power sector is aligned with Chinese SOEs’ Go Global strategy and the expansion of these firms’ operations in overseas markets as part of the BRI. China’s engagement with Pakistani political, social, and economic institutions comes in response to local conditions. By adapting to these conditions and working through local institutions and actors, a host of Chinese actors are poised to continue deepening their interactions with different parts of Pakistani society.
Topic:: Education, Partnerships, Media, Economy, and Engagement
Political Geography:: Pakistan, China, South Asia, and Asia

32. COVID‐19 Effects on US Higher Education Campuses: Academic Student Mobility to and from China

Author:: Mirka Martel
Publication Date:: 03-2020
Content Type:: Special Report
Institution:: Institute of International Education (IIE)
Abstract:: The Institute of International Education (IIE) is studying the effects of COVID‐19 (coronavirus) on global student mobility on U.S. higher education campuses. Our aim in this series is to provide more information about the effects that COVID‐19 has had on international student mobility, and the measures U.S. higher education institutions are taking regarding international students currently on campus and those abroad, international students interested in studying in the United States, and U.S. students planning to study abroad. The first survey was launched on Feb. 13, 2020, and specifically focuses on the effects of COVID‐19 with regard to academic student mobility to and from China. As the COVID‐19 outbreak evolves, IIE will administer follow‐on surveys to the U.S. higher education community to monitor the unfolding situation and to keep the international education community informed.
Topic:: Education, Health, Youth, Mobility, Higher Education, and Coronavirus
Political Geography:: China, Asia, North America, and United States of America

33. Financial Inclusion, Active Bank Accounts and Poverty Reduction in India

Author:: Tony Cavoli, Ilke Onur, and Patricia Sourdin
Publication Date:: 09-2020
Content Type:: Working Paper
Institution:: Economic Research Institute for ASEAN and East Asia (ERIA)
Abstract:: Using the World Bank’s Global Findex data, this research first shows that the efforts by the Indian Government and the Reserve Bank have been successful in providing access to formal banking services, especially in the rural areas of the country. Similarly, financial account ownership gap has been eliminated in terms of gender and income. Further analysis, using the Financial Inclusion Insights dataset, shows that financial inclusion has a positive and significant effect on reducing poverty in India. A closer look at the utilisation of the financial accounts shows that active usage of these accounts would lead to further reductions in poverty levels in India. Therefore, targeted programmes, such as offering financial education both in and outside schools, with the aim of improving financial literacy, could lead to further poverty reduction in India.
Topic:: Education, Poverty, Finance, and Banks
Political Geography:: India and Asia

34. Intergenerational Transmission of Human Capital: The Case of Thailand

Author:: Sasiwimon W. Paweenawat
Publication Date:: 12-2020
Content Type:: Working Paper
Institution:: Economic Research Institute for ASEAN and East Asia (ERIA)
Abstract:: This study provides evidence of intergenerational transmission of human capital in Thailand, using data from the Thailand Labor Force Survey of 1985–2017. Employing the instrumental variable approach using Thailand’s compulsory educational reform of 1978 as the instrumental variable to minimise bias caused by the endogeneity of parental education, this study estimates the effect of parental education on children’s education and their labour market outcomes. Besides reaffirming the conventional positive link between parental and children’s years of education, new and intriguing evidence is put forth on the negative link between parental education and the child’s brawn skill, based on the industry and occupation adopted by the child in the labour market. The influence of paternal education is found to outweigh that of maternal education, in contrast to the evidence from developed countries. High intergenerational educational persistence and low intergenerational mobility indicate unequal opportunities in the country, as individual welfare is largely tied to parental background. Therefore, it is recommended that the Government of Thailand weaken this linkage to improve equality in the country.
Topic:: Education, Reform, Children, and Parenting
Political Geography:: Asia and Thailand

35. Macroeconomic Determinents of Crime in South Asian Countries: A Panal Data Approach

Author:: Rana Hazma Gull, Kauser Perveen, and Amber Bakhsh Basit
Publication Date:: 07-2020
Content Type:: Journal Article
Journal:: South Asian Studies
Institution:: Department of Political Science, University of the Punjab
Abstract:: This research explores the economic determinants of crime in case of a panel of South Asian countries (Pakistan, India, Sri Lanka and Bangladesh). To empirically determine the relationship between crime and its determinants, data for the concerned variables are collected for the period of 2003 to 2017 from different sources like World Development Indicator (WDI), National Police Survey and UNESCO. In this study, education, economic growth, population and unemployment are used as the determinants of crime. To find out the relationship Random Effect Model (REM) and Fixed Effect Model (FEM) models are constructed. After applying diagnostic test, it is found that Fixed Effect Model is appropriate. But the FEM model violates the assumptions of classical linear regression model (CLRM) because there is hertoscedasticity and autocorrelation problem in the data. To robust these problems, feasible generalized least square (FGLS) model has been applied. The results of FGLS revealed that education has negative and significant impact on crime. Contrary, population, economic growth and unemployment have positive and significant impact on crime. The study recommends that government should give preference to education sector. On the other hand, government should control the population growth and unemployment rate.
Topic:: Crime, Education, Economic Growth, Economic Theory, Macroeconomics, and Models
Political Geography:: South Asia and Asia

36. Uncertain Days for Scholars as Sino-U.S. Tensions Rise

Author:: Jeremy A. Murray
Publication Date:: 09-2020
Content Type:: Special Report
Institution:: Georgetown Journal of International Affairs
Abstract:: Cultural and educational exchanges between the United States and China have become pawns in an increasingly fraught relationship. But maintaining and deepening these ties will prevent a return to the dangerous mutual ignorance of the Cold War.
Topic:: Cold War, Education, Nationalism, Bilateral Relations, Culture, and Academia
Political Geography:: China, Asia, and United States of America

37. Predictors of school dropout across Ethiopia, India, Peru and Vietnam

Author:: Santiago Cueto, Claudia Felipe, and Juan Leon
Publication Date:: 07-2020
Content Type:: Working Paper
Institution:: Group for the Analysis of Development (GRADE)
Abstract:: In this paper the authors utilize the five rounds of Young Lives household surveys across four countries (Ethiopia, India, Peru and Vietnam) to study the characteristics of children who had dropped out of school by 22 years of age. While most children in the longitudinal sample go to primary school, they tend to drop out more often and earlier in Ethiopia. In India most children complete the early grades of school but drop out later, particularly in grades 11 and 13. Researchers find that in all countries, except Vietnam, there is a considerable number of children who drop out of school but at some point return to it, either to complete secondary or drop out again. The reasons provided by children for dropping out across the countries are oftentimes related to poverty: for example, the need to work, or care or provide for family. The multivariate analysis shows that indeed in many cases the wealth level of the family at an early age predicts later dropout, as does maternal education level, students’ early skills and residence in certain regions of each country. There are also some variations across countries; for example, boys are more likely to drop out of school in Ethiopia and Vietnam, and children who have repeated a grade are more likely to drop out of school in Peru. However, having high educational aspirations at early ages seems to be a protective factor against dropping out. This suggests that the value that children place on education may be an important preventative factor against dropping out. Overall, these results suggest the need to act early through education and social protection interventions to target young children who are at risk of dropping out, and the follow their trajectories, providing support as needed to specific groups and even individuals, so that all children may fulfill their right to complete at least secondary education.
Topic:: Education and Children
Political Geography:: Africa, India, Asia, Vietnam, Ethiopia, and Peru

38. The Effectiveness of School Closures and Other Pre-Lockdown COVID-19 Mitigation Strategies in Argentina, Italy, and South Korea

Author:: Claudio Neidhofer and Guido Neidhofer
Publication Date:: 08-2020
Content Type:: Working Paper
Institution:: Center for Distributive, Labor and Social Studies (CEDLAS)
Abstract:: The rapid spread of COVID-19 forced policy-makers to swiftly find solutions to reduce infection rates and keep mortality as low as possible. Empirical analyses on the effectiveness of control measures are hereby of primary importance. School closures were among the earliest measures enacted by the governments of most countries. However, while schools are now reopening in many countries, the impact of school closures on the course of the epidemic is still an open question. Adopting parametric and non-parametric synthetic control methods we estimate the effectiveness of pro-active school closures, and other early social distancing interventions, in three countries that reacted relatively early during the course of the pandemic. Our findings suggest that these interventions were effective at reducing the mortality rate of COVID-19, especially when enacted early.
Topic:: Education, Public Health, Pandemic, and COVID-19
Political Geography:: Europe, Asia, South Korea, Argentina, South America, and Italy

39. Social Interventions, Health and Wellbeing: The Long-Term and Intergenerational Effects of a School Construction Program

Author:: Bhashkar Mazumder, Maria Rosales-Rueda, and Margaret Triyana
Publication Date:: 12-2020
Content Type:: Working Paper
Institution:: Kellogg Institute for International Studies
Abstract:: We analyze the long-run and intergenerational effects of a large-scale school building project (INPRES) that took place in Indonesia between 1974 and 1979. Specifically, we link the geographic rollout of INPRES to longitudinal data from the Indonesian Family Life Survey covering two generations. We find that individuals exposed to the program have better health later in life along multiple measures. We also find that the children of those exposed experience improved health and educational outcomes and that these effects are generally stronger for maternal exposure than paternal exposure. We find some evidence that household resources, neighborhood quality, and assortative mating may explain a portion of our results. Our findings highlight the importance of considering the long-run and multigenerational benefits when evaluating the costs and benefits of social interventions in a middle-income country.
Topic:: Education, Health, Poverty, Inequality, Economic Growth, and Economic Development
Political Geography:: Indonesia and Asia

40. Reverse Student Mobility from South Korea to the United States

Author:: Stephanie Kim
Publication Date:: 10-2020
Content Type:: Working Paper
Institution:: Korea Economic Institute of America (KEI)
Abstract:: Commentators have pointed to the “Trump Effect” for falling international student enrollment in the U.S. higher education sector. When taking a closer look at student mobility trends from South Korea, however, the facts and figures tell a different story. For the past two decades, South Korea has been consistently the third largest sender of international students to the United States. But the number of South Korean students who study in U.S. higher education had been steadily falling well before the more recent general declines in international student enrollment. What are the underlying causes of this concerning trend? And what are the implications for the United States when such a major contributor of international students wanes? This paper shows how internationalization efforts in the South Korean higher education sector have resulted in the reversal of domestic student outflow from South Korea to the United States that has major implications for bilateral relations between the two countries.
Topic:: Education, Bilateral Relations, Domestic Politics, and Freedom of Movement
Political Geography:: Asia, South Korea, North America, and United States of America

41. Global Knowledge and Talent Flows : An Imbalanced Equation?

Author:: Rajika Bhandari
Publication Date:: 08-2019
Content Type:: Special Report
Institution:: Institute of International Education (IIE)
Abstract:: The global movement of postsecondary students is a remarkably unidirectional phenomenon: students from the developing world, or Global South, take their knowledge and talents to the developed world, or the Global North. This is particularly true for countries such as India and China. Framed by the broader issues of access and equity within postsecondary education and released on the occasion of the fourth IC3 Conference in Mumbai, India, on August 28, 2019, the current report raises the following questions: Are the current global flows of students advantaging wealthier nations over developing ones? Are students from the developing world returning at higher rates to their countries of origin? How do we ensure that the mobility of students and talent is based on principles of access, equity and inclusiveness, both at the individual student level and at a national level? While it is not the goal of this report to suggest that the north-to-south flow of students should be reversed or that countries in the Global South would even have the capacity to host large volumes of international students, the report does argue that when it comes to international student recruitment policies, host countries in the Global North need to consider how to balance their own needs to fill critical knowledge and skill gaps by attracting global talent with the needs of developing countries to retain their valuable human capital. Thus, the report proposes solutions for programmatic and national-level initiatives to create a balance between the home and host countries of globally mobile students. Read the full report to view key findings and to learn more about the IIE Center for Academic Mobility Research and Impact.
Topic:: Education, Mobility, and Higher Education
Political Geography:: China, India, Asia, and Global South

42. Social Justice Leaders in Action: IFP Impacts in Asia

Author:: Mirka Martel
Publication Date:: 03-2019
Content Type:: Special Report
Institution:: Institute of International Education (IIE)
Abstract:: The second report from our 10-year impact study of the Ford Foundation International Fellowships Program (IFP), Social Justice Leaders in Actionprovides an in-depth look at the lives and careers of IFP alumni in three Asian countries—India, Indonesia, and the Philippines—detailing the different pathways alumni have taken and the ways they have leveraged their skills and networks to effect change. Drawing upon focus groups and interviews with 274 IFP alumni and community stakeholders, this qualitative research highlights the stories behind the numbers shared in the study’s first report, Social Justice and Sustainable Change: The Impacts of Higher Education, released in April 2016. The findings from Social Justice Leaders in Action provide insights not only at how life-altering IFP was at an individual level, but how that transformative power extends through alumni to their organizations, communities, and societies.
Topic:: Education, Social Justice, Higher Education, and Sustainability
Political Geography:: Indonesia, India, Asia, Philippines, North America, and United States of America

43. Learning Equity Requires More than Equality: Learning Goals and Achievement Gaps between the Rich and the Poor in Five Developing Countries

Author:: Maryam Akmal and Lant Pritchett
Publication Date:: 02-2019
Content Type:: Working Paper
Institution:: Center for Global Development
Abstract:: The Sustainable Development Goals (SDGs) for education include the goal that “all youth...achieve literacy and numeracy” (Target 4.6). Achieving some absolute standard of learning for all children is a key element of global equity in education. Using the Annual Status of Education Report (ASER) data from India and Pakistan, and Uwezo data from Kenya, Tanzania, and Uganda that test all children of given ages, whether in school or not, on simple measures of learning in math, reading (local language), and English, we quantify the role of achieving equality between the richest 20% and the poorest 40% in terms of grade attainment and learning achievement toward accomplishing the global equity goal of universal numeracy and literacy for all children. First, excluding Kenya, equalizing grade attainment between children from rich and poor households would only close between 8% (India) and 25% (Pakistan) of the gap to universal numeracy, and between 8% (Uganda) and 28% (Pakistan) of the gap to universal literacy. Second, children from the poorest 40% of households tend to have lower performance in literacy and numeracy at each grade. If such children had the learning profiles of children from rich households, we would close between 16% (Pakistan and Uganda) and 34% (India) of the gap to universal numeracy, and between 13% (Uganda) and 44% (India) of the gap to universal literacy. This shows that the “hidden exclusion” (WDR, 2018) of lower learning at the same grade levels—a gap that emerges in the earliest grades—is a substantial and often larger part of the equity gap compared to the more widely documented gaps in enrollment and grade attainment. Third, even with complete equality in grade attainment and learning achievement, children from poor households would be far from the equity goal of universal numeracy and literacy, as even children from the richest 20% of households are far from universal mastery of basic reading and math by ages 12-13. Achieving universal literacy and numeracy to accomplish even a minimal standard of global absolute equity will require more than just closing the rich-poor learning gap, it will take progress in learning for all.
Topic:: Development, Education, Sustainable Development Goals, and Language
Political Geography:: Pakistan, Kenya, Africa, Middle East, India, Asia, and Tanzania

44. The CCP’s Renewed Focus on Ideological Indoctrination, Part 1: The 2019 Guidelines for “Patriotic Education”

Author:: John Dotson
Publication Date:: 12-2019
Content Type:: Journal Article
Journal:: China Brief
Institution:: The Jamestown Foundation
Abstract:: This is the first part of a two-part briefing series that will address new directives issued in November 2019 by the Chinese Communist Party (CCP) in the field of ideological “education.” This first part examines a new set of directives for intensified “patriotic education,” which is intended to indoctrinate Chinese youth—as well as Chinese society as a whole—with loyalty to the ruling Party. The second part, to appear in our next issue, will examine a new five-year plan recently unveiled by the CCP for ideological training among its own cadres.
Topic:: Education, Youth, Protests, and Ideology
Political Geography:: China, Asia, and Hong Kong

45. A Rare Bloom in Beijing

Author:: May Johnston
Publication Date:: 05-2019
Content Type:: Journal Article
Journal:: American Diplomacy
Institution:: American Diplomacy
Abstract:: Chinese universities first reopened after the Cultural Revolution in 1977. Since 1949, no academic degrees had been awarded in China. The professors agreed with us that the time had come to invite specialists in American history and American literature to teach about our cultural patrimony rather than just teach English. Were we interested to learn about traditional Chinese opera, recently resurrected from the dead after the Gang of Four's departure? How did he, alone of all the officials I met in my two and a half years in Beijing, remain warm, curious, cheerful, open, enthusiastic, ever flashing a thousand watt smile and above all, so alive? I have photos of Ma grinning as he tried out my colleague's American motorcycle, Ma helping my two-year-old daughter with her chopsticks, Ma joking with the newly arrived Fulbright professors, who ended up relying on Ma as their interlocutor for every request or misunderstanding with the BeiDa authorities.
Topic:: Diplomacy, Education, History, Culture, and Memoir
Political Geography:: China, Asia, North Africa, Hong Kong, and United States of America

46. School Consolidation in Rajasthan: Implementation and Short Term Effects

Author:: Mridusmita Bordoloi and Ritwik Shukla
Publication Date:: 08-2019
Content Type:: Working Paper
Institution:: Centre for Policy Research, India
Abstract:: This paper attempts to add to the given literature by undertaking a detailed analysis of school consolidation process in Rajasthan. It seeks to answer the following questions:- First, what are the specific criteria and conditions for closure of schools and their consolidation with other schools and whether they were adhered to by the state administration? Second, whether school consolidation led to improvements in enrolment, availability of teachers, and essential school infrastructure facilities as mandated by the Right of Children to Free and Compulsory Education (RTE) Act, 2010.
Topic:: Education, Infrastructure, Social Policy, and Legislation
Political Geography:: South Asia, India, and Asia

47. Integrated Child Development Services (ICDS)By AVANI KAPUR and RITWIK SHUKLA

Author:: Avani Kapur and Ritwik Shukla
Publication Date:: 07-2019
Content Type:: Policy Brief
Institution:: Centre for Policy Research, India
Abstract:: The Integrated Child Development Services is the Government of India’s (GoI’s) flagship programme aimed at providing basic education, health, and nutrition services for early childhood development. This brief uses government data to analyse ICDS performance along the following parameters: Allocations, releases, and expenditures; Component-wise trends; Human and physical resources; Coverage, and Outcome.
Topic:: Development, Education, Government, Health, Budget, and Children
Political Geography:: South Asia, India, and Asia

48. Governance, Education, Trade, Finance, Religion, and Gender: Ekai Kawaguchi’s Notes on 20th Century Tibet

Author:: Monika Chansoria
Publication Date:: 10-2019
Content Type:: Policy Brief
Institution:: Japan Institute Of International Affairs (JIIA)
Abstract:: The politico-governance landscape in 20th century Lhasa oversaw a system of hierarchical government–one in which, the hierarchy was composed of both, clerical and lay departments, each consisting of an equal number of men. The 165 priests belonging to the higher ranks attending to the affairs of the State bore the title “Tse Dung.” The lay officials with corresponding rank and number held the title “Dung Khor.” The most visible distinguishing mark between the priests and laymen was that while the former shaved their hair and wore priestly robes, the latter did not.1 The priestly functionaries of higher ranks were subjected to control by four Grand Secretaries, bearing the title “Tung yk chen mo”, though the real powers were vested in the seniormost priest. Similarly, four “Shabpe” (Premiers) were appointed over the higher lay officials.2 Only one among the four “Shabpe” held precedence in wielding real power, while the other three were his councilors and advisers.
Topic:: Education, Gender Issues, Government, Religion, Governance, Finance, and Trade
Political Geography:: Japan, Asia, and Tibet

49. The Brain drain from Russia: The Kremlinʼs double-edged sword

Author:: Jussi Lassila
Publication Date:: 05-2019
Content Type:: Working Paper
Institution:: Finnish Institute of International Affairs
Abstract:: The accelerated brain drain from Russia concretizes the failures of the Kremlinʼs authoritarian modernization and deepens the country’s longer-term problems. At the same time, the brain drain is reducing the regimeʼs political pressures to make the country more attractive to educated and internationally oriented citizens.
Topic:: Education, Globalization, Authoritarianism, and Modernization
Political Geography:: Russia, Europe, Central Asia, and Asia

50. OECD/INFE Report on Financial Education in APEC Economies

Author:: The Organization for Economic Co-operation and Development
Publication Date:: 01-2019
Content Type:: Policy Brief
Institution:: The Organisation for Economic Co-operation and Development
Abstract:: At their 23rd Ministerial Meeting in Lima in 2016, APEC Finance Ministers called for a report on financial education in APEC to support “the design and implementation of financial literacy policies building on the expertise and standards developed by the OECD International Network on Financial Education.”1 This report, covering the 21 APEC economies spanning the Asia and the Pacific region, responds to that call.2 The findings illustrate that the majority of APEC economies are well-advanced in their efforts to collect relevant data, implement appropriate financial education policies, and address the remaining issues related to financial literacy, inclusion and consumer protection. They are applying international best practices and making good use of available tools and resources to develop and refine strategic approaches and specific initiatives. However, there is still some way to go in ensuring that everyone living in an APEC economy has the financial literacy that they need and concerns about financial fraud or abuse, the high complexity of financial services and the low financial literacy of specific population groups are driving policy interest in improving financial education. Section I reports that APEC economies accounted for almost 60% of the world’s GDP in 2017 and notes that impressive progress has been made in closing financial inclusion gaps in the entire region, including through digital financial services. However, it also indicates several challenges and factors of relevance to the development of financial education activities in APEC economies. These include important, persistent issues of inequality, rapid population ageing, and low financial literacy in several APEC economies. Section II discusses strong political recognition and support for financial literacy and inclusion in APEC economies; major co-ordinated policy efforts such as national strategies for financial education and financial consumer protection frameworks; and other financial education initiatives and efforts, including those seeking to introduce financial education in schools. All of the APEC economies with available data either have a national strategy for financial education already in place or are in the process of designing and planning one. Most national strategies aim at awareness of financial issues and strengthening the financial literacy of their citizens, while at the same time supporting financial consumer protection and financial inclusion policies and objectives. In addition, out of the 17 APEC economies participating in the survey for this study, 15 have firmly introduced financial education in their school curriculums (at different levels) to date.
Topic:: Education, National Security, Fiscal Policy, and Economic Crisis
Political Geography:: Asia and Asia-Pacific

51. India: Using open school data to improve transparency and accountability

Author:: Mridusmita Bordoloi and Varun Kapoor
Publication Date:: 10-2018
Content Type:: Special Report
Institution:: Centre for Policy Research, India
Abstract:: This study collates experiences of users of data at different levels to understand the bottlenecks and challenges to achieve transparency and accountability in India’s public education system. Detailed field surveys of parents and head teachers in government schools were conducted in three districts in three different states of India.
Topic:: Education, Government, Children, Youth, Accountability, and Transparency
Political Geography:: South Asia, India, and Asia

52. Beyond Access: Making Indonesia's Education System Work

Author:: Andrew Rosser
Publication Date:: 02-2018
Content Type:: Commentary and Analysis
Institution:: Lowy Institute for International Policy
Abstract:: Indonesia’s education system is low in quality and the underlying causes are political. Indonesia’s education system has been a high-volume, low-quality enterprise that has fallen well short of the country’s ambitions for an “internationally competitive” system. This outcome has reflected inadequate funding, human resource deficits, perverse incentive structures, and poor management but has most fundamentally been a matter of politics and power. The political causes of poor education performance include the continued dominance of political, bureaucratic, and corporate elites over the education system under the New Order and the role that progressive NGOs and parent, teacher, and student groups have had in education policymaking since the fall of the New Order, making reform difficult.
Topic:: Education, Government, Politics, Children, Youth, and NGOs
Political Geography:: Indonesia, Asia, Australia, and Australia/Pacific

53. China’s rise in English school perspective

Author:: Barry Buzan
Publication Date:: 09-2018
Content Type:: Journal Article
Journal:: International Relations of the Asia-Pacific
Institution:: Japan Association of International Relations
Abstract:: This chapter looks at English School (ES) theory as a way of understanding China and its rise. It focuses both on where ES theory fits well enough with China to provide an interesting perspective, and on where ‘Chinese characteristics’ put China outside the standard ES framing and raise theoretical challenges to it. The first section briefly reviews the ES literature on China. The second section places China within the normative structure of contemporary global international society by looking at how China relates to the primary institutions that define that society. The third section explores two challenges that ‘Chinese characteristics’ pose for how the ES thinks about international society: hierarchy and ‘face’. The Conclusions assess the strengths and weaknesses of ES theory in relation to understanding the rise of China.
Topic:: International Relations, Education, and International Security
Political Geography:: China and Asia

54. Social Entrepreneurship in Japan - a talk with Lin Kobayashi

Author:: Lin Kobayashi
Publication Date:: 02-2018
Content Type:: Video
Institution:: Weatherhead East Asian Institute, Columbia University
Abstract:: During this event on November 3rd, 2017 titled "Social Entrepreneurship in Japan: Ideation, Implementation, and Sustainability of a 40 Million Dollar Education Project," Lin Kobayashi, Founder and Chair of the Board of the International School of Asia, discussed how she developed the seventeenth United World College and what it means for students, faculty, and the future of the ISAK. The talk was moderated by Alicia Ogawa, Director of Project on Japanese Corporate Governance and Stewardship at the Center on Japanese Economy and Business, Columbia Business School.
Topic:: Education, Entrepreneurship, Economy, Business, and Social Entrepreneurship
Political Geography:: Japan and Asia

55. Out of school children in India: Some insights on what we know and what we don't

Author:: Kiran Bhatty, Radhika Saraf, and Vrinda Gupta
Publication Date:: 03-2017
Content Type:: Working Paper
Institution:: Centre for Policy Research, India
Abstract:: The focus of the study, and the analysis in this paper, is on the issue of student attendance, in order to capture its extent – both continuous and sporadic - as well as to highlight its relevance in the larger meaning of an “out-of-school child”. The analysis is focused on possible household and school factors that can explain the variation in attendance across social groups and gender as well as across school type. In other words, this paper is an attempt to i) provide a more accurate estimate of OOSC using both household and school level data on children as well as an expanded definition of dropped out by including sporadic attendance data; ii) document the variation in attendance patterns by social groups and iii) unpack reasons for low attendance based on a set of household and school level factors. Accordingly, after describing the research and data collection, the paper is divided into two parts: Part I describes the survey findings and estimates of OOSC and attendance patterns of students and teachers. Part II provides an analysis of the links between child attendance and various household and school level factors.
Topic:: Education, Infrastructure, Children, and Child Poverty
Political Geography:: South Asia, India, and Asia

56. The Learning Generation: India’s Education Policy and Its Development Over Time

Author:: Kiran Bhatty and Ambrish Dongre
Publication Date:: 01-2017
Content Type:: Working Paper
Institution:: Centre for Policy Research, India
Abstract:: Even as the reach of education has expanded enormously in India in the last few decades, it has been accompanied by differential access and the continuing spectre of inequalities. This inequality could take various forms but the extent to which opportunities, access, and outcome are distributed across different sections of the population, broadly describes a measure of the inequality that exists. There are different causes of inequality in education – the most common being the consequence of inequality in income, wages and living standards. But, in addition, social parameters also affect access to education. While some of these, such as caste, tribe and religious minority affiliation, might have bases in economics as well, others such as gender run across economic and social categories. Needless to say, girls from lower caste or tribal communities, thus suffer the burden of multiple disadvantages. While outcomes have dominated the discourse on education in recent years, in order to understand inequality more comprehensively, it is important to move beyond measuring inequality as the difference in the final outcomes and encompass the differences in equality of opportunity as well. The latter approach pays greater attention to the wider social, political and economic circumstances, which hinder individuals from accessing and competing at the same level. Various sets of contingencies affect the real opportunities people have, generating variations in the process of converting economic resources or social contexts into educational achievements. This approach follows the shift in twentieth century thought on inequality and justice, which made a distinction between “outcomes” (i.e., utility and welfare) and “opportunities” (i.e., primary goods; capabilities etc.). 2 The main arguments in this system of thought are that the process of acquiring outcomes must also be considered in determining justice (Dworkin, 1981) and that the process is dependent not only on initial endowments but on individual agency as well. This shift from a utilitarian approach, which focused on equality of outcomes to one that highlighted equality of opportunity as the basis for social justice marked a major shift in the philosophical traditions surrounding social policy. Not only did it give primacy to the “original position” (Rawls, 1971) it brought in the idea of individual responsibility, which had been the major criticism of anti-egalitarian thought. However, in recognizing the extent to which individuals are responsible for the outcomes they enjoy allowance must be made for the fact that outcomes may also be determined by factors beyond individual control. This is especially so for children, where inequalities experienced by them are predominantly due to their circumstance, and thus mostly beyond the pale of their agency. Primary and secondary education, for instance, take place when the person is still, arguably, below the age of consent, that is, the age at which children could be held at least partially responsible for the various choices they make (Paes de Barros et al 2009, Reomer 1998). In other words, the contribution of this tradition is to suggest that a just society could be achieved through ensuring equality of opportunity by providing “primary goods” (Rawls, 1971) or a set of “capabilities” (Sen, 1980) that would enable every citizen to achieve his/her life plan. Following this approach, we examine the broad trends in education in India to unpack the implications for social policy with respect to the objective of equality of opportunity.
Topic:: Development, Education, Infrastructure, Inequality, and Social Policy
Political Geography:: South Asia, India, and Asia

57. Taxing for Shared Prosperity: Policy Options for the Asia-Pacific Region

Author:: Mustafa Talpur and Jian Zheng
Publication Date:: 12-2017
Content Type:: Policy Brief
Institution:: Oxfam Publishing
Abstract:: The Asia-Pacific region was a model for ‘growing with equity’ in the 1970s and 1980s. Rapid economic growth was achieved without major increases in inequality. However an economic take-off and market-oriented reforms in recent years, despite helping hundreds of millions to be lifted out of extreme poverty, has been accompanied by growing income and wealth gaps between rich and poor. This increase in inequality has greatly diminished the ability of economic growth to reduce poverty. This report suggests a course for the region’s economies to be defined by inclusive growth and shared prosperity. It argues that tax policies can play an essential role in an effective pursuit of Sustainable Development Goal 10, which calls for reducing inequality. Taxes provide the main public revenue source for financing essential public programmes for inclusive development, such as healthcare, education, social protection and welfare schemes. And taxes can become a powerful policy tool for direct redistribution of income and wealth in a society.
Topic:: Education, Health Care Policy, Inequality, and Tax Systems
Political Geography:: Asia and Asia-Pacific

58. Gender Bias in Education During Conflict: Evidence From Assam

Author:: Sutanuka Roy and Prakarsh Singh
Publication Date:: 11-2016
Content Type:: Working Paper
Institution:: Center for the Advanced Study of India
Abstract:: Using a large-scale novel panel dataset (2005–14) on schools from the Indian state of Assam, we test for the impact of violent conflict on female students’ enrollment rates. We find that a doubling of average killings in a district-year leads to a 13 per cent drop in girls’ enrollment rate with school fixed effects. Additionally, results remain similar when using an alternative definition of conflict from a different dataset. Gender differential responses are more negative for lower grades, rural schools, poorer districts, and for schools run by local and private unaided bodies.
Topic:: Education, Gender Issues, and Gender Based Violence
Political Geography:: South Asia, India, and Asia

59. Does Government’s Monitoring of Schools Work?

Author:: Kiran Bhatty and Radhika Saraf
Publication Date:: 05-2016
Content Type:: Working Paper
Institution:: Centre for Policy Research, India
Abstract:: This study attempts to understand the effectiveness of education governance, specifically the monitoring function, through the perspectives of frontline officials in India. It locates institutions within social and political structures marked by deep inequalities and analyses the manner in which these institutional arrangements influence the behaviour of frontline officials. It finds that poor state capacities in terms of inadequate resources and systemic infirmities contribute significantly to ineffective monitoring. In addition, the social distance of frontline bureaucrats from their clients reinforces their low levels of motivation, preventing them from using discretion to achieve official objectives.
Topic:: Education, Government, Infrastructure, Governance, and Social Policy
Political Geography:: South Asia, India, and Asia

60. When the Hong Kong Dream Meets the Anti-Mainlandisation Discourse: Mainland Chinese Students in Hong Kon

Author:: Cora Lingling Xu
Publication Date:: 09-2015
Content Type:: Journal Article
Institution:: German Institute of Global and Area Studies
Abstract:: This article looks at identity constructions of mainland Chinese undergraduate students in a Hong Kong university. These students shared a “Hong Kong Dream” characterised by a desire for change in individual outlooks, a yearning for international exposure, and rich imaginations about Hong Kong and beyond. However, when their Hong Kong Dream met Hong Kong’s “anti-mainlandisa- tion discourse,” as was partially, yet acutely, reflected in the recent Occupy Central movement, most students constructed the simultan- eous identities of a “free” self that was spatially mobile and ideologi- cally unconfined and an “elite” self that was among the winners of global competition. This article argues that the identity constructions of these mainland Chinese students shed light on global student mo- bilisation and provide a unique, insider’s perspective into the integra- tion process between Hong Kong and the rest of the People’s Re- public of China.
Topic:: Education, Globalization, Domestic Politics, and Students
Political Geography:: China, Asia, and Hong Kong

61. The Temporal Experience of Chinese Students Abroad and the Present Human Condition

Author:: Anders Sybrandt Hansen
Publication Date:: 09-2015
Content Type:: Journal Article
Institution:: German Institute of Global and Area Studies
Abstract:: This article examines the experiences of Chinese elite uni- versity students abroad through the lens of temporality. In the strug- gle to get ahead, elite students are expected to carefully deploy their time. Studying abroad, it is argued, has become one more step in a culturally idealised temporal arrangement of how one is expected to go about advancing. The downside to this ethics of striving is shown to be a pervasive sense of restlessness (, fuzao). The article shows how relocating to a different life environment allowed a group of elite students to respond to their temporal predicament in existentially creative ways that registered socially as personal maturation. It is argued that these responses were set in motion by the students’ in- habiting an expanse of not-yet-purposeful time. Treating the tem- poral experience of Chinese elite students as a pronounced inflection of an increasingly global temporal mode of striving, the article en- quires into the temporality of the present human condition.
Topic:: Education, Globalization, Ethics, and Students
Political Geography:: China, Asia, and Global Focus

62. Overthrowing the First Mountain: Chinese Student-Migrants and the Geography of Power

Author:: Anni Kajanus
Publication Date:: 09-2015
Content Type:: Journal Article
Institution:: German Institute of Global and Area Studies
Abstract:: This article uses Mahler and Pessar’s (2001, 2006) model of “geography of power” to interrogate how the general dynamic of Chinese student migration generates a variety of experiences at the individual level. Each Chinese student-migrant embarks on their journey from a different position vis-à-vis the flows and interconnec- tions of the international education market. Some of them set out to achieve concrete goals, while others are motivated by a more intan- gible mission to become cosmopolitan subjects. As they move around, their shifting position in the hierarchies of nationality, class, gender, and generation influences their decision-making and their experiences. These power systems function simultaneously on mul- tiple geographical scales, exemplified by the contradictory ways gen- der operates in the family, education, work, and marriage. To further develop the connection this model makes between personal charac- teristics, cognitive processes, and various power systems, I draw at- tention to the politics of ordinary affects.
Topic:: Education, Globalization, Culture, Geography, and Students
Political Geography:: China and Asia

63. “I will change things in my own small way”: Chinese Overseas Students, “Western” Values, and Institutional Reform

Author:: Stig Thogersen
Publication Date:: 09-2015
Content Type:: Journal Article
Institution:: German Institute of Global and Area Studies
Abstract:: The article is based on a longitudinal study of Chinese college students who studied abroad as part of their BA programme in Preschool Education. It first examines the Chinese discourse on preschool education in order to understand the current situation in the students’ professional field. The main section then discusses stu- dents’ attitudes to what they perceived to be key values and principles in early childhood education in the West: freedom, individual rights, equality, and creativity. Students generally expressed strong support for these values and wanted to reform Chinese institutions according- ly. The article argues, based on this case, that while Chinese students abroad may not see themselves as the vanguard of macro-level politi- cal reforms, some of them certainly want to play a role in the gradual transformation of Chinese institutions in their respective professional fields.
Topic:: Education, Culture, Reform, and Students
Political Geography:: China and Asia

64. Unseeing” Chinese Students in Japan: Understanding Educationally Channelled Migrant Experiences

Author:: Jamie Coates
Publication Date:: 09-2015
Content Type:: Journal Article
Institution:: German Institute of Global and Area Studies
Abstract:: Chinese migrants are currently the largest group of non- Japanese nationals living in Japan. This growth is largely the result of educational migration, positioning many Chinese in Japan as student- migrants. Based on 20 months’ ethnographic fieldwork in Ikebukuro, Tokyo’s unofficial Chinatown, this paper explores the ways in which the phenomenology of the city informs the desire for integration amongst young Chinese living in Japan. Discussions of migrant inte- gration and representation often argue for greater recognition of marginalised groups. However, recognition can also intensify vulner- ability for the marginalised. Chinese student-migrants’ relationship to Ikebukuro’s streets shows how young mobile Chinese in Tokyo come to learn to want to be “unseen.” Largely a response to the visual dy- namics of the city, constituted by economic inequality, spectacle, and surveillance, the experiences of young Chinese students complicate the ways we understand migrants’ desires for recognition and integra- tion.
Topic:: Education, Culture, Immigrants, and Students
Political Geography:: Japan, China, and Asia

65. “Creating a Home away from Home”: Chinese Undergraduate Student Enclaves in US Higher Education

Author:: Yajing Chen and Heidi Ross
Publication Date:: 09-2015
Content Type:: Journal Article
Institution:: German Institute of Global and Area Studies
Abstract:: This paper draws on the theory of ethnic enclaves to study Chinese international student communities and their role in constructing Chinese undergraduate student experiences on US campuses. Enclave theory has primarily been used by sociologists to study immigrant and diaspora populations, but it can also provide an important analytical tool for scholars examining the internationalisation of student populations in higher-education settings. Student interviews and participant observation at a representative research-intensive, doctoral-granting institution in the American Midwest indicate that institutional and media characterisations of Chinese international student communities as closed and segregated are far too simplistic. Chinese student enclaves provide their members with crucial information, support, and social spaces that help them adapt to – and in turn change – their host institutions. Chinese students are active participants in and creators of campus cultures that are often in- visible to university administrators, faculty, and peers.
Topic:: Education, Migration, Immigration, Culture, and Students
Political Geography:: United States, China, Asia, and North America

66. Engagement and Reflexivity: Approaches to Chinese–Japanese Political Relations by Chinese Students in Japan

Author:: Herby Lai
Publication Date:: 09-2015
Content Type:: Journal Article
Institution:: German Institute of Global and Area Studies
Abstract:: Amidst political tensions between China and Japan, and against the backdrop of the patriotic education campaign in China that promotes a negative image of Japan as the victimiser, Chinese students in Japanese educational institutions study and work in Japan in a highly politicised context. In general, how they chose to interpret their experiences in Japan, and their views on history and controver- sial political issues involving China and Japan, demonstrates two levels of cosmopolitanism – namely, the ability and the willingness to en- gage with Japanese people on such issues, and reflexivity towards their own national identities. Meanwhile, some informants would deliberately avoid talking about history and controversial political issues involving China and Japan. While they lacked the willingness to engage with Japanese people on controversial issues, their keenness to separate their daily lives in Japan from the political context means they were also engaged in a reflexive reconfiguration of their national identities.
Topic:: Education, Migration, Culture, Immigrants, Students, and Social Identities
Political Geography:: Japan, China, and Asia

67. Widening Gap in College Admission and Improving Equal Opportunity in South Korea

Author:: Young-Chul Kim, Young-Joon Kim, and Glenn C. Loury
Publication Date:: 04-2014
Content Type:: Working Paper
Institution:: Watson Institute for International and Public Affairs at Brown University
Abstract:: As private education becomes widespread over the last decade in South Korea, the education gap among regions and social classes, noticeably widens. The recent global financial crisis exacerbates the problem as the rich continues to utilize more private education while the poor utilizes it less. For the first time, we confirm the widening gap in academic achievement and college admission in recent years by using source materials on Korea's College Scholastic Ability Test (CSAT) and students admitted to Seoul National University (SNU). We also present a simple theory that suggests as the influence of socioeconomic background and educational environment on the entrance exam score rises over that of innate talents, labor productivity of overall society appears to decline. Controlling for student talent by using the scholastic ranking of the 2nd year of middle school, we show that the socioeconomic status and learning environment exert a considerable influence on all college admissions criteria in this country. Finally, we discuss the importance of voluntary efforts by universities for expanding equal opportunity in higher education, as well as the government's response to the growing gap in college admissions.
Topic:: Education and Governance
Political Geography:: Asia and South Korea

68. Value Subtraction in Public Sector Production: Accounting Versus Economic Cost of Primary Schooling in India

Author:: Lant Pritchett and Yamini Aiyar
Publication Date:: 12-2014
Content Type:: Working Paper
Institution:: Center for Global Development
Abstract:: We combine newly created data on per student government expenditure on children in government elementary schools across India, data on per student expenditure by households on students attending private elementary schools, and the ASER measure of learning achievement of students in rural areas. The combination of these three sources allows us to compare both the “accounting cost” difference of public and private schools and also the “economic cost”—what it would take public schools, at their existing efficacy in producing learning, to achieve the learning results of the private sector. We estimate that the “accounting cost” per student in a government school in the median state in 2011/12 was Rs. 14,615 while the median child in private school cost Rs. 5,961. Hence in the typical Indian state, educating a student in government school costs more than twice as much than in private school, a gap of Rs. 7,906. Just these accounting cost gaps aggregated state by state suggests an annual excess of public over private cost of children enrolled in government schools of Rs. 50,000 crores (one crore=10 million) or .6 percent of GDP. But even that staggering estimate does not account for the observed learning differentials between public and private. We produce a measure of inefficiency that combines both the excess accounting cost and a money metric estimate of the cost of the inefficacy of lower learning achievement. This measure is the cost at which government schools would be predicted to reach the learning levels of the private sector. Combining the calculations of accounting cost differentials plus the cost of reaching the higher levels of learning observed in the private sector state by state (as both accounting cost differences and learning differences vary widely across states) implies that the excess cost of achieving the existing private learning levels at public sector costs is Rs. 232,000 crores (2.78% of GDP, or nearly US$50 billion). It might seem counterintuitive that the total loss to inefficiency is larger than the actual budget, but that is because the actual budget produces such low levels of learning at such high cost that when the loss from both higher expenditures and lower outputs are measured it exceeds expenditures.
Topic:: Economics, Education, Privatization, and Reform
Political Geography:: India and Asia

69. Education Reform in Pakistan

Publication Date:: 06-2014
Content Type:: Working Paper
Institution:: International Crisis Group
Abstract:: In April 2010, the eighteenth constitutional amendment committed Pakistan to free and compulsory education for all children between the ages of five and sixteen. Yet, millions are still out of school, and the education system remains alarmingly impoverished. The madrasa (religious school) sector flourishes, with no meaningful efforts made to regulate the seminaries, many of which propagate religious and sectarian hatred. Militant violence and natural disasters have exacerbated the dismal state of education. Earthquakes and floods have destroyed school buildings in Balochistan, Sindh, Khyber Pakhtunkhwa (KPK) and Punjab, disrupting the education of hundreds of thousands of children. Militant jihadi groups have destroyed buildings, closed girls' schools and terrorised parents into keeping daughters at home; their attacks made global headlines with the shooting of schoolgirl and education activist Malala Yousafzai in October 2012. The public education system needs to foster a tolerant citizenry, capable of competing in the labour market and supportive of democratic norms within the country and peace with the outside world.
Topic:: Education, Islam, Terrorism, and Reform
Political Geography:: Pakistan and Asia

70. Fostering Pro-social Behaviour Online: 'Nudges' in the Right Direction

Author:: Nadica Pavlovska
Publication Date:: 06-2014
Content Type:: Working Paper
Institution:: Centre for Non-Traditional Security Studies, S. Rajaratnam School of International Studies
Abstract:: The internet penetration and the consequent creation of hyper-connected reality has exposed the Singaporean population to much more diversity of thoughts and influences. In this environment, efforts to maintain social cohesion and multicultural tolerance among the population is now even more challenging. In light of this, this paper attempts to explore the means available to maintain pro-social behaviour and build a culture of respect online. By assessing the current measures undertaken in Singapore, this paper argues that the majority of the strategies are “mind changing” such as education and awareness raising campaigns. However, by taking into account the specificity of the internet interaction, it is suggested that these strategies could be further enhanced by adopting a “context changing” approach in the online interaction by using specific behaviour influencers such as social norms, priming and messenger approach.
Topic:: Education, Science and Technology, Multiculturalism, and Reform
Political Geography:: Asia and Singapore

71. Education and Human Capital Development to Strengthen R & D Capacity in ASEAN

Author:: Tereso S. Tullao Jr. and Christopher James Cabuay
Publication Date:: 05-2014
Content Type:: Policy Brief
Institution:: Economic Research Institute for ASEAN and East Asia (ERIA)
Abstract:: This Policy Brief raises some policy issues regarding the capacity of the ASEAN region's education system in producing knowledge capital as it looks into the opportunities and challenges faced by the sector. This is critical for ASEAN to enable it to attain its quest to be a base for innovation. Among the issues that ASEAN has to confront in achieving this goal relate to the development of financing schemes for various types of education, improvement in the level of investments in research and development, and revisit of the way teaching is conducted in the 21st century, especially in certain disciplines crucial to engendering innovation for growth and development.
Topic:: Development, Education, Research, Economic Growth, Human Capital, and Innovation
Political Geography:: Asia and Southeast Asia

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COLUMBIA UNIVERSITY PRESS