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This paper explores the science of prevention, with special attention to prevention research and applications in education and psychology, and the importance of prevention in Asian countries. One example that will be highlighted is the recently adopted Korean government policy on Internet addiction which addresses the problem from prevention to treatment. In addition, the paper provides background by summarizing the history of prevention and definitions of prevention. Research and conceptual papers that have been published in the "Asian Pacific Education Review" serve as examples of important topics to address from a prevention perspective. The topics are school bullying, school achievement, career development, and educator professional development and educational reform. The paper also discusses prevention best practices by summarizing the recently adopted American Psychological Association "Guidelines for Prevention in Psychology", emphasizing that the Guidelines are applicable for professions beyond psychology and they also apply in different parts of the world. Finally, the paper discusses prevention in the future, especially noting that advances in science, technology, and population demographics will increase the importance of prevention in the twenty-first century.

This paper studies the impact of education on domestic terrorism in Asian countries from 1970 to 2018. A control function approach is utilized to address the endogeneity of education on terrorism. Generally speaking, results show that education promotes domestic terrorism in Asia. Negative binomial regressions with and without control function are run for other parts of world to examine whether the patterns in Asia hold worldwide. Other important determinants of domestic terrorism in Asia include regime type, ethnic fractionalization, linguistic fractionalization, religious fractionalization, GDP per capita, and trade openness. This paper contributes to the literature by 1) applying a control function approach to control for possible endogeneity of education on terrorism, 2) analyzing exclusively Asia, a region where terrorism has been increasing rapidly over the last decade, (3) and focusing on domestic terrorism. [ABSTRACT FROM AUTHOR]

Scholars have noted the need for both empirical and theoretical research on the unique configurations of race and racism within Asia. This paper explores the racialized landscape encountered by Malay youth during their education and employment in the city-state of Singapore. We highlight the three unique building blocks which comprise the country's racial landscape, namely (i) race is used as a naming device by the state; (ii) economic and social inequality along the lines of race exist alongside discourses of meritocracy and (iii) discussions of race which can be perceived as offensive are violations of local laws. Based on focus groups conducted with Malay youth on their experiences and memories of their education and employment, we highlight their perspectives on racial stratification. We explore Singapore's racial landscape within which Malay youth are excluded from networks, silenced through discourses of harmonious multiculturalism, and excluded from Chinese-language-based corporate cultures which are predominant. Our findings suggest that challenging racial inequality in multicultural cities requires the dismantling of systemic systems of stratification. Our analysis contributes to understanding the unique configurations of race and racism in Asia and amongst Asians. [ABSTRACT FROM AUTHOR]

In studies of academic resilience, researchers seek to identify factors that protect against adverse effects caused by risk and stress, and which ultimately assist students to be academically successful. However, because relatively few studies are conducted in Asian settings, Western-based research may have limited application for policy and prevention in the Asian context. It is therefore important to expand the context and culture in which resilience research takes place. This paper highlights academic resilience factors among Asian students that are located in the multiple levels of the social ecology (including individual, peers, family and school). This is consistent with results from the Western context. However, it also reports on some differences in academic resilience factors that are found both within Asian countries and between Asian and Western countries. From these results, we might thus conclude that alongside pan-human factors, Asian students’ academic success can also be considered in part due to uniquely Asian attributes. This reaffirms the importance of considering culture and national context in studies of academic resilience. Taken as a whole, this collection of papers showcases multiple approaches to building academic resilience and empowering students and their educators and caregivers across the Asian region. [ABSTRACT FROM PUBLISHER]

Background: Up to 1.45 billion people currently suffer from soil transmitted helminth infection, with the largest burden occurring in Africa and Asia. Safe and cost effective deworming treatment exists, but there is a debate about mass distribution of this treatment in high prevalence settings. While the World Health Organization recommends mass administration of anthelmintic drugs for preschool and school-aged children in high (>20%) prevalence settings, and several long run follow up studies of an influential trial have suggested large benefits that persist over time, recent systematic reviews have called this recommendation into question. Methods and findings: This paper analyzes the long-term impact of a cluster-randomized trial in eastern Uganda that provided mass deworming treatment to preschool aged children from 2000 to 2003 on the numeracy and literacy skills of children and young adults living in those villages in 2010-2015. This study uses numeracy and literacy data collected seven to twelve years after the end of the deworming trial in a randomly selected subset of communities from the original trial, by an education-focused survey that had no relationship to the deworming study. Building on an earlier working paper which used data from 2010 and 2011 survey rounds, this paper uses an additional four years of numeracy and literacy data (2012, 2013, 2014, and 2015). Aggregating data from all survey rounds, the difference between numeracy scores in treatment versus control communities is 0.07 standard deviations (SD) (95% CI -0.10, 0.24, p = 0.40), the difference in literacy scores is 0.05 SD (95% CI -0.16, 0.27, p = 0.62), and the difference in total scores is 0.07 SD (95% CI -0.11, 0.25, p = 0.44). There are significant differences in program impact by gender, with numeracy and literacy differentially positively affected for girls, and by age, with treatment effects larger for the primary school aged subsample. There are also significant treatment interactions for those living in households with more treatment-eligible children. There is no evidence of differential treatment effects on age at program eligibility or number of years of program eligibility. Conclusions: Mass deworming of preschool aged children in high prevalence communities in Uganda resulted in no statistically significant gains in numeracy or literacy 7-12 years after program completion. Point estimates were positive but imprecise; the study lacked sufficient power to rule out substantial positive effects or more modest negative effects. However, there is suggestive evidence that deworming was relatively more beneficial for girls, primary school aged children, and children living in households with other treated children. Research approval: As this analysis was conducted on secondary data which is publicly available, no research approval was sought or received. All individual records were anonymized by the data provider prior to public release. [ABSTRACT FROM AUTHOR]

This paper provides an overview of transnational higher education (THE) in Uzbekistan. It includes a brief account of THE current and future market trends. The data, gathered from a literature search, show that the demand for THE (off-campus) is growing even faster than the demand for international (on-campus) programmes. This paper then provides an account of higher education reform in Uzbekistan together with a review of the development of international branch campuses in that country. The purpose of this paper is to provide a case study that is relevant to alternative approaches/initiatives in higher education provision in Uzbekistan and Central Asia. [ABSTRACT FROM PUBLISHER]

Historical research on the race between education and technology has focused on the West but barely touched upon 'the rest'. A new occupational wage database for 50 African and Asian economies allows us to compare long‐run patterns in skill premiums across the colonial and post‐colonial eras (c. 1870–2010). Our data reveal three major patterns. First, skilled labour was considerably more expensive in colonial Africa and Asia than in pre‐industrial Europe. Second, skill premiums were distinctly higher in Africa than in Asia. Third, in both regions, skill premiums fell dramatically over the course of the twentieth century, ultimately converging to levels long observed in the West. Our paper takes a first step to explain both the origins of the Africa–Asia gap and the drivers of global skill premium convergence, paying special attention to the colonial context that shaped demand, supply, and labour market institutions. [ABSTRACT FROM AUTHOR]

In recent years, many populist leaders and parties have succeeded in taking over the levers of state power, in spite of the fact that much of their political rhetoric in opposition expresses anti-state sentiments. This paper examines how populist leaders and parties in Asia have been able to use the institutions of the state, including education, to exercise and perpetuate their power. Focusing on the examples of India, the Philippines and Singapore, the paper shows how in each of these cases, populist politics consists in attempts to reconfigure the nature of the state and its relationship to civil society, often seeking to obliterate the distinction. A great deal of effort is put in to transform the institutions of the state, including education, making it possible for them to translate populist sentiments into governmental practice. This explains how, when in government, populists are often able to extend their appeal and influence. [ABSTRACT FROM AUTHOR]

The purpose of this study is to propose the significance of education for disaster prevention collaborated with Asia countries. The challenge lies in maintaining a high level of motivation for disaster prevention topics among students from elementary to high school, especially in classes of social studies and the same or equivalent subjects, geography and history. The proposal for disaster reduction education in this paper is as follows. The disaster prevention education for elementary to high school should always be devised according to the characteristics of each school type so that students can view the topic as their "personal matter." One of such attempts would be introducing the topic of real-time disasters that occur in the world, especially in Asia, to integrate into the class contents, along with the information regarding disaster prevention measures implemented in these countries, to enhance students' awareness of disasters and disaster prevention. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to perform a review of the literature of empirical studies on elder mistreatment (EM) in South Asians, and to discuss key implications for policy, practice and research.Design/methodology/approach For this review, multiple electronic databases in the international health and social science were searched and supplemented by grey literature and cross-references. Quality of papers was assessed by two authors against the standard checklists.Findings In total, 16 studies met the inclusion criteria of this review, of which 11 were cross-sectional design, and only six of them used standard instruments to measure EM. The prevalence estimates of overall EM retrieved from general population-based studies ranged from 9.3 per cent in India to 49.1 per cent in Nepal. Age, gender, residential settings, socioeconomic status, health, education, and social structures and processes were key risk factors for EM in South Asian communities. Reporting and action taking were culturally rooted.Originality/value While the review is not systematic, there are limitations associated with the paper in covering the diverse range of databases and studies. However, this review provides a valuable synthesis of the empirical papers on the incidence, culturally specific risk factors and reporting trends of EM in South Asians. Additionally, the review presents the papers evaluated for a quality to ensure the validity of empirical data. Finally, the review includes several implications for policy, practice and future research on EM which may ultimately contribute in improving the health and wellbeing of elder South Asians. [ABSTRACT FROM AUTHOR]

Secularization, expansion of higher education, and urbanization have led to disenchantment with politics and the erosion of political trust in many societies. Religion may continue to be salient, however, how these forces interact with enduring religious influences to shape political trust is unclear. This paper examines the issue using Asian Barometer Survey (2001–2016) data with hierarchical age–period–cohort (HAPC) models. Our results show supportive evidence for the following findings: in East and Southeast Asia, urbanization is associated with less political trust for most religions except Islam; education is associated with less political trust; education's effect is the most salient for the atheists and Buddhists, but it disappears among the Muslims. The findings suggest the power of modernization and secularization significantly differs across cultures and religions. We should not simply perceive religion as a universally conservative force; instead, we need to understand religions through an integrated macro‐micro perspective by situating it in the social contexts. [ABSTRACT FROM AUTHOR]

This paper aimed to identify the determinants of life satisfaction in the four regions of Asia. Because the determinants of life satisfaction may differ between people who are at a different level of life satisfaction, quantile regression was used to yield more accurate inferences. An earlier study using ordinary least square regression found that the standard of living, marital status, education and the role of government were the most significant determinants of life satisfaction in Asia. Results from the present study also show that these three factors were significant determinants of life satisfaction, but their effects varied considerably across the quantiles. Gender and age were significant determinants of life satisfaction only in Central & West Asia, but the education factor was relatively less significant here as compared to the other regions. In all the four Asia regions, the income variable was a less significant predictor of life satisfaction as compared to the standard of living. This paper further found that employment was more influential in South and Southeast Asia as compared to the other two regions. The effects of these variables varied substantially across the quantiles. Some of these variables had a positive effect on life satisfaction for some quantiles, but a negative effect for other quantiles. [ABSTRACT FROM AUTHOR]

This paper investigates the migration of Asia-born academics from traditional centers in the West to Singapore, a rapidly developing education hub in Southeast Asia. We argue that such movement can be seen as a form of quasi-return, where migrant faculty look for places where they can be "close enough" to aging parents and family, while working in an institution that is "good enough" to continue research work. This position leads to conflicting notions of social mobility, when defined in terms of professional prestige and status. While interviewees perceived their move to Singapore as a form of upward mobility when compared to colleagues within their home countries, they simultaneously worried about their downward mobility compared to peers who had remained in the West. Such perceptions shape their decision to leave Singapore in the future, reinforcing current university hierarchies, where institutions in the USA and Europe continue to dominate notions of academic prestige. [ABSTRACT FROM AUTHOR]

In the present globalised world, education plays the central role for building a knowledge economy, which is also the priority area in educational policies across the globe. Therefore, the benefits of education should be available to all irrespective of age, class and gender. However, the fact is that lack of gender equality and the prevailing gender discriminations have posed a great challenge in maintaining the balance in Human Development indicates towards a process of enlarging people's choice, helping them to lead a long and healthy life, and enabling them to become educated so that they can enjoy a descent standard of living. In the context of Asia, there are some very high and high human development countries such as-Korea, Japan, China and Singapore where women are more privileged in terms of accessing educational opportunities which is not so apparent in case of the women in medium and low human development countries like-India, Afghanistan, Pakistan and Bangladesh. Against this background, education is the only way to transform the lives of the women in general. Of late in Asia, ODL has emerged as one of the most viable mechanisms for ensuring gender equity by providing a more justified approach to the education for women. This paper is an attempt to examine the present status of Gender Inequality Index in some select Asian countries and to explore how Gender Inequality plays an important role for Human Development. Finally, this paper shall identify some best practices adopted by some mega open universities of Asia for reducing Gender Inequality and accelerating the capacity building among women. [ABSTRACT FROM AUTHOR]

Over the last few decades, international student mobility has come to be increasingly viewed in both scholarly and policy discourse as a valorised pathway to personal development, career success, and class reproduction. This framing of international study has been particularly prominent in accounts of mobility to Anglophone universities that have dominated the literature to date. Yet, despite these claims, most research has been undertaken with current students, and hence, the significance of international study has remained speculative and caught up with dominant discourses that tend to valorise this form of mobility. In this paper, we subject these claims to critical examination by analysing the narratives of alumni who have studied overseas in three leading universities in East Asia. We focus, in particular, on the ways in which international student mobility articulates through after-study lives in terms of the forms of situated learning and cultural capital expressed by alumni, the geographical configurations and circulations that shape the portability of education, and altered sensibility and onward mobilities that are generated through international study. Through this discussion, we demonstrate that international study often does have value in after-study lives, but that this value is highly situated in the networks and spaces that alumni move through and enact. Our paper then demonstrates that there is nothing automatic about the portability of overseas education, and that there is a need for scholars to examine not only student mobility itself but the way this unfolds into after-study lives. Copyright © 2016 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Information and Communication Technology (ICT) offers opportunities for governments to address key education challenges of quality, equity, and efficiency. While governments and educational institutions in developed countries may have taken up these opportunities, many developing countries in Asia and the Pacific region have often missed them out. This may be due to countries' socioeconomic settings, approaches towards design and implementation of the ICT in education plan, and investment on research and development of ICT in education. This paper explores the current challenges of education in Asia and the Pacific and explains how these challenges may be overcome by the strategic use of ICTs when a holistic approach towards ICT in education is adopted. [ABSTRACT FROM AUTHOR]

Over the past two decades scholars have called for a more concerted effort to develop an empirically grounded literature on educational leadership outside of mainstream “Western” contexts. This paper reports the results of a review of research topics and methods that comprise the literature on educational leadership and management in Asia between 1995 and 2012. The review of research employed a quantitative descriptive form of systematic review of 478 articles published in eight “core” international journals in educational leadership and management over this period. The review examined trends in publication volume and impact, as well as research topics and methods used by scholars studying educational leadership and management in Asia. The study concluded that Asian scholarship in educational leadership and management remains in the early stages of development. Knowledge production is highly uneven across the continent, with only a few pockets of research excellence. Significant growth trends were observed in terms of scholarly interest in studying leadership in K-12 schools, school change, effects and improvement, and organizational behavior in education. Although qualitative research methods were more popular in this literature prior to 2006, the use of quantitative research methods has increased sharply during the past six years. [ABSTRACT FROM PUBLISHER]

Are Asian universities different from those in Western countries? Premised on the hypothesis that Asian universities are different because of hybridization between Western academic models and local traditional cultures, this paper investigates the hybrid characteristics in Malaysian universities resulting from interaction between contemporary external influences and local traditional practices. At the system level, the interaction between external ideology of neoliberalism and local ethnic-based politics has resulted in ethnized neoliberalism in the higher education system. Hybrid characteristics at the institutional level have been operationalized into the domains of governance and management, programmes and curriculum, teaching and learning, and research and service. Based on three types of universities in Malaysia – mainstream, Islamic and Chinese community-based – we argue that Malaysian universities are hybrid universities because many of the policies and practices are distinctively different from the Western academic models. Indigenization of the Western models had taken place resulting in unique form of university governance and management, Islamization of curriculum and the Asian cultural ethos of the campus in Malaysian universities. [ABSTRACT FROM PUBLISHER]

Background: Understanding the past-year prevalence of male-perpetrated intimate partner violence (IPV) and risk factors is essential for building evidence-based prevention and monitoring progress to Sustainable Development Goal (SDG) 5.2, but so far, population-based research on this remains very limited. The objective of this study is to compare the population prevalence rates of past-year male-perpetrated IPV and nonpartner rape from women's and men's reports across 4 countries in Asia and the Pacific. A further objective is to describe the risk factors associated with women's experience of past-year physical or sexual IPV from women's reports and factors driving women's past-year experience of partner violence.Methods and Findings: This paper presents findings from the United Nations Multi-country Study on Men and Violence in Asia and the Pacific. In the course of this study, in population-based cross-sectional surveys, 5,206 men and 3,106 women aged 18-49 years were interviewed from 4 countries: Cambodia, China, Papua New Guinea (PNG), and Sri Lanka. To measure risk factors, we use logistic regression and structural equation modelling to show pathways and mediators. The analysis was not based on a written plan, and following a reviewer's comments, some material was moved to supplementary files and the regression was performed without variable elimination. Men reported more lifetime perpetration of IPV (physical or sexual IPV range 32.5%-80%) than women did experience (physical or sexual IPV range 27.5%-67.4%), but women's reports of past-year experience (physical or sexual IPV range 8.2%-32.1%) were not very clearly different from men's (physical or sexual IPV range 10.1%-34.0%). Women reported much more emotional/economic abuse (past-year ranges 1.4%-5.7% for men and 4.1%-27.7% for women). Reports of nonpartner rape were similar for men (range 0.8%-1.9% in the past year) and women (range 0.4%-2.3% in past year), except in Bougainville, where they were higher for men (11.7% versus 5.7%). The risk factor modelling shows 4 groups of variables to be important in experience of past-year sexual and/or physical IPV: (1) poverty, (2) all childhood trauma, (3) quarrelling and women's limited control in relationships, and (4) partner factors (substance abuse, unemployment, and infidelity). The population attributable fraction (PAF) was largest for quarrelling often, but the second greatest PAF was for the group related to exposure to violence in childhood. The relationship control variable group had the third highest PAF, followed by other partner factors. Currently married women were also more at risk. In the structural model, a resilience pathway showed less poverty, higher education, and more gender-equitable ideas were connected and conveyed protection from IPV. These are all amenable risk factors. This research was cross-sectional, so we cannot be sure of the temporal sequence of exposure, but the outcome being a past-year measure to some extent mitigates this problem.Conclusions: Past-year IPV indicators based on women's reported experience that were developed to track SDG 5 are probably reasonably reliable but will not always give the same prevalence as may be reported by men. Report validity requires further research. Interviews with men to track past-year nonpartner rape perpetration are feasible and important. The findings suggest a range of factors are associated with past-year physical and/or sexual IPV exposure; of particular interest is the resilience pathway suggested by the structural model, which is highly amenable to intervention and explains why combining economic empowerment of women and gender empowerment/relationship skills training has been successful. This study provides additional rationale for scaling up violence prevention interventions that combine economic and gender empowerment/relationship skills building of women, as well as the value of investing in girls' education with a view to long-term violence reduction. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Early Childhood is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

An introduction is presented in which the editor discusses various reports within the issue on topics including education in Asia, positive psychological traits of students and implementation of positive interventions in classroom environment.

The fraction of U.S. college graduate women who ever marry has increased relative to less educated women since the mid-1970s. In contrast, college graduate women in developed Asian countries have had decreased rates of marriage, so much so that the term 'Gold Misses' has been coined to describe them. This paper argues that the interaction of rapid economic growth in Asia combined with the intergenerational transmission of gender attitudes causes the 'Gold Miss' phenomenon. I present a simple dynamic model then test its implications using U.S. and Asian data on marriage and time use. [ABSTRACT FROM AUTHOR]

Australian teacher education programmes that prepare teachers of English to speakers of other languages (TESOL) are confronting the nexus of two facets of globalization: transformations in the Asian region, captured in the notion of the “Asian century”, and shifting conceptions of professionalism in TESOL in non-compulsory education. In booming Asian economies, English language learning is integral to the demand for high-quality education. This has produced increases in TESOL Teacher Education Programme (TTEP) enrolments of both domestic Australian students and international students from Asia. Growth in demand for TTEPs has necessitated that they cater to student diversity, and the intended contexts of practice. This demand has coincided with a concurrent movement towards professional standards for TESOL that, we argue, confronts complexities around quality, accountability, and professional identity and achieving conceptual and contextual coherence. Drawing on discourses of managerialism and performativity, this paper explores tensions between increased student demands for TTEPs, professional standards discourses which are part of the global policy discourses on teacher quality, and the achievement of programmatic conceptual and contextual coherence from the perspective of Australian TTEPs. [ABSTRACT FROM AUTHOR]

The article analyzes different types of shadow education, providers, customers and research trends, focusing on Asia, Europe and the U.S. Topics discussed include educational activities administered outside of formal schooling across countries, organisation of shadow education, and country differences in labels.

ABSTRACT The roles of English within and between the many of the countries which make up Southeast Asia are increasing, and English is constantly being used and negotiated as a mutual means of communication by Asian multilinguals for whom English is an additional language. It is timely, therefore, to consider ways in which these Englishes have been developing, along with the roles English is currently playing. Areas worthy of investigation include the influence of language contact and the motivations for the presence of non-standard forms in these new varieties of English. Given the recent research reviewed in this paper, the criteria by which the use of non-standard forms are classified as characteristic of the particular variety need to be revised. The paper will conclude by considering whether the role of English as a lingua franca in the region has reached its zenith and whether regional language education policy is likely allow the languages of Asia to thrive. [ABSTRACT FROM AUTHOR]

This study focused on the trilemma association of education, income and poverty alleviation: managerial implications for inclusive economic growth in developing countries in Asia to establish the proportion of the poor in the population and further identify its determinants. This research utilized secondary data from 1990 to 2016 by using econometric estimation. The results show that education decreases poverty when evaluated through the poverty gap and poverty headcount ratio and employment and increasing rate of economic development in the form of GDP to reducing poverty. GDP the Gini coefficient show the same signs while the magnitudes of the coefficients. Consequently, improvement in an independent variable will decrease poverty while the results have various levels of contributions through static and dynamic panel data methods, that education can reduce poverty. Results indicate that the level of poverty stood at 62.2%. The level of education, poverty headcount ratio, poverty gap and secondary school enrolment were significant in determining a household's poverty status. However, land ownership and household head's occupation were not statistically significant in explaining the probability of a household's poverty status. From the results, this study recommends that all stakeholders work towards reducing poverty in the study to enhance education and family planning. [ABSTRACT FROM AUTHOR]

Introduction: The World Health Organization identified health to be the most important social goal and the 1978 Declaration of Alma Ata placed primary health care central to its attainment and the UN Sustainable Development Goals (SDGs) as the template. The Astana Declaration called on a change of focus in primary care, from treatment of specific diseases to the prevention and inclusion of both scientific and traditional knowledge. Such objectives require public–private partnerships in providing health care, including traditional and complementary medicine systems such as naturopathy that align. However, there is limited understanding of global regulatory frameworks and officially recognized training for naturopathy. Materials and Methods: This descriptive study employs an adapted mixed-methods explanatory framework to examine naturopathy regulation and education. Analysis merges data arising from a descriptive policy analysis of regulation from 36 countries and survey analysis from 65 naturopathic organizations from 29 countries. Results: Four types of workforce regulation were identified within 107 countries where naturopathy was practiced—statutory registration or occupational licensing, coregulation, negative licensing, and voluntary certification. No form of naturopathic regulation was most common. Higher graduate/postgraduate education and access to a broader range of practices were more frequently reported in countries where naturopathy is statutory regulated. Government audits were more frequently reported where naturopathy was statutory regulated or coregulated. Discussion: Naturopathic philosophy and practice align with primary health care goals outlined in the Declaration of Astana. The naturopathic workforce represents an untapped health care resource with a demonstrated track record of translating these aspirational goals into practice. However, naturopathy remains inconsistently regulated globally, serving as a significant barrier to partnering with other health system actors to attain the health-related SDGs. Workforce regulation for the naturopathic profession offers increased standards, reduced risks, integrative health workforce planning, and assistance to countries toward achieving the promise of the Declaration of Astana. [ABSTRACT FROM AUTHOR]

What lessons can political science classes borrow from the humanities? This paper presents the results of a multi-year study on teaching about Asia as part of a general education program. Given the challenges of meeting common learning outcomes while also teaching discipline-specific lessons, political science courses often underperformed in assessments when compared to benchmark expectations. While our initial conclusion--that a greater focus on multimodal assignments would promote deeper learning and reflection--proved unfounded, explicitly emphasizing students' reflection on their own process of democratic engagement, in comparison to that of their counterparts in Asia, did seem to address the shortcomings of the previous approaches by giving students context and guidance in their understanding of how democracy works at home and abroad. Data from reflective essays, collected over two years, provide evidence for this finding. [ABSTRACT FROM AUTHOR]

Background: This systematic review and meta-analysis identified early evidence quantifying the disruption to the education of health workers by the COVID-19 pandemic, ensuing policy responses and their outcomes. Methods: Following a pre-registered protocol and PRISMA/AMSTAR-2 guidelines, we systematically screened MEDLINE, EMBASE, Web of Science, CENTRAL, clinicaltrials.gov and Google Scholar from January 2020 to July 2022. We pooled proportion estimates via random-effects meta-analyses and explored subgroup differences by gender, occupational group, training stage, WHO regions/continents, and study end-year. We assessed risk of bias (Newcastle–Ottawa scale for observational studies, RοB2 for randomized controlled trials [RCT]) and rated evidence certainty using GRADE. Results: Of the 171 489 publications screened, 2 249 were eligible, incorporating 2 212 observational studies and 37 RCTs, representing feedback from 1 109 818 learners and 22 204 faculty. The sample mostly consisted of undergraduates, medical doctors, and studies from institutions in Asia. Perceived training disruption was estimated at 71.1% (95% confidence interval 67.9–74.2) and learner redeployment at 29.2% (25.3–33.2). About one in three learners screened positive for anxiety (32.3%, 28.5–36.2), depression (32.0%, 27.9–36.2), burnout (38.8%, 33.4–44.3) or insomnia (30.9%, 20.8–41.9). Policy responses included shifting to online learning, innovations in assessment, COVID-19-specific courses, volunteerism, and measures for learner safety. For outcomes of policy responses, most of the literature related to perceptions and preferences. More than two-thirds of learners (75.9%, 74.2–77.7) were satisfied with online learning (postgraduates more than undergraduates), while faculty satisfaction rate was slightly lower (71.8%, 66.7–76.7). Learners preferred an in-person component: blended learning 56.0% (51.2–60.7), face-to-face 48.8% (45.4–52.1), and online-only 32.0% (29.3–34.8). They supported continuation of the virtual format as part of a blended system (68.1%, 64.6–71.5). Subgroup differences provided valuable insights despite not resolving the considerable heterogeneity. All outcomes were assessed as very-low-certainty evidence. Conclusion: The COVID-19 pandemic has severely disrupted health worker education, inflicting a substantial mental health burden on learners. Its impacts on career choices, volunteerism, pedagogical approaches and mental health of learners have implications for educational design, measures to protect and support learners, faculty and health workers, and workforce planning. Online learning may achieve learner satisfaction as part of a short-term solution or integrated into a blended model in the post-pandemic future. [ABSTRACT FROM AUTHOR]

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

• We investigate the effect of human capital formation on authoritarian survival. • Government expenditure of education reduces the probability of regime breakdown in dictatorships. • In non-democratic East Asian countries, citizens with more formal education perceived greater social mobility than less educated citizens. • Citizens perceiving higher social mobility are less likely to demand political freedom. This paper examines the logic of human capital formation in authoritarian regimes based on theories of inequality and regime transition and the prospect of upward mobility model. Our central argument is that by investing in human capital, dictators can boost citizens' perceived levels of social mobility. Consequently, dictators can preemptively ameliorate the pressure for redistribution from the poor and neutralize threats from the masses. In other words, dictators invest in human capital as a way of increasing citizens' perceived social mobility and thus sustaining political stability in their authoritarian regimes. Our cross-national analysis covers more than 80 authoritarian regimes from 1970 to 2010 and shows that higher levels of education spending are associated with a lower probability of regime breakdown in autocracies. We further use a causal mediation analysis with the Asian Barometer Survey data and connect our causal link from human capital formation to perceived social mobility and then to authoritarian regime support. [ABSTRACT FROM AUTHOR]

Positive education is the application of positive psychology principles to the education domain. Relative to positive psychology, positive education has not received a great deal of theoretical and empirical attention. In addition, there is a significant dearth of positive education theory and research focusing on students in the Asian region. This article explores positive education, its links to positive psychology, and its relevance and importance to wellbeing and learning in the Asian context. Building on the series of studies in this Special Issue, the article then outlines critical conceptual, measurement, and research design considerations for positive education research going forward. [ABSTRACT FROM AUTHOR]

Soviet regime is attributed with a well developed and comprehensive educational system in the entire erstwhile USSR. The mission of literacy was deemed an essential imperative for the socio-economic and cultural transformation. Therefore, for the establishment of socialist state, based on Marxist-Lenin principles, the term "likbez" was developed and a crusade against illiteracy was launched which culminated into the socalled "infallible and invincible" model of Soviet education. Though Soviet model is believed to be a monolithic model, yet coherent educational system was not followed so far as soviet Central Asian Republics were concerned. Moreover, during perestroika and subsequent disintegration, the utter failure of Soviet educational system in former Central Asian Republics exposed the myth of invincibility. The present paper intends to re-analyse and re-approach the Soviet educational policy in the former Central Asian Republics. [ABSTRACT FROM AUTHOR]

ABSTRACT Southeast Asia is marked by high levels of diversity that carry over into its linguistic habitats. Located at sea routes that connect East Asia, East Africa, the Middle East and Europe, it was a part of major trade network between the 7th and 17th centuries and a geo-political hub that enabled the exchange of political systems and power, goods and services, cultures and religions, languages and people. Its language habitats were marked by high levels of contact and change. Today Southeast Asia is more than a transit region. It is a geo-political entity that is pursuing its own priorities. This paper focuses on the growth and current status of English within different national environments and the developing regional or ASEAN context. It pursues three objectives: (i) to outline the history of English in the context of existing habitats so as to develop research questions; (ii) to highlight linguistic developments which unite or, alternatively, distinguish different varieties of English in the region; and (iii) to raise some implications for educational policies, which are referred to briefly in the conclusion. [ABSTRACT FROM AUTHOR]

ABSTRACT This paper discusses a number of key issues in English education and research in Cambodia. Multiple studies on Cambodia often suggest that English is a key component required to transform the standard of life of common Cambodians (Clayton ). To understand the phenomenon of the ever-increasing demand for English in the country, we conducted a series of semi-structured interviews with teachers and students followed by a needs analysis of English language learners in a tertiary institution. Our findings suggest that these future employees have a great enthusiasm for learning English mostly mediated by economic imperatives, in a changing world that prioritizes proficiency in the English language. Moreover, it was also found that research in higher education in Cambodia has gained increasing interest among English lecturers and students in the Cambodian academic community. [ABSTRACT FROM AUTHOR]

ABSTRACT Research on English in Singapore has been the topic of many studies from the late 1970s to the present. Past surveys on the topic have tended to focus on the phasing of the study of Singapore English, rather than on the broader issue of English in Singapore per se. From the late 1990s, we see the birth of a new generation of scholars on Singapore English whose doctoral dissertations have focused on Singapore English, and who have focused on the systematic, features-based linguistic description of Singapore English as well as the broader consideration of English in Singapore in general. The present paper takes its reference from an up-to-date compilation of published works of English in Singapore and doctoral dissertations, and attempts a meta-analysis via a systematic coding of all the works done. A critical evaluation of what existing research implies about the theoretical modelling of English in Singapore and areas requiring further research will be elucidated in the final section. [ABSTRACT FROM AUTHOR]

ABSTRACT The Southeast Asian region is undergoing rapid social, economic and cultural change brought about by movements of capital, people and ideas within and beyond the region. The dynamics of independence, nation-building and globalization have had an impact on most of the nation-states in the region, many of which attained independence only in the second half of the 20th century. This paper focuses on the development of Malaysia's language ecology within the context of nation-building, its embedding in the Southeast Asian region, and the global challenges it seeks to meet. Malaysia's languages are an essential component of the nation's ability to communicate internally in a multilingual country and externally to the region and the world. The interplay of English with Malay and other languages, and the tensions that arise and call for responses in education and other domains like the law in the wider multilingual situation are also discussed. [ABSTRACT FROM AUTHOR]

ABSTRACT Research in world Englishes (WE) and English as a Lingua Franca (ELF) have long been promoting what Pakir describes as 'common working axioms' (2009: 228) which uphold the pluricentricity of English: the existence of varieties, the acceptance of language change and adaptation, and the highlighting of discourse strategies. These principles have had profound effects on our understanding of the English language and, consequently, on the teaching of the language. In this paper, I argue that, for all the benefits offered by varieties of English, it might not be appropriate to teach varieties explicitly as a model to non-native learners of the language. I make this argument with the Philippine education context in mind, and propose a framework for Philippine ELT that recognizes both the identity and communication functions of the language. [ABSTRACT FROM AUTHOR]

Background: The Council on Chiropractic Education Australasia (CCE-A) is tasked with assessment and accreditation of chiropractic programs (CPs) in the Australasian community. To achieve this process the CCE-A has developed educational standards and graduate competencies which include minimum expectations of graduates prior to entry into the workforce. We sought to explore if these are changing overtime, and if so are these changes for the better. Method: The CCE-A 2009 and 2017 Competency Standards were located and downloaded. The competencies were placed into tables for a comparative analyses in a systematic manner to enable the identification of similarities and differences. In addition, word counts were conducted for the most commonly occurring words and this took place in December 2019. Results: The 2017 competency standards were over three times smaller than the previous standards 2009 standards. More similarities than differences between the old and the new standards were found. There were 18 additions to the 2017 graduate competencies with many that were in unison with contemporary aspects of healthcare such as patient centred-care, respect for practitioner-patient boundaries and patient sexual orientation, transitioning patients to self-management, and consideration of improving lifestyle options. Some competencies were not bought forward to the new standards and included, among others, students being competent in screening for mental health conditions, an expectation to discuss cost of care, re-evaluating and monitoring patients at each visit, and knowing when to discharge patients. The competencies continued to be silent on known issues within the chiropractic profession of a lack of a definition for chiropractic that would inform scope of practice and the presence of vitalism within CPs. Conclusion: There have been positive changes which reflect contemporary mainstream health care standards between CCE-A graduate competency revisions. The absence of a clear definition of chiropractic and its attendant scope of practice as well as continued silence on vitalism reflect known issues within the chiropractic profession. Recommendations are made for future accreditation standards to inform the required competencies and aid the integration of chiropractic into the broader health care community. [ABSTRACT FROM AUTHOR]

International students studying at foreign universities believe this experience will translate to occupational opportunities in their home countries. Although the motives for global education have been considered, we know less about the conversion process upon return. Using 66 in-depth interviews (20 evaluators, 20 locally-educated Koreans, 26 foreign-educated Koreans), I examine how global cultural capital can be both deeply meaningful and an obstacle to organizational fit and reintegration. When Koreans leave Korea before attending a local university, the acquisition of global institutional, embodied, and objectified cultural capital may come at the expense of how they activate or portray embodied local cultural capital. Koreans with more balanced global and local cultural capital—those leaving after graduating from a Korean university—were able to navigate the work context with greater ease, choosing when and how to signal both their global knowledge and understanding of the rules of the Korean work world. [ABSTRACT FROM AUTHOR]

Physical education professionals aim to develop quality programmes for physical education. This study aimed to develop and validate a scale using professionals’ perceptions of Quality Physical Education QPE in Asia using twenty-four items regarding QPE quality issues. The items covered status and roles, development of educational elements and supportive features in physical education. A sample of N = 799 sport and physical education professionals from eleven Asian cities participated in this questionnaire survey. Twenty-four items relating to QPE were examined via exploratory factor analysis (EFA) using maximum likelihood extraction and direct oblimin rotation methods. Nevertheless, only 20 items were extracted following the EFA examination. Items 1, 9, 14 and 18 were excluded because of low factor loadings. The remaining items were clustered into four subscales: Development and Supportive Elements for Quality Physical Education in Schools (DSFQPE; α = .918), Core Values of Quality Physical Education (CVPE; α = .908), Curriculum Arrangement of Physical Activities (CAPA; α = .884) and Provision and Norms in Physical Education (PNPE; α = .865). The Cronbach’s alpha coefficient (α = .875) indicated excellent internal consistency for the overall measure. Furthermore, the 4 retained factors from the EFA were assessed via robust confirmatory factor analysis (CFA). The 4-factor model demonstrated a good fit with the data (CMIN/DF = 3.450, CFI = .928, TLI = .916, PCFI = .801, RMSEA = .078). The study identified a 4-factor structure with internal consistency and acceptable interfactor correlations. The structure seemed to be applicable, including the twenty items identified as useful and necessary tools for the framework of analysis in the investigation of diverse settings for the study of quality physical education. [ABSTRACT FROM AUTHOR]

Background: Although most Indians live in rural settings, data on cardiovascular disease risk factors in these groups are limited. We describe the association between socioeconomic position and cardiovascular disease risk factors in a large rural population in north India. Methods: We performed representative, community-based sampling from 2013 to 2014 of Solan district in Himachal Pradesh. We used education, occupation, household income, and household assets as indicators of socioeconomic position. We used tobacco use, alcohol use, low physical activity, obesity, hypertension, and diabetes as risk factors for cardiovascular disease. We performed hierarchical multivariable logistic regression, adjusting for age, sex and clustering of the health sub-centers, to evaluate the cross-sectional association of socioeconomic position indicators and cardiovascular disease risk factors. Results: Among 38,457 participants, mean (SD) age was 42.7 (15.9) years, and 57% were women. The odds of tobacco use was lowest in participants with graduate school and above education (adjusted OR 0.11, 95% CI 0.09, 0.13), household income >15,000 INR (adjusted OR 0.35, 95% CI 0.29, 0.43), and highest quartile of assets (adjusted OR 0.28, 95% CI 0.24, 0.34) compared with other groups but not occupation (skilled worker adjusted OR 0.93, 95% CI 0.74, 1.16). Alcohol use was lower among individuals in the higher quartile of income (adjusted OR 0.75, 95% CI 0.64, 0.88) and assets (adjusted OR 0.70, 95% CI 0.59, 0.82). The odds of obesity was highest in participants with graduate school and above education (adjusted OR 2.33, 95% CI 1.85, 2.94), household income > 15,000 Indian rupees (adjusted OR 1.89, 95% CI 1.63, 2.19), and highest quartile of household assets (adjusted OR 2.87, 95% CI 2.39, 3.45). The odds of prevalent hypertension and diabetes were also generally higher among individuals with higher socioeconomic position. Conclusions: Individuals with lower socioeconomic position in Himachal Pradesh were more likely to have abnormal behavioral risk factors, and individuals with higher socioeconomic position were more likely to have abnormal clinical risk factors. [ABSTRACT FROM AUTHOR]

Background: Numerous studies have demonstrated that different weight change patterns from adolescence to adulthood may exert different effects on opportunities from which individuals subsequently benefit. Objectives: This study aimed to investigate the association of weight change patterns from late adolescence to young adulthood with monthly wage in young adulthood for both genders in Taiwan. Methods: A nationally representative retrospective panel of 3730 young people (1707 men and 2023 women) from the Taiwan Educational Panel Survey (2001–2014) was included. Individuals were divided into four weight-change-pattern categories based on changes in their body mass index at two time points that were 7 years apart, between late adolescence (aged 18–19 years) and young adulthood (aged 25–26 years). These categories were (1) no obesity, (2) obesity reversal, (3) developing obesity, and (4) persistent obesity. Cross-classified, hierarchical linear regression modeling analysis was performed to explore the association of weight change patterns with monthly wage in young adulthood, after adjustment for both individual- and contextual-level variables. Results: Of the weight-change-pattern categories for both genders, individuals with persistent obesity had the lowest monthly wage. For women, the mean monthly wage decreased progressively for the categories of no obesity, obesity reversal, developing obesity, and persistent obesity (test for difference, P = 0.016; test for trend, P = 0.026). Women with persistent obesity earned 20% less per month than did those who were never obese (P = 0.024), after controlling for individual and contextual factors. For men, no association was found between weight change patterns and monthly wage. Conclusion: Persistent obesity from late adolescence to young adulthood is associated with low monthly wage in young adulthood in women but not in men. These findings highlight the urgency of addressing persistent obesity early in life, especially for women. [ABSTRACT FROM AUTHOR]

School socioeconomic status (SES) is studied primarily as a variable to explain academic achievement; however, few previous studies have investigated how SES can influence individual student's academic achievement. The present study used a national representative sample of 10,784 grade 7 to 9 students (53.2% boys and 46.8% girls) in mainland China to examine the links between school SES and students' math and Chinese achievements, including the math and Chinese teacher-student relationships as mediating factors. The parents provided family socioeconomic information and the students reported on their teacher-student relationships. Achievements in math and Chinese were assessed using standardized tests. Multilevel mediation analyses revealed that school SES was positively related to students' math and Chinese achievements. Moreover, the link between school SES and students' math achievement was partially mediated by students' perception of the math teacher-student relationship. The Chinese teacher-student relationship had no mediating effect. This study indicated that school SES can influence individual student's academic achievement via their perception of teacher-student relationship. The poverty and lack of resources is obvious, yet low SES schools could make efforts in improving teacher-student relationship's quality to promote students' academic performance. Meanwhile, low SES schools should receive more attention from policymakers to improve teaching quality and school climate. Furthermore, the study findings could be used for future research on the gap between low and high SES schools. [ABSTRACT FROM AUTHOR]

Claims of a special cultural emphasis on learning and education (SCELE) in East Asia versus the West - the United States in particular - are legion in the research literature. The evidence is, however, largely anecdotal, severely geographically limited, or reflects an unrepresentative selection of respondents. We review the evidentiary strategies of earlier studies, situate the assumed SCELE in a theoretical framework, and compare the prevalence of learning and education words in general-interest newswriting samples from across East Asia and the United States (N = 61). Our findings confirm earlier unsubstantiated claims, provide new insight into the strength of the difference, and illustrate a novel means of quantifying the difference in magnitude of SCELE in East Asia in comparison to the United States. [ABSTRACT FROM AUTHOR]

In this editorial article we frame how young people in Asia are reworking rapidly changing socio-economic, cultural conditions and constraining political structures to create possible successful futures and achieve their aspirations. We critically engage with interdisciplinary debates that conceptualise youth futures and provide an overview of current literature on this topic. Using the intense dynamism of the contemporary Asian region as a lens, we examine the complexities of education and employment landscapes young people are attempting to navigate or avoid; and highlight the implications this has for understanding the nexus between education and employment. Finally, this special issue highlights work by Asian and Asia-based scholars and is part of an intellectual project to make Asian young people more visible within Geography, Anthropology and related disciplines. The collection serves as a showcase of inter-disciplinary scholarship focusing on the complexities of young Asian lives in relation to education and employment. [ABSTRACT FROM PUBLISHER]

Building on the first cross-national study that had demystified various assumptions about the worldwide use of shadow education two decades ago, we analyze data from the 2012 Programme for International Student Assessment to examine the cross-national pattern of the use of shadow education by families in 64 nations and use improved statistical estimation methods. Focusing on fee-paying out-of-school classes, we find a continued, and likely an intensified pattern of the cross-national use of shadow education in the contemporary world. Approximately about one-third of all 15-year-old students from 64 countries/economies across the world use this form of shadow education. Students of higher socioeconomic status, females, and students in urban areas and general programs are more likely to use feepaying services, while families and students turn to these services to address academic deficiencies in general. In addition, students from poorer countries more extensively rely on shadow education than students from wealthier countries after controlling for other variables. Students in South-Eastern and Eastern Asian countries are more likely to pursue shadow education than their counterparts in many other regions. Implications of these findings for theories of education and society as well as for educational policy in relation to shadow education are discussed. [ABSTRACT FROM AUTHOR]