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The spectacular economic success of the Newly Industrialising Countries (NICS) of Asia since the 1960s, has led to the quest to identify other less developed countries which may be just about to become the next NICS of Asia. This paper examines the arguments for and against the view that there is a "second tier" of less developed countries which are about to join the ranks of the Asian NICS. While Malaysia and Thailand are generally thought to be the most likely candidates, this paper argues that one hitherto unrecognised contender. China, is likely to join these countries in achieving NIC status. This paper examines the question of whether there are likely to be more Newly Industrializing Countries (NICS) emerging over time, following in the footsteps of the original four in Asia (Hong Kong, Singapore, South Korea and Taiwan). While some writers suggest that several developing countries are about to achieve NIC status in the near future, others argue that world trading conditions have deteriorated to such an extent as to make this very unlikely. [ABSTRACT FROM AUTHOR]

The economic success of some of the countries within the East Asian region has generated a range of studies which have attempted to identify the sources of that growth. One strand within these analyses has focused on the critical role of schooling in the accumulation of human capital. This paper examines the role which education has played in the rapid development of the four 'Asian Tigers'; namely: Hong Kong, Taiwan, South Korea and Singapore. It is argued that whilst patterns of educational provision displayed some common features there were also significant differences in other areas such as the role of the state, sources of educational funding, the role of technical education and of the school curriculum. [ABSTRACT FROM AUTHOR]

Focuses on how education policies in areas such as the medium of instruction and curriculum changed as Singapore moved towards self-government and independence in the 1950s and 1960s. Colonial transition in Singapore and its impact on education; Comparison and contrast of Singapore and Hong Kong; Conclusion.

China is too often analyzed without regard to the example of other developing countries. A discussion of development models suggests that China's situation can fruitfully be analyzed as similar to that of the four "Little Dragons" (Taiwan, South Korea, Singapore, and Hong Kong), and to Japan in an earlier era. Because of the unusual size of Hong Kong and Singapore, and the special political status of Hong Kong, most attention is focused on China, Taiwan, and South Korea. Various implications for management and the external environment for management are discussed. [ABSTRACT FROM AUTHOR]