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Article
Publication date: 11 May 2021

Yuto Kitamura, Jing Liu, Akemi Ashida and Sachi Edwards

63

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International Journal of Comparative Education and Development, vol. 23 no. 2
Type: Research Article
ISSN: 2396-7404

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Article
Publication date: 6 August 2021

Yuto Kitamura, Jing Liu, Akemi Ashida and Sachi Edwards

598

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International Journal of Comparative Education and Development, vol. 23 no. 3
Type: Research Article
ISSN: 2396-7404

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Article
Publication date: 25 January 2021

James H. Williams, Will Brehm and Yuto Kitamura

This paper sought to understand at one time point what was known and not known about the status and use of indicators of internationalization of higher education in Asia–Pacific…

574

Abstract

Purpose

This paper sought to understand at one time point what was known and not known about the status and use of indicators of internationalization of higher education in Asia–Pacific. More specifically, we identified and mapped publicly available indicators of international of higher education in the region. We examined the ways by which internationalization has been measured and the indicators used, setting up discussion of what may be missing from internationalization efforts.

Design/methodology/approach

The primary questions were: (1) What are the current available sources of data in the Asia–Pacific region? (2) How is internationalization measured in publicly available databases and academic materials in Asia–Pacific? To answer these questions, we carried out a structured search of academic and agency literatures. Review of these literatures led us to develop definitions and a classification system by which indicators were classified and examined.

Findings

Indicators clustered almost exclusively around measures of student mobility, neglecting a wide range of other possible measures. The authors discuss the implications for internationalization of higher education in the region and draw on existing critical literature to speculate why this might be the case, and what dimensions of internationalization are likely overlooked with such a limited focus.

Originality/value

Internationalization of higher education has gained considerable momentum worldwide in recent years, and higher education in the Asia–Pacific region is arguably the world's most dynamic. Despite such dynamism, no research to our knowledge has mapped the way in which internationalization is measured by actors in the region.

Details

International Journal of Comparative Education and Development, vol. 23 no. 2
Type: Research Article
ISSN: 2396-7404

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Book part
Publication date: 1 September 2022

Yuto Kitamura, Jing Liu and Moon Suk Hong

Despite children’s academic excellence in East Asian countries, school education in this region faces a range of challenges to build inclusive and quality education for all. This

Abstract

Despite children’s academic excellence in East Asian countries, school education in this region faces a range of challenges to build inclusive and quality education for all. This chapter aims at examining how these challenges occur and what actions have been taken to deal with them. By focusing on China, Japan, and the Republic of Korea, the chapter first reviews reforms of school education since the 1990s in these countries. The subsequent sections then present educational disparity and a new mode of teaching and learning in these countries. It concludes by addressing that East Asian countries must explore more common ground for building a more collective sense and identity to share responsibility for building a resilient, inclusive and sustainable world through global citizenship education and education for sustainable development.

Details

World Education Patterns in the Global North: The Ebb of Global Forces and the Flow of Contextual Imperatives
Type: Book
ISBN: 978-1-80262-518-9

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Article
Publication date: 13 July 2010

Yuto Kitamura and Naoko Hoshii

Education for sustainable development (ESD) aims at changing the approach to education that integrates principles, values and practices of sustainable development, and needs to be…

2084

Abstract

Purpose

Education for sustainable development (ESD) aims at changing the approach to education that integrates principles, values and practices of sustainable development, and needs to be incorporated into all forms of learning and education. The purpose of this paper is to review the way in which ESD has been developed at universities in Japan. The paper also seeks to examine major patterns of education and research related to ESD at Japanese universities.

Design/methodology/approach

The authors adopted two research approaches: a review of literature and electronic resources, mainly the web sites of universities, to present the overview of ESD at Japanese universities; and a questionnaire survey which analyzed responses from 18 undergraduate programs and 14 postgraduate programs at Japanese universities.

Findings

The paper points out that the ESD implementation in higher education in Japan lacks coherence with other education reforms and is not linked with ESD at school and local levels. The paper also stresses that initial stages of ESD in Japan have prioritized environmental sustainability and have not yet adequately expanded to include wider issues concerning ESD. Moreover, the paper discusses that there is a lack of internal consensus to promote ESD and shared recognition inside universities, combined with a lack of effective guidance designed to enable students to acquire cross‐disciplinary perspectives.

Originality/value

There are many universities implementing ESD‐related programs and activities in various countries. Yet, there has not been enough study done to reveal the constraints/problems universities are facing to promote ESD. This paper's originality and value addresses this research gap.

Details

International Journal of Sustainability in Higher Education, vol. 11 no. 3
Type: Research Article
ISSN: 1467-6370

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Book part
Publication date: 11 May 2007

Yuto Kitamura

The promotion of Education for All (EFA) in today's globalized world is an important responsibility to be borne by the international community as a whole. International…

Abstract

The promotion of Education for All (EFA) in today's globalized world is an important responsibility to be borne by the international community as a whole. International cooperation in education is being undertaken in many developing countries under collaborative arrangements of “Actors” with varying positions. Essential as the backbone of such cooperation is a mutually complementary partnership between the public (governments and official aid agencies) and private (civil society). Without this, international cooperation in education is exceedingly difficult to implement. Thus, led mainly by international agencies, the mechanisms for global governance for the promotion of international cooperation in education have been created.

This paper sets out to analyze the mechanisms of governance on a global level as led by international agencies. Moreover, it attempts to elucidate the role of civil society, which has gained in importance as a partner of governments and international agencies, leading to a study of public and political dimensions in international cooperation in education. Furthermore, to see how the international community might close the four critical gaps in the areas of “policy, capacity, data and financing” and assist developing countries in promoting EFA, the paper analyzes an example of a recent international initiative called the EFA Fast-Track Initiative (FTI).

Details

Education for All
Type: Book
ISBN: 978-0-7623-1441-6

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Book part
Publication date: 1 September 2022

Free Access. Free Access

Abstract

Details

World Education Patterns in the Global North: The Ebb of Global Forces and the Flow of Contextual Imperatives
Type: Book
ISBN: 978-1-80262-518-9

Available. Content available
Book part
Publication date: 11 May 2007

Abstract

Details

Education for All
Type: Book
ISBN: 978-0-7623-1441-6

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Book part
Publication date: 11 May 2007

David P. Baker and Alexander W. Wiseman

Comparative education researchers have been studying both the promises and the challenges surrounding the Education for All (EFA) movement for decades, but in comparative…

Abstract

Comparative education researchers have been studying both the promises and the challenges surrounding the Education for All (EFA) movement for decades, but in comparative education research literature there is still neither consensus on the impact that EFA has nor clearly identified global trends in either EFA policymaking or policy implementation. It seems that for every promise that EFA brings, there is an accompanying challenge. This volume of International Perspectives on Education and Society highlights the struggle between the global promises and the national challenges of EFA.

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Education for All
Type: Book
ISBN: 978-0-7623-1441-6

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Article
Publication date: 7 April 2021

Say Sok and Rinna Bunry

This paper aim to argue for Cambodia to take internationalization of higher education seriously and strategically to position it for higher education development, and this starts…

596

Abstract

Purpose

This paper aim to argue for Cambodia to take internationalization of higher education seriously and strategically to position it for higher education development, and this starts with enhancing its buy-in among the key stakeholders, fine-tuning its conceptualization and contextualization and a government-funded comprehensive policy and investment program.

Design/methodology/approach

This paper explores policies and practices of internationalization in Cambodia, using Knight's (2004, 2007) conceptualization of internationalization and Wan's (2018) list of six dimensions, by which the authors track and measure internationalization.

Findings

Systematic policy implementation to position internationalization to achieve national and institutional goals is little. Given utilitarianism of internationalization, policy statement has geared more toward employing internationalization to achieve institutional building, in order of significance: mobility, research collaboration, policy formulation and quality control, and much less on networking and aligning with international instruments. Subtle differences among the four universities under investigation exist. While all focus on student and faculty mobility and exchange, some aim at research collaboration and networks; some at indigenous “international” and language programs, and some at joint degree programs. But, internationalization is not a key priority nor is it strategically positioned to achieve institutional aspirations.

Practical implications

Without comprehensive, strategic policy guidance and implementation from the government, internationalization has taken its own course, and such is not healthy for higher education development.

Originality/value

There are few studies on internationalization in Cambodia. Clayton and Yuok (1997), Clayton (2002) and Pit and Ford (2004) examine politics or its politicization and higher education development after the end of the Eastern Bloc's support (Tek and Leng, 2017). Recent studies (Leng, 2015; Leng, 2016; Yun, 2014) underline institutional case studies to illustrate status, issues and challenges in internationalization. This article attempts to provide an overarching map of internationalization to inform policies and practices toward higher education and national development.

Details

International Journal of Comparative Education and Development, vol. 23 no. 3
Type: Research Article
ISSN: 2396-7404

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