Search

This collection of papers introduces the proceedings of the Fourth Annual Conference-Eurasian Higher Education Leaders' Forum held on the 11-12 June, 2015 at Nazarbayev University in Astana, Kazakhstan. Our presenters come from different professional backgrounds including higher education institutions, national business companies as well as international businesses that work closely with education stakeholders across Kazakhstan, the Central Asia region and beyond. The compendium offers papers grounded in theoretical argument and empirical research and written to provide debate and discussion among policy makers, university leaders, faculty and students. The themes of the proceedings reflect the structure of the Forum that has been divided into five panel sessions: (1) The Role of Global Skills in the Graduate Employability; (2) Perceptions of Employability, Skills and Individual Aspiration in a Diversifying Economy; (3) University-employer-community Relationships; (4) The Role of Vocational Education and Training (VET) in Career Development; and (5) Student Transitions and Careers Guidance. The Forum aimed at developing an international dialogue between higher education leaders, policy makers, researchers and practitioners from different parts of the world. The quality of debate and argument has benefited from the participation of local and international delegates that have shared their expertise, insights and visions on the current situation of graduate employability from local and global perspectives. More than 500 participants from twelve countries took part in the Forum's sessions and Q&A discussions. Keynote speeches in the proceedings include: (1) The Future of Graduates in the Global Labour Market (Hugh Lauder); (2) The Role of Tertiary Education in Addressing the Global Skills Challenge (Jamil Salmi); (3) A Perspective on Future Employability (Alper Akdeniz); (4) Transforming Tertiary Education for Innovation and Competitiveness: University of Central Asia (Shamsh Kassim-Lakha); and (5) TVET and Career Development (Geoff Hayward). Articles in the proceedings include: (1) Graduate Employability in the 21st Century (Aslan Sarinzhipov); (2) From a Competitive Education to the Prosperity of the Nation (Yerezhep Mambetkaziyev); (3) Career Planning for Future Opportunities (Tim Miller); (4) The Paradox of Emerging Universities (Simon Jones); (5) Nurturing Net Generation Graduates with Global Skills (Seeram Ramakrishna); (6) Practice--Oriented Learning--a Platform for the Formation of Global Skills (Jamilya Nurmanbetova); (7) Perceptions of Employability, Skills and Individual Aspiration in a Diversifying Economy (Alan Ruby); (8) Development of National Qualification System Based on Education Sphere and Labour Market Interface (Arstan Gazaliyev and Yuri Pak); (9) Understanding the Role of Fundamental Values in Serving a Larger Purpose (Aida Sagintayeva); (10) Creating Employability (Loretta O'Donnell); (11) Main Directions in Developing Corporate Partnerships: The Case of Rudny Industrial Institute, Kazakhstan (Abdakhman Naizabekov); (12) University/Industry Partnerships: Promising Practices from the Field (Matthew Hartley); (13) Technical Skills: Through Learning and Practice? (Sabyrzhan Madeyev); (14) Skills, Employability and University Graduates? (Rainer Goertz); (15) Transition from School to University: Some Issues for Kazakhstan and the Wider Region (David Bridges); (16) Soviet Legacy in Higher Education: Some Observations from Russia (Isak Froumin); and (17) Principal Learning Points (Sue Bennett). Individual papers contain figures and references. [This publication was produced by Nazarbayev University Graduate School of Education.]

This document contains 162 papers and innovative sessions, two poster sessions presented at a conference on human resource development (HRD). A program overview, author index, and a keyword index are also included. The papers are grouped by the conference's 56 symposia, which were devoted to the following topics: HRD with International and Multinational Groups; Learning in Communities; Learning Measurement and International HRD; Gender in HRD; Intellectual Capital and Human Capital Theory; Connecting Education and Practice; Formal and Informal on-the-job Learning; International Human Resource Development; HRD Methods and Tools; Considerations for Distance Education; Gender and Mentoring; Emotions in Organizations; Creativity and Aesthetics; Collaboration; Cross Cultural Training; Strategic Human Resource Development; Learning; Mentoring; Organizational Commitment; Knowledge Management; Defining Human Resource Development; Exploring International Human Resource Development; Change in International Human Resource Development; Supervisory Social Support; Organizational Learning and Culture; Education Customization; Executive Training and Development; Diversity Programs and Initiatives; Learning Assessment; Culture and Organizational Socialization; Theoretical Frameworks of Performance and Human Resource Development; Human Resource Development in Law Enforcement; Motivation; Human Resource Development Policy in Asia; Diversity's Impact on Change and Learning; The Future of Career Development; Organizations and Change; Theorizing Human Resource Development; Adult Learning Theory and Defining Training and Development; E-learning and Culture; Relating Human Resource Development and Human Resource Management; Performance Appraisal; Perceptions of Online Education; Learning Transfer and Human Resource Development Effectiveness; Human Resource Development Degree Programs; Technology Perceptions; Virtual Teams; Ethics; Assessing Online Learning; Emotions at Work; Competence in Human Resource Development; Human Resource Development Faculty; Professional Development; Leadership; Graduate Student Research Skills; and Quality Management. Most of the papers include substantial bibliographies.

In 2012 an African Centered single case study was conducted in the United States. The problem is as follows: K-12 practitioners in urban areas are faced with unique circumstances while serving marginalized students in urban areas. As a response to this issue, the purpose of this study was to identify and describe curricula used in three African Centered educational institutions in Chicago. African Centered schools are uniquely different, thus the need for research emerges to identify new ways to disseminate knowledge for traditional public school practitioners. Goals of the research were to analyze content and instructional strategies at Africentric educational institutions in order to design a continuing and professional education model based on their successes with students of the African Diaspora. When using the term Diaspora, it refers to people of color worldwide displaced from Africa during the Trans Atlantic Slave Trade. Field research was conducted in 2013 to explore future implications from the aforementioned African Centered case study. During this study, the researcher sought out commonalities relative to building positive self-ethnic image and integrating art based learning across the globe. The following perspectives were generated from site visits and fieldwork in South Asia. There are many contemporary issues to address in adult education. This paper explores art-based strategies and the utilization of creativity to expand learning for global communities of the African Diaspora. Benefits of culturally grounded approaches to education are discussed from Asia and the U.S. Images from ongoing field research can be viewed at auburnaesthetic.com.

The purpose of this study is to measure the comprehensibility of the Expanding Circle nations' citizens, namely Burmese, Cambodians, Indonesians, Laotians, Thais and Vietnamese towards the Outer Circle Englishes, namely Bruneian English, Malaysian English. Philippine English and Singaporean English. Ten universities in the Expanding Circle that participated in the study, namely Assumption University, Chiang Mai University, Khon Khaen University, King Mongkut University of Technology North Bangkok, Mahapanya Vidayalai University, Mahidol University, Prince of Songkla University Hat Yai Campus, Rajamangala University Srivijaya Songkhla Campus, and Rajamangala University Srivijaya Trang Campus in Thailand, and University of Riau in Indonesia. Participants in the data collection process consist of two hundred and one subjects in undergraduate and graduate level. Eight comprehension tests and a questionnaire were used as main tools in the data collection process. Qualitative and quantitative analyses were used to analyze the results of the comprehension tests and to reveal the questionnaire's results. The following are the results of the study. (1) The Englishes spoken in the Outer Circle were moderately comprehensible to the citizens of the Expanding Circle nations. Based on the standardized comprehensibility scales and levels set in this study, the comprehensibility scores of Bruneian English, Malaysian English, Philippine English and Singaporean English are M = 4.90, M = 5.57, M = 5.01, and M = 4.76 respectively. All fell under the moderate comprehensibility level set at 3.34-6.67. (2) The Expanding Circle citizens exhibited varying degrees of comprehensibility towards the Outer Circle Englishes. The least comprehensible variety among the Burmese is Malaysian English; among Laotians and Thais is Bruneian English; and among Cambodians, Indonesians and Vietnamese is Singaporean English. The most comprehensible varieties are Malaysian English among Cambodians, Thais and Vietnamese; Philippine English among Indonesians, and Singaporean English among Burmese and Laotians. (3) There are types of exposures related to the Expanding Circle's citizens' comprehension of Outer Circle Englishes. They are exposures to English through education, work experiences, outside the classroom, social media, and travelling and staying abroad. Based on Pearson correlation coefficients, this study established the positive significant correlations between graduate studies and comprehension scores at p less than 0.01 level. Positive significant correlations were also found between comprehension scores and several factors, namely exposure through work experiences at p less than 0.01 level, the use of social network and watching TV at p less than 0.05 level, reading newspapers and watching movies at p less than 0.01 level, and studying in Thailand at p less than 0.01 level. Based on ANOVA results, there was a significant effect of pre-school education on comprehension scores at F (3, 198) = 4.94, p = 0.002; primary education on comprehension scores at F (2, 199) = 6.93, p = 0.001; and, graduate studies on comprehension scores at F (3, 198) = 7.46, p = 0.000. However, there is no significant effect of secondary education and undergraduate studies on the subjects' comprehension scores. (Contains 6 tables. and 4 figures)

The purpose of this study is to investigate elementary students' explanations of how physical features of the land influence the location of humanly defined structures including trade routes, such as the silk routes. The silk routes were a series of caravan trade routes that extended from Turkey to China and were located as far south as India and as far north as Russia. The trade activity on these routes ebbed and flowed depending on the protection available from the rulers of China. The routes existed from the 2nd century B.C.E. to the 15th century C.E. when they were replaced by maritime trade routes. Four teachers, two sixth grade, one fourth grade and one multi-level bilingual teacher, used a geography lesson on the silk routes with thirty-eight students, eight sixth graders, five fourth graders and twenty-five multi-level bilingual students, who were primarily Spanish speakers. The students were asked first to consider physical maps of China and central Asia and consider several questions based on the area's terrain. The students were then asked to locate western Turkey and Xian, the old capital of China. Working in pairs they determined a route from one place to the other taking into consideration terrain, climate and a lack of mechanized transportation. In completing this assignment the sixth graders had more prior knowledge of China because it is part of their curriculum in the sixth grade. Also they had more knowledge of maps. They had some difficulties with scale and did not at first take into full consideration the topography of the area the silk routes crossed. Several of the fourth graders were able to draw a route from Turkey to China that closely approximated one of the historic trade routes. As the sixth graders did, they had difficulties with scale. Some thought that it would be feasible to walk from Turkey to China. The bilingual students needed reinforcement of the maps with other maps and could have used more visual aids, showing the rued Tianshan and Himalayan mountain ranges and the forbidding climate of the deserts of central Asia. The bilingual teacher supplemented the maps with a map analysis sheet and some of the students were able to approximate the silk routes. All of the students in the study needed to extend their investigation with more visual materials so that their understanding of the silk routes could be extended.

The global movement to improve education by decentralizing governance and financial management and by holding school personnel accountable for outcomes aligned with standards extends even to traditionally centralized systems in Asia. The author explores research questions related to how resources are acquired, who decides how best to use resources within schools, and accountability for school performance in Taiwan. During 2004-2005, the author interviewed principals of nine elementary, junior high, and senior high schools in three regions (large and small cities; rural communities). On-site interviews and reviews of such documents as school budgets and brochures describing goals and programs reveal similarities and differences in the following: sources of funds; budget development; the determination of priorities for curriculum, special programs, and hiring personnel; school-level control of resources; use of student outcomes in curricular and budget decisions; and external accountability systems. Following a qualitative case study method, the author discusses conclusions within three themes that emerged from the data: (1) dependence; (2) relationships; and (3) accountability. (Contains 1 endnote.)

Six Education For All (EFA) goals were agreed to in the World Education Forum in Dakar, Senegal in 2000. Since then, UNESCO Bangkok, UNICEF and the Regional Thematic Working Group on EFA have been jointly assisting countries in conducting assessment of progress and gaps towards the EFA goals and mid-term review of policies and reforms. In October 2005, UNESCO Bangkok's AIMS Unit and APPEAL Unit in cooperation with UNESCO Headquarters and the UNICEF Regional Office organized a regional planning meeting as preparation for mid-decade assessment. This publication is the report of that meeting. The six EFA goals are: (1) Expanding Early Childhood Care and Education; (2) Providing Free and Compulsory Primary Education for All; (3) Promoting Life Skills and Lifelong Learning; (4) Improving Adult Literacy; (5) Achieving Gender Parity and Equality; and (6) Enhancing Education Quality. The meeting report discusses issues of each EFA goal in the regional context, and summarizes results from peer group discussions such as key issues to be assessed and studied, examples of statistics, guidelines for changing policies and reforms, recommendations for assessment and design, suggestions for partnerships, and case studies. The meeting brought together representatives from 21 countries from South, South-East and East Asia to learn about the national and regional EFA mid-decade assessment and to share their feedback on the format, modality, timeline and output of the assessment reports. Apart from helping the participants in preparing for and planning ahead for the assessment, the meeting also discussed directions and guidelines on developing national action plans for capacity building in order to achieve the six EFA goals. The report also provides work planning guidelines for country teams on follow-up work planning. Appended are: (1) Meeting/Workshop Schedule; and (2) List of Participants. (Contains 5 figures and 6 footnotes.) [This document was prepared by UNESCO's Assessment, Information Systems, Monitoring and Statistics (AIMS) Unit and was published by the UNESCO Asia and Pacific Regional Bureau for Education.]

The Community Learning Centre (CLC) Project has been carried out since 1998 within the framework of the Asia Pacific Program of Education for All (APPEAL). CLC is a multi-purpose learning center that serves as a local venue for adults, youth and children to engage in all kinds of learning. After a few years' implementation, some countries have expressed the limitation of CLCs if the concentrate solely on education related activities. The document is the proceedings of a workshop to strengthen the linkages and networks with agencies from various sectors other than education. In order to expand the scope of the CLC to include life-long learning and non-formal education activities, CLCs are encouraged to link with the private sector, development organizations of government and NGOs, and academic and research institutions, such as universities. The form of network could be formal and informal including community activities, exchange forums, and action research. The participants, through workshops and field visits, share experience and ideas on networking CLCs in their own region and country. The meeting also provides an opportunity for participants to draw up their own action plan and pilot project for CLC networking. The workshop report comprises 2 volumes: (1) program and proceedings; and (2) documents prepared for workshop. Appended are: (1) List of Participants; and (2) Workshop Programme. [This document was published by the UNESCO Asia and Pacific Regional Bureau for Education and is part of the UNESCO Bangkok Asia-Pacific Programme of Education for All. The accompanying CD-ROM, which includes more detail, such as summaries of country reports, outcomes of discussions, findings of field visits and follow-up action plans in the participating countries is not available from ERIC.]

This book originates from a conference of the Association of Asian Social Science Research Councils and contains writings and research reports on Youth in Transition in the Asia and Pacific region. The definition of "youth" varies from country to country and ranges between the ages of 10 to 35. The publication summarizes issues in the region, generally regarded as a critical stage before adulthood. Due to local requirements and the development stage of countries in the region, the focus of adolescent studies deals with a wide range of topics such as indigenous people, rural-urban migration, lifestyle, population policy, and technology. Statistics also show that the current generation of youth is immensely different from its predecessors as a result of improved healthcare, rise of technology, and globalization. The differences cover not just livelihood factors such as marriage, sexuality, habits, or employment but also the bigger picture including demographics and culture. Economic development and technology have given rise to a new breed of youth in the Asia and Pacific region where some of them became promising entrepreneurs, political/community leaders, city dwellers, or some just choose to cling to a more traditional existence. Following an introduction (Stephanie Fahey and Fay Gale), papers in this document include: (1) Youth in Asia: An overview (Yogesh Atal); (2) Youth, Cultures and Societies in Transition: The Challenges of Growing up in a Globalized World (Jeffrey Jensen Arnett); (3) Global Cultural Change and Young People's Wellbeing (Richard Eckersley); (3) Globalisation and an Epidemic: The Consequences of HIV/AIDS for Young People (Doreen Rosenthal); (4) A Demographic View of Changing Youth in Asia (Graeme Hugo); (5) Generational Change and Cyberpolitics in Asia (Stephanie Fahe); (6) Indigenous Australian Young Peoples: The Winds of Change (Gregory Phillips); (7) Are Youths Moving Forward? A Bangladesh Perspective (Abdur Rahim Khan); (8) Government Policies and Programs for Youth Development in India (Hardip Singh Kingra); (9) Youth Migration and Change in Indonesia (Aswatini Raharto and Mita Noveria); (10) Youth in the Japanese Society (Ushiogi Morikazu and Watabe Makoto); (11) Malaysian Youth: From Government Policies to Grassroots Aspirations (Rashila Ramli); (12) The Only-Child Generation: Chinese Youth in a Transformative Era (Wu Xiaoying); (13) The Filipino Youth Today: Their Strengths and the Challenges They Face (Joseph H. Puyat); (14) Online Games Dynamics in Korean Society: Experiences and Lifestyles in the Online Game World (Sang-Min Whang); (15) Demographic and Economic Pressures to Move: Youth Aspirations and Livelihood Opportunities for Youth in the Liberal Economic Environment of Sri Lanka (Siri T. Hettige); (16) Monitoring the Convention on the Rights of the Child in Thailand (Amara Pongsapich); and (17) Vietnam's Youth in Transition (Nguyen Thi My). (Individual papers contain references.) [This document was published by Regional Unit for Social and Human Sciences in Asia and the Pacific, UNESCO Asia and Pacific Regional Bureau for Education, as well as the Association of Asian Social Science Research Councils (AASSREC). Abstract modified to meet ERIC guidelines.]

Recent research focusing on Human Resource Development (HRD) in East Asia is attracting increasing attention. The purpose of the study is to explore the definition and practice of HRD, together with influencing cultural factors, in Mainland China, Taiwan, and Japan. The results indicate a difference in the definition and implementation of HRD among these three areas, and that the nature and role of HRD are influenced by cultural factors specific to each region examined. [For complete proceedings, see ED491481.]

Nazarbayev University Graduate School of Education presents conference proceedings of the annual Eurasian Higher Education Leaders' Forum held June 12-13, 2013, at Nazarbayev University. The theme of this year's Forum is "Global Trends in Higher Education and their Impact on the Region". Many internationally-recognized higher education professionals and experts have been invited to share expertise among leaders of academic institutions of the newly independent countries of the post-Soviet Central Asia. At the same time, university presidents, rectors and vice rectors as well as ministerial representatives of Central Asian states have been invited to share their invaluable experience of administering and leading their home institutions in challenging times after the collapse of the Soviet Union. The Forum aimed at developing an international dialogue between higher education leaders, policy makers, researchers and practitioners from different parts of the world. We believe this dialogue should be at the heart of collaboration both on individual and institutional levels. Speakers and delegates from more than 30 countries attended the Forum in 2013. Attendees discussed the global trends in higher education and their impact on the region. The Forum has been divided into three plenary sessions: (1) University Leadership, Governance and Accountability; (2) Quality Assurance in Education & Research and Accountability and (3) Trends in Global Educational Hubs. Keynote speeches in these proceedings include: (1) Nazarbayev University as a Flagship University in Kazakhstan (Yerbol Orynbayev); (2) Leading Educational Reforms in Central Asia: The Case of Kazakhstan (Bakytzhan Zhumagulov); (3) Academic Freedoms, Shared Governance and Leadership in Excellent Academic Institutions (Richard Miller); (4) Social Responsibility of Universities (Kent MacDonald). Articles in these proceedings include: (1) Social Responsibility of Universities: The Case of Kazakh National Technical University (Zhexenbek Adilov); (2) The Changing Landscape of International Higher Education (Fatima Zhakypova); (3) A Balancing Act: Achieving Accountability while Ensuring Autonomy (Mary Canning); (4) The Ethical Underpinnings of World Class Universities (Stephen P. Heyneman); (5) Changing Patterns of Higher Education Leadership in Kazakhstan (Aida Sagintayeva); (6) Governance of the US University: Organizational Structure and Changing Power Relationships in Comparative Perspective (Martin Finkelstein and Kairat Kurakbayev); (7) Quality Assurance in Education, Research and Accountability (Tom Boland); (8) The Role of the State in Quality Assurance of Education (Sholpan Kalanova); (9) Frontier Quality Differentials in Hybrid Higher Education (Hamish Coates and Martin Thakur); (10) Quality Assurance in Education & Research and Accountability (David Bridges); (11) Creating an Institutional Ecology that Supports Research (Matthew Hartley); (12) Scientific Excellence and Research Outcome-Based Assessment Approaches (Zhaxybay Zhumadilov); (13) What do Education Cities and Regional Hubs to Offer? (Alan Ruby); (14) Government Support for Student Mobility: the Case of Kazakhstan's International Scholarship Program "Bolashak"; (Kadisha Dairova, Zakir Jumakulov and Adil Ashirbekov); (15) State Support of Student Mobility in Kazakhstan (Sayasat Nurbek); (16) Academic Mobility in Kazakhstan: Rhetoric and Reality (Martin O'Hara); (17) The Relationship between Public Funding & Private Support (Gretchen Dobson); (18) Trends in Higher Education Financing: a View from Bishkek (Andrew Wachtel). It is hoped that the annual Forum's conference proceedings will serve as a valuable resource for higher education leaders, faculty members and policy makers. We invite everyone who is interested in reflecting on the continuities and changes in education development and taking strategic actions to improve their national and local educational environments. Individual papers contain figures and references. [This publication was produced by Nazarbayev University.]