Abstract

The paper aims to outline a research agenda for comparative study of the relationship between education and development in four East-Asian societies. They are Hong Kong, Singapore, South Korea, and Taiwan. Theories and researches accounting for the spectacular economic successes of these four societies, which have been labeled as the East-Asian development model, will be reviewed in the first part of this paper. They will be grouped into two approaches, namely culturalist and institutionalist. Empirical studies of Hong Kong will be taken as the major empirical references in the review. Adopting Max Weber's historical-comparative research strategy, the East-Asian development model will then be served as the ideal-typical conceptual framework in constructing the research agenda for comparative study of education in these four societies. Educational institutions of these societies will be located within the framework so as to illuminate the inter-relationship between educational policies and economic successes of these societies. Five possible areas of inquiry have been proposed. It is hoped that they will facilitate discussions and research collaborations among scholars of the East-Asian region.

摘要

擴展教育，香港政府這一公共政策如何改變家庭資源、性別、就學率之間的相互關係？一九七零年代，政府開始介入原本是私營的教育制度，一九七一年，政府推行強迫的免費小學教育；一九七八年，這項強迫的免費教育伸延至中三。本文旨在探討政府刻意進行免費的中學教育對教育分層化的影響，從一九七六、一九八一和一九八六的人口普查的數據，可以看擴展教育的政策，本文採用了三個指標。這些指標和性別和家庭背景的相互關係，反映了教育分層化的結果。證據顯示，擴展教育令小童繼續就讀中學的機會有很大的影響。從此家庭收入不再是問題。免費教育也對小童有重大的影響。

Abstract

How does a public policy to expand school enrollment rates alter the joint relationships between family resources, gender, and educational attainment? The 1970s were a period of increased state action in Hong Kong's previously privatized education system. In I971, primary schooling was made free and compulsory for children; in 1978 free and compulsory education was extended to the first three years of secondary school. This article examines the consequences for educational stratification of the deliberate expansion of secondary school participation. Using census samples from 1976, 1981, and 1986, children's school continuations to the lower- and upper- secondary levels are predicted on the basis of their family resources and gender. As measures of the policy to expand education, three alternative indicators are entered in the model. The interactions of these indicators with gender and family background demonstrate their consequences for educational stratification. Hong Kong's expansion of education, the evidence suggests, had a substantial impact on the ability of children to continue to secondary school, regardless of family income. The effects of free schooling were also especially pronounced for girls.

Abstract

The Open Learning Institute of Hong Kong (OLI) was established in 1989. The OLI offers degree courses using distance learning methods. It adopts the open access policy to working adults without requiring any formal academic qualification for enrolling in the courses. The OLI has been receiving Government funding but it has to be self-financing through tuition fees income by 1993-94. The OLI is now experiencing financial difficulty and is unable to achieve the self-financing goal. This paper examines the rationale underlying the self-financing goal and discusses the current financial crisis of the OLI. This paper proposes new funding measures such as a matching grant, tax exemption and a student loan scheme to solve OLI's financial crisis.

摘要

本文試圖回顧中國近百年的現代化進程上，教育哲學的遞變，其對中國現代化之作用，及進而反省在中國當前改革開放經濟急劇發展下，怎樣的教育哲學教育方向，將對中國向現代化之目標邁進更有助益。文中扼要的反省了自晚清以來的各種教育哲學思想，包括傳統儒家、太平天國、張之洞、梁啟超、蔡元培、馬克思共產主義，與及新儒家唐君毅的教育哲學。作者認為可以從這各種教育哲學中吸取資源及教訓，以建立未來的教育方向與發展，有助於中國現代化之達致。

Abstract

The aim of this paper is to reflect on the changes of philosophies of education in relation to the process of China's modernization in order to highlight a direction of education for China in a transition period of rapid economic development heading toward modernization. The deliberation of a prospective direction is based on a brief and essential review of the educational philosophies adopted in China from late Qing to communist China The educational philosophies include those of the traditional Confucians, educational thinkers and reformers such as Zhang Zhi-dong, Liang Qi-chao, Cai Yuan-pei, and those of the communists, contemporary Confucian Tang Chun-i. The author contends that most of these educational philosophies could contribute to the development of future education as well as modernization in China.

摘要

本文借用奇亞生論述西方當代道德教育理論的架構，詮釋儒家的道德理論，藉以展示傳統儒家的理論所具有的現代意義。在道德哲學方面，儒家以仁心為道德價值之根源，具體呈現為個體之良知良能，發而為人間社會的普遍道德原則；不忍人之心乃即實踐理性，它所直接表示的是一道德的指向，此指向落實而為人際間的道德守則，後者不可免帶有所屬的特定的歷史文化背景，由此而有特定的內容和僵化的情況；儒家基本上通過不忍人之心對一般道德守則的僵化作出興革更新，以保持仁心人道不致受歪曲。對於理智與知識，儒家確認其具有輔助作用，但也表明可以有智及而不能仁守的情況。在道德教育方面，儒家以聖人為道德的理想人格，而此人格的培養自是以啟發為主，反對教條灌輸。在教育的施行上，儒家的教師是一啟發者，也是一以身作則的實踐者，而教學方法則基本上以因材施教，啟發化育為主，務求學生自行得之。而在師生關係上，儒家提升為一種非常親密的倫常關係，學校則可視為一倫理組織，此既可促進道德教育的果效，又可補救現代師生關係之商業化和異化。

Abstract

This paper employs Chazan's theoretical framework which he uses for his explication and comparison of modern western theories of moral edueation and gives a modern interpretation of Confucian theory of moral education. The basic tenet of Confucian moral philosophy lies with the recognition of the jen-hsin (the mind of benevolence, or moral conscience) as the origin and ultimate ground of morality. This moral conscience is the practical reason which manifests directly as the conscience of the individual and codified as the fundamental moral principles of a society. The latter carries with it definite contents bearing the specific historical and cultural ground of its time and thus could not avoid the problem of becoming a kind of doctrine. The Confucian solution for this problem is the revoking of the original moral mind. The auxiliary function of theoretical reasoning and knowledge is fully acknowledged but they could not be regarded as sufficient for any moral act by themselves. The commitment of the moral mind is essential. The Confuican morally educated man is the sage and it could be achieved only through various methods for the enlightenment of the individual but not by indoctrination. Lastly, the confucian conceptions of the ethical relationship between teacher and student, and that school as an ethnical community are explored in relation to moral education and as a solution to the externalisation and alienation of teacher and student relation in the modern world.

摘要

中國教育的基本國情是人口眾多、人均自然資源相對短缺，經濟、技術發展水平較低，人均國民生產總值仍居世界後列；同時，學齡人口壓力大，給教育的發展帶來了很大的困難。

80年代以來。中國堅持教育發展與改革並重的政策，各級各類教育取得了展足的發展。1992年，全國學前教育兒童入園數比1980年增長了1.1倍；小學在校生由於適齡兒童數的減少、降低了16.6%，但學齡兒童入學率增長了 4個百分點，達到97%以上；中等教育結構改革初見成效，尤其是高中階段，職業技術教育與普通高中校生之比由1980年的1：4.05上升至1992年的1：0.95；本專科等高等教育在校生同期增長了91%，而研究生教育在校生則增加3.3倍。目前教育投資短缺，教師工資偏低，嚴重制約著教師隊伍穩定和教學質量的提高，是中國教育事業發展的最大困難。最近，中國政府頒佈了《中國教育改革和發展綱要》，要求各級政府增加對教育的撥款，在今後幾年內使全國各3級財政總支出中教育經費所佔的比例，由目前的12.7%提高到15%；並逐步使國家教育經費佔國民生產總值的比例由目前的3%提高到4%。

面對變化了的經濟和社會環境，中國政府重新修正的教育發展主要目標是：初等教育階段適齡兒童都能按時入學；在佔人口85%的地區普及初級中等教育；15 週歲人口的文盲率控制在1%左右；在大城市和沿海經濟發達地區積極普及高中階段教育；在全國範圍內大力發展不同形式的中等職業技術教育；使高等教育呈規模穩步增長。在本世紀末中國教育將能實現人人受教育的祟高目標。

Abstract

Education in China takes place in a national environment characterized by a huge population, a scarcity of per capita natural resources, a lower level of economic and technological development, and a low-ranking per capita GNP. The large school-age population has resulted in China's largest educational enterprise in the world. However, the lack of resources has hindered the development of education.

Since the eighties, the policy that puts emphasis on education development and reform has produced results in various sectors of education. In 1992, the number of children enrolled in pre-school institutions increased by 1.1 times of that in 1980. The total number of primary students dropped by 16.6% due to a drop in the number of school-age children, but the number of students entering primary school rose by 4%, making up a total of 97% of children at the school-entering age. The results of the restructuring of secondary education began to unfold, especially at the upper secondary level, where the ratio between vocational students and secondary students increased from 1:4.05 in 1980 to 1:0.95 in 1992. During the same period, the number of students at degree and sub-degree level rose by 91%, while the number of postgraduate students increased 3.3 folds. At present, the limited budgets for education and the low teachers' salaries have affected the stability of the teaching workforce and the quality of education. The recent "Program of Educational Reform and Development" promulgated by the Chinese government demands that authorities at various levels increase their investment in education from the present 12.7% to 15% of the total national expenditure in the next few years, and gradually increase the proportion of educational expenditure to GNP from 3% at present to 4% in the future.

Economic changes since the beginning of the nineties have led to revised aims of educational development by the Chinese government. Every school-age child will be given a place in school. Junior secondary education will be expanded. The illiteracy rate among those below fifteen will be strictly controlled. Upper secondary education in the major cities and coastal regions will undergo rapid growth. Different modes of middle-level vocational education will be developed across the country. The scope and quality of higher education will continue to be improved. In short, education in China will develop towards the lofty goal of education for all at the turn of the century.

摘要

隨著經濟的飛速發展，中國對高級技術人才的需求也在增加。許多學者、政府官員及企業領導人認為經濟增長和技術進步將提高高級技術人才的需求。本文建立了反映企業對高級技術人才需求數量與企業技術進步水平及企業生產規模之間關係的計量經濟模型，通過對中國的一組大型鋼鐵企業的案例研究檢驗了這一流行觀點的正誤。實証研究的結果顯示，企業對高級技術人才的需求隨企業生產規模的擴大而增加，但並不與企業技術進步水平的提高成正比。

Abstract

Along with the rapid economic development, there is an increasing demand for educated manpower in China. Many scholars, government officials, and business leaders believe that the economic growth and technology advancement will require more and more specialized technicians and engineers. This paper examines these popular beliefs by presenting a detailed case study of a group of large iron-steel enterprises in China. An econometric model was established on the relationship between the needs for technical experts and the level of technology and the scale of production. The results of the empirical analyses show that the needs for technical experts were increased along with the enlargement of the scale of production, but NOT increased with the upgrading of the level of technology applied in the production process. One possible explanation is that the application of more advanced technology in the production process might simplify the technical operations and thus reduce the number of technical experts needed in the workplace, though it might raise requirements of technical qualifications for this type of manpower.

Abstract

Since the adoption of the open policy, China has been trying to identify places which can serve as windows on the world. This is particularly manifested in China's designation of selected coastal cities as window cities, and the establishment of Special Economic Zones. The purpose of opening up these areas is not only economic but mainfold, one of which is to show the flexibility of Chinese policies, and to use these areas as a base for absorbing Western technologies and methods of policy making. As education is identified as one of the development strategies in China, how such is related to educational development in the window regions is worth studying. Focusing on the idea of 'window effects', this paper studies related concepts such as 'open policy' and 'the primary stage of socialism'. It also examines the relationship between educational development and the window effects, using Guangzhou and Shenzhen as case study.

摘要

中國共產黨第十四次代表大會明確確定建立社會主義市場經濟體制，這一決定在當代中國社會發展的歷史進程中具有劃時代的意義，不僅會對中國社會政治、經濟和文化諸方面產生重要影響，也將給中國現存的教育帶來深刻的變化。市場經濟體制下中國教育的發展趨勢問題，正引起中外教育界人仕的密切關注。本文認為，隨著市場經濟的發展，中國教育將出現以下十大轉變：教育將由以往單純地為政治服務轉變為經濟建設和社會進步服務；傳統的升學教育將轉變為適應市場經濟發展需要的質素教育；課程內容將由以往的陳舊空疏轉變為新穎實用；教育結構由過去的單一封閉轉變為多元開放；以往的國家單一辦學將轉變為以國家辦學為主、社會各界共同參與辦學；傳統集權型的統一計劃管理將轉變為分權型的各級自主管理；過去單一的國家投資將轉變為多渠道的籌措教育經費；以往國家統招統分將轉變為學校自行招生、學生自主擇業；傳統的以人治教（校）將轉變為以法治教（校）；教育合作與交流將由以往的立足國內轉變為更為重視國際交往。上述轉變與近年來中國整個社會的大變革、大轉型呈“同步狀態”，是中國社會由傳統走向現代的集中體現，它昭示著中國教育在二十一世紀來臨之際將會出現一個巨大的發展。

Abstract

The fourteenth National Congress of the Communist Party of China formally endorsed a market economy for the country, which was a momentous decision for contemporary China. The policy produces not only important changes in China's political, economic, and cultural arenas, but also complex repercussions in her educational scene. The development of education in a market economy has caught the close attention of both inside and outside China. This paper predicts ten major changes. First, instead of catering to political needs as was the case in the past, education will also serve the needs of economic and social development. Second, quality education which answers the needs of a market economy will replace the traditional examination-oriented system. Third, curriculum contents will be innovative as well as practical. Fourth, the education system will become diversified. Fifth, the state will be joined by various social sectors in offering educational opportunities. Sixth, management of education will become decentralized. Seventh, in addition to investment from the state, there will be multiple sources of funding. Eighth, the state will no longer monopolize student rectuitment and job assignment. Ninth, management by clout will be replaced by management by law. Lastly, educational exchange and collaboration will develop beyond the boundary of the country. These changes keep pace with the current overall reform in China, and pave the way for the huge development of China's education in the twenty-first century.

摘要

目前台灣的教育正在悄然地進行變革，各方意見雖然不同，變革的步伐亦不一致，但是變革的方向卻是清晰可辨的。這個過程我們可以用「本土化」加以概括。例如在各級中小學教育增加認識台灣的課程，各縣市紛紛編輯介紹各縣市的風土人情的「鄉土文化教材」，以及施行母語教育等等。這些有關教育內容上的變革，都是和現在在台灣輿論中所強調本土化的言論是一致的。為了方便討論，本文稱之為「本土文化教育」，以下的討論即以此為主要的論述對象。

本文主要的目的是在指出這個本土化教育的特色，以及台灣出現本土文化教育的意義為何，並且把這個本土文化教育的發展趨勢放在整個社會脈絡和歷史脈絡來考察，為什麼會產生這樣的趨勢，它是在什麼樣的歷史脈絡下發展出來的，藉以指出這個教育變革的發展方向和台灣社會戰後所經歷的歷史過程是習習相關的。文中說明教育本土化的方向和目前台灣的族群認同運動的發展趨勢較為接近，而為了說明族群認同運動的發展趨勢，則以「中國化」和「本土化」的互相角力而轉折出的方向來討論。透過討論才會對於台灣這幾年本土文化教育抬頭的方向及原因有所理解。

Abstract

ln the recent decade there is a disputable but distinguishable development in indigenization in education in Taiwan. They can at least be classified into the following categories: Taiwanese History Education, Regional Culture Education and Mother Tongue Language Education. Taiwanese History Education means teaching the history of Taiwan instead of mentioning only a little of it in Chinese History. Regional Culture Education means teaching local affairs. Mother Tongue Language Education means teaching their own ethnic language in school. All of these are quite new in Taiwan. Now more and more people support the development of indigenization in the educational domain. Public opinion with regard to this trend also underwent a manifest transformation from rejection to approval during the past several years. This paper will introduce the characteristics of this development in education in Taiwan and try to explore the factors contributing to this development from a historical perspective. This development was strongly propelled by the aura of ethnic identity movements which aim at resurrecting the ethnic identities of local ethnic groups. In order to understand those identity movements, the cultural formation in postwar Formosa should be included in the discussion. Those identity movements mentioned above could be regarded as a response to nationalization. Understanding the nationalization process is really the key to comprehend the process of indigenization in the social context in Taiwan. The conversion from total nationalization to indigenization in education will be described in this paper.

Abstract

The rapid expansion of education, particularly higher education, in Korea has been watched with keen interest especially with regard to its apparent connection with Korea's fast economic growth. The expansion of higher education in Korea is worth noting with respect to not only the high rate of expansion, but also the ups and downs of the expansion process. The rates and focuses of higher educational expansion have changed by periods, as reflected by the changes of the higher educational enrollment quota policy. This fluctuation could be significantly attributed to the fact that the policy making process has had to reconcile conflicting interests of different social forces. In this paper, by reviewing the evolution of the higher educational enrollment quota policy in Korea, I will attempt to explore four major questions: (1) What set of priorities was considered in educational decisions? (2) What were the social forces that shaped educational systems? (3) What were the dilemmas that the government faced in policy making? (4) What are the implications of educational policy formation for the role of the State in respect of educational policy in Korea's industralization? While answering these four questions, I will try to explore what social forces have affected the link between the educational system and industrial and labor market demand.

Abstract

This paper is aimed at understanding the development of private higher education in Malaysia. It examines the socio-political forces that shape the private education sector, analyses the profile of private education, and infers some social implications to the Malaysian society as a whole. It highlights the rapid expansion of private education, its innovativeness and functions, and the ambivalence of the Malaysian government towards private education. This study shows that private higher education only plays a peripheral role in Malaysia. The private sector does not provide different or better higher education, but rather it provides "more of the same" as the public sector.

摘要

本文嘗試檢視馬來西亞的優待教育政策對國內三個不同種族在中學教育成就所產生的影響，並探討每一種族中，有關性別及社經差異的趨勢。我們將會利用第二次馬來西亞家庭生活意見調查的資料。分析那些在一九四零及六九年之間出生、完成小學教育的人仕，他們的中學教育成就比率。

馬來人在過去一段時間逐漸較非馬來人更可能完成中學教育，而在馬來人當中，性別及社組差異也隨時間漸漸收窄了，但非馬來人卻並非如此、更有個案顯示情況在惡化中。研究結果支持以社會結構而不是文化角度來解釋在教育成就上的種族差異。

Abstract

This article examines the effects of Malaysia's preferential educational policies on secondary school attainment for the country's three ethnic groups and investigates trends in gender and socioeconomic differences within each ethnic group. Data from the Second Malaysian Family Life Survey were used to analyze the odds of secondary school attainment, given primary school completion, for birth cohorts born between 1940 and 1969. Over time, Malays were increasingly more likely to attain secondary school than were non-Malays. Among Malays, gender and socioeconomic differences narrowed over time, but among non-Malays, they did not narrow and in some cases were exacerbated. The findings support a social structural, rather than a cultural, explanation of ethnic differences in educational attainment.

Abstract

This paper describes the close relationship of educational development and manpower planning in the development of human resources and technological capability in Singapore. The need to develop rapidly the technological manpower for economic restructuring has very much guided the development of Singapore's educational system. The concern for the wastage in human resource has also influenced its evolving structure. The paper discusses these issues and highlights the emerging trends.

Abstract

To develop the quality of Thai children, principles, practices or models of child rearing which harmoniously integrate universal knowledge with Thai cultural ways of life and values in Thai society are needed. This paper presents such principles and models resulting from the research project on "Development of Thai Culturally-appropriate Models for Child Development." Modes of child rearing practices in Thai ways, being developed upon Thai cultural ways of life with an emphasis on appropriateness to Thai culture and Thai society have become a new dimension in Thai Education.

Abstract

This paper surveys major changes that have occurred in the fields of development studies and development education since their inception in the post-World War II period. Theoretical challenges, supported by empirical evidence, have undermined their assumption of human progress which was based in the societal context of the West. Given the emergence of the Asian-Pacific Rim as a potentially powerful region in the world, and the limitations of development studies and development education, it is argued that scholars in the region should seriously plan to chart a new course of educational development that parts way with the "general theory of action".