Education in the Asia-Pacific Region: Issues, Concerns and Prospects

This book records the history of Japan’s international cooperation in education from the 1950s to 2020. It provides a crucial overview of the nearly 70 years since Japan began engaging in international cooperation in education in order to record and document these efforts that range from basic to higher education to technical and vocational education and training, and the large numbers of people involved in their respective areas of activity and specialization. The book provides useful indicators for exploring new forms of education cooperation in this age of global governance and beyond. The authors include not only researchers but also field practitioners, such as personnel from the Japan International Cooperation Agency and NGOs.

Chapters 1, 3, 5, 9, 12 and 15 are available open access under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License via link.springer.com.

This book shows that participants were affectively disengaged from education prior to their initial incarceration in a youth detention facility, and that their disaffection before, during, and after youth incarceration both generated and impacted on their cognitive and behavioural disengagement from education. Moreover, a range of additional factors not directly causally related to their schooling were shown to have had a significant effect on their engagement in education.

The book considers a number of key findings. First, the foundational role that a sense of belonging plays in how young people experience education and its relation to crime. Second, the importance of individualized transition plans for youth at risk, and youth offenders before, during, and after incarceration. Third, the extent to which successful transition from youth offending and recidivism hinges on interagency collaboration. This book will be beneficial to teacher educators, education researchers, criminologists and sociologists.

This book studies and resolves the challenge of bridging the gap between higher education and the labor market arising from the Fourth Industrial Revolution. It unfolds and elucidates the understudied and previously unknown social nature of Industry 4.0, characterized by workers’ dashed expectations regarding automation. Consequently, the book proposes a scientific-practical approach to social adaptation to Industry 4.0 through higher education.

The novelty of this approach lies in the fact that, instead of passively waiting, workers engage in flexible adaptation to evolving labor market conditions, while universities demonstrate increased flexibility in managing and modernizing educational programs. The book presents a comprehensive set of prospective solutions to bridge the gap between higher education and the labor market, leveraging the unique technological possibilities of Industry 4.0.

This book explains the essence and technological opportunities for overcoming the gap between higher education and the labor market in the context of the Fourth Industrial Revolution. It also delves into and extensively discusses international experiences (including the Kyrgyz Republic, the Eurasian Economic Union (EAEU), Peru, the Republic of South Africa, Arabian Peninsula Countries, and Russia) and prospects for overcoming the gap between higher education and labor market in the conditions of the Fourth Industrial Revolution, with particular attention to Central Asian countries.

The book focuses on the issue of adapting the higher education system to the Fourth Industrial Revolution. Lifelong learning is suggested as a prospective path for this adaptation. The book includes a discussion of empirical experience and the forms of lifelong learning in Central Asia. The book also explains the essence, discusses practical experience, and offers practical recommendations for improving the management of the development of Educational Technology (EdTech) and higher education 4.0 in the conditions of the Fourth Industrial Revolution in Central Asia. The book explains the impact of the innovative economy and smart regulation of education on lifelong learning in Central Asia. It offers a competency-based approach and applied educational technologies for lifelong learning in the Central Asian countries.

The book’s novelty lies in its comprehensive exploration and detailed discussion of the unique experience of developing lifelong learning in Central Asia. The scientific and practical value of the book also lies in its proposal of a new paradigm for developing higher education in the Fourth Industrial Revolution. In this new paradigm, the higher education system emerged as the driving force of the Fourth Industrial Revolution through establishing Universities 4.0 and the intensified development of EdTech. The primary target audience of this book consists of scholars studying higher education issues. For them, the book reevaluates the concept of lifelong learning in the contemporary context of the Fourth Industrial Revolution.

This book focuses on English as a Medium of Instruction practices in higher education in Vietnam, addressing institutional, practitioner and student perspectives. It presents theoretical standpoints and empirical experiences of how institutional policies are enacted in the offering of English as a Medium of Instruction programs in universities in Vietnam, and how the disciplinary content is taught and learned through English. The book showcases the enactment of curricular and pedagogical practices in the classroom, drawing on a range of different disciplines central to university education. It also explores the roles of mother tongues in the construction of disciplinary knowledge in English as a Medium of Instruction programs and courses. This book provides guidance and practical information for university English as a Medium of Instruction policy makers, lecturers and student support teams in English for academic purposes across disciplines, as well as to the theoretical framing ofthe English as a Medium of Instruction field itself.