Routledge Library Editions Education In Asia

This set of reissued books examines education in Asia from a variety of different angles. From the westernisation of early twentieth century Chinese education, to the impact of the Communist revolution, to education and society in Korea, to Asian women’s experiences of education – this set collects some key texts by a range of original thinkers.

This reissue (1996) examines four interrelated aspects of schooling for women in ten Asian countries: the development experience of a country and how it affects education and women’s status; the types of educational opportunities available to women; if the greater exposure to education results in greater participation in the public sphere; the impact of education and economic participation on women’s domestic status.

This book, first published in 1992, provides an overview of programs for young children in countries and territories of the Pacific Rim. It focuses on programs which precede the beginning of formal schooling and that are part of the institutional structure of the country. The term early childhood education is used in a broad sense, and refers to education and care. The contributors to this volume have extensive knowledge and experience of early education in the countries that they write about.

The 3,053 entries in this work, first published in 1986, comprise the compliers' attempt at a comprehensive annotated bibliography of the most useful locatable books, monographs, pamphlets, regularly and occasionally issued serials, scholarly papers, and selected newspaper accounts dealing in a significant way with formal and informal, public and private education in the People's Republic of China before and since 1949.

The aim of this book, first published in 1936, was to give a complete conspectus of Chinese education at the time. It succeeds in this, describing entirely a period when China had abandoned an age-old system of literary education in favour of one derived from the West. However, the sponsors of the change, while admitting that the immediate new models were Western in origin, were able to point out that their prototypes were, in fact, in ancient China.

This comprehensive handbook is the ultimate reference work, providing authoritative and international overviews of all aspects of schools and schooling in Asia. Split into 19 sections it covers curriculum, learning and assessment, private supplementary tutoring, special education, gender issues, ethnic minority education and LGBTQI students in Asian schools. The volume displays the current state of the scholarship for schools and schooling in Asia including emerging, controversial and cutting-edge contributions using a thematic approach. The content offers a broad sweep of the region with a focus on theoretical, cultural and political issues as well as identifying educational issues and priorities, such as curriculum, assessment, teacher education, school leadership, etc., all of which impact students and learning in multiple ways. The Routledge International Handbook of Schools and Schooling in Asia brings together experts in each area to contribute their knowledge, providing a multidimensional and rich view of the issues confronting the region’s school and education systems.

This book, first published in 1991, is concerned with educational change. It seeks to place Chinese educational policies within the broader social context of Chinese development and modernisation imperatives by analysing issues germane to specific educational structures and sectors. At the same time, it attempts to inform the reader of larger policy issues which affect the educational system as a whole and speak to more global concerns: the nature of Chinese student activism, gender inequality, rural-urban disparities, educational inequality, the influences of market forces, and the growth of professionalism.

This book, first published in 1989, includes essays on a number of the most important topics in Japanese education as well as the highly selected, and annotated, bibliographies. It is the editors' belief that understanding educational matters requires insight into the historical context, and have therefore placed contemporary Japanese educational matters in historical perspective.