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Previous studies of East Asian welfare regimes focus on similarities between social security schemes. In contrast, this paper explores cross-national variations in public–private pension mixes in six welfare states: China, Hong Kong, Japan, Singapore, South Korea and Taiwan. Our research echoes the pension policy analysis of international organisations but takes a step forward with emphasis on the historical and institutional characteristics of the respective pension systems. The analysis identifies three institutional patterns. First, the statist pension system (Taiwan and China) primarily relies on public pensions to provide old-age security, with private pensions playing a rather minor role. Second, in the dualist pension system (Japan and Korea) both public and private pensions work in parallel to ensure retirement income, though a clear security gap exists between workers in the formal and informal economies. Finally, the individualist pension system (Hong Kong and Singapore) is characterised by genuine fully funded individual accounts, emphasising citizens' own responsibilities for ensuring old-age security. These three types of pension systems demonstrate distinct institutional characteristics and policy outcomes, illustrated by the juxtaposition of their institutional structures as well as by the comparison of key indicators collected from government reports and Organisation for Economic Co-operation and Development statistics. The paper concludes with a theoretical reflection of East Asian pension policies and a diagnosis of the distinct challenges confronted by each of the various pension patterns. [ABSTRACT FROM AUTHOR]

Recently there has been an increase in the number of students learning Mandarin Chinese (in mainland China and internationally). This increase has led to speculation that Mandarin Chinese is becoming a mainstream global language to the point of becoming a "lingua franca." This paper utilizes research findings from different regions and focal points and argues that Mandarin Chinese could be accepted as a "lingua franca" within some contexts, but is unlikely to do so in others. It argues that Mandarin Chinese is generally accepted as the "lingua franca" of China and a possible "lingua franca" within the East Asian region, while unlikely to become a "lingua franca" globally. The paper compares a number of different reasons for studying Mandarin Chinese by different stakeholders (i.e. governments, school boards, individual students) as well as comparative numbers of language learners. This paper also examines if Mandarin is the dominant and undisputed form of global Chinese. It concludes by demonstrating that there is a greater need for further research into Mandarin Chinese as a "lingua franca."

This paper presents a compilation of personal reflections from 66 contributors on the impact of, and responses to, COVID-19 in accounting education in 45 different countries around the world. It reveals a commonality of issues, and a variability in responses, many positive outcomes, including the creation of opportunities to realign learning and teaching strategies away from the comfort of traditional formats, but many more that are negative, primarily relating to the impact on faculty and student health and well-being, and the accompanying stress. It identifies issues that need to be addressed in the recovery and redesign stages of the management of this crisis, and it sets a new research agenda for studies in accounting education.

This study examines generalized trust and trust in institutions in Confucian Asia, covering six countries namely, China, Japan, Singapore, South Korea, Taiwan and Vietnam, and one dependent region, Hong Kong. Using data from the 2006 AsiaBarometer Survey, our study affirms the reliability and validity of using a two-item scale to measure generalized trust. Our analysis suggests that due to demographic differences, there are variations in the level of generalized trust of countries in Confucian Asia, despite the fact that these societies share a similar background in Confucian philosophy. The relationships between generalized trust and political trust, and between generalized trust and trust in public institutions, are weak but positive. The positive relationship between generalized trust and trust in economic institutions is only significant for some of the economies, while trust in international institutions has the weakest relationship with generalized trust for all societies. We conclude the paper with research implications. [ABSTRACT FROM AUTHOR]

This paper examines the time-series behaviour of house prices for the four Asian markets, namely, Hong Kong, Singapore, Tokyo and Taipei, by using structural time-series methodology. The paper assumes two types of trend models to characterise and compare the long-run movement of house prices. It also examines the cyclical pattern hidden in the series. The long-run trend rate in these markets ranged between approximately 1.6 and 3.2 per cent per annum. Hong Kong, Singapore and Taipei have relatively higher figures, which could be expected in light of the rapidly growing economies. Surprisingly, their cyclical patterns were fairly similar, although causes of the cycles differed. The markets were found to have stochastic cycles of around one year, two to four years and seven to ten years, which were consistent with previous findings on real business cycles commonly observed internationally in other macroeconomic time series. However, the found stochastic nature suggests all these markets are not in a steady state and is still changing. [ABSTRACT FROM AUTHOR]

This Forum article addresses some of the issues raised in the article by Ying-Syuan Huang and Anila Asghar's paper entitled: "Science education reform in Confucian learning cultures: teachers' perspectives on policy and practice in Taiwan." An attempt is made to highlight the need for a more nuanced approach in considering the Confucian education tradition and its compatibility with education reforms. In particular, the article discusses issues concerning the historical development of the Confucian education tradition, challenges in reform implementation that are in reality tradition-independent, as well as opportunities and points of convergence that the Confucian education tradition presents that can in fact be favorable to implementation of reform-based pedagogies. [For "Science Education Reform in Confucian Learning Cultures: Teachers' Perspectives on Policy and Practice in Taiwan," see EJ1173394.]

Seamless learning has a significance that has been increasing in recent years, and an increasing number of studies on the subject in the literature draws attention. This study aimed to examine the research on seamless learning between 1996 and 2020 with the bibliometric analysis method. The Scopus database was used in the collection of the data. After various screening processes, a total of 389 publications were included in the analysis. Descriptive analysis and bibliometric analysis were used in the analysis of the data. The distribution of publications by years, types of publications, sources, and languages were analyzed in the research. Additionally, visual maps were created with analyses of co-author, cocitation, and co-word. At the end of the study, it was seen that there has been an increase in the number of publications from the past to the present, articles and papers were predominant, and that most of the studies were carried out in English. As a result of bibliometric analysis, it was concluded that the most efficient countries in seamless learning were the United Kingdom, the United States, and Singapore. Also, it has been determined that the National Institute of Education, Center for International Education and Exchange, and Kyushu University institutions are dominant. The most frequently mentioned authors cited in studies in many different fields are M. Sharples, L.-H. Wong, and H. Ogata. According to the co-word analysis, the keywords seamless learning, mobile learning, ubiquitous learning, and mobile-assisted language learning stand out in the field of seamless learning.

Purpose: This paper aims to explore the holistic picture of sustainability curricula in Asian higher education. Design/methodology/approach: Content analysis was conducted based on Asian management education for sustainability in higher education. Online courses arrangement, teaching methods, instructors' educational background and cross-referencing data between triple bottom line and sustainability courses have been investigated. Findings: The paper provides empirical insights about the current state of sustainability education in Asia. The results show that there is an opportunity for interdisciplinary integration, as there are imbalanced sustainability courses offered by business, science and engineering schools. It also suggests that Asian universities should add an international connection and active promotion of sustainability education on their Web sites. Research limitations/implications: Findings are based on web-based sustainability-related courses. Future research could apply method of case study to do a deeper study. Practical implications: The paper provides an overview of Asian management education for sustainability and curricula analysis through our research, and that this will further assist in the development of interdisciplinary integration in Asian management education for sustainability. Originality/value: This paper is the first attempt to gain better understanding of sustainability-related courses offered in leading business/management colleges in Asia.

Purpose: The purpose of this paper is to present an exploratory survey as part of a presentation for the Bridging Worlds 2008 conference. It seeks to understand how library institutions in the South East Asia (SEA) region have implemented Web 2.0 technologies--blogs, RSS feeds, wikis, or the use of services like Flickr, YouTube, de.lici.ous. Design/methodology/approach: Libraries surveyed were in: Hong Kong, India, Indonesia, Japan, Malaysia, People's Republic of China, Philippines, Singapore and Taiwan. The survey relied on references in published papers, internet searches and personal contacts. Findings: The survey found that more academic libraries than public libraries were using Web 2.0. technologies. Blogs and RSS feeds were the most common. Blogs were used mainly as web publishing tools rather than as a means to engage library users. Research limitations/implications: The survey is not comprehensive. The search relied mainly on English publications and keywords, while the native language of most countries surveyed was non-English. Future research could comprehensively cover each country, by the type of library or language. Practical implications: The paper contends that Web 2.0 does not rely on technology, but more on practice and participation. The emphasis should be on relationships rather than transactions. Suggestions are offered on how libraries can adopt a Library 2.0 mindset without focusing on technology. A call is made to establish an East Asian Librarians 2.0 directory. Originality/value: The paper offers a non-technological perspective to institutions and practising professionals who are reviewing their Web 2.0 implementation.

Fitts' Law is, more often than not, thought of as standard knowledge in the field of Human-Computer Interaction. However, in many occasions, interface components are being built by professionals with little or no knowledge of HCI principles (e.g., software menus are often being built by software developers with no designer input). How much appreciation of Fitts' Law exists among developers, and how does it affect our collaboration with them and the software they build and we use? To help answer this question, a survey among 65 designers and developers was conducted, as well as an analysis of the Computer Science undergraduate curricula from 94 internationally high-ranked universities. The contribution of this paper is twofold: firstly, treating Fitts' Law as an Open Educational Resource and, secondly, the analysis identified gaps that extend beyond HCI Education and fall in the sphere of Epistemology.

The equivalent reduction in greenhouse gas emissions (GHGEs) by Mahayana Buddhists with vegetarian diets is quantitatively evaluated. The Buddhists in seven Mahayana-dominated countries or regions, i.e., China, Japan, Vietnam, South Korea, Taiwan, Hong Kong, and Singapore, are studied. Assessments of the vegetarian population among these Mahayana-dominated countries or regions are performed. Correlation formulas based on data from a national survey are developed to quantify the GHGEs of various dietary groups by using the meat consumption as the only required input. To demonstrate its reliability, the prediction from the formulas developed is first compared with the results of a food production-and-consumption study using a different approach. Then, the formulas are used to assess the GHGE reduction due to Mahayana Buddhists with vegetarian diets. The assessment indicates that Mahayana Buddhists with vegetarian diets account for the equivalent GHGE reduction of 48.83 million metric tons of carbon dioxide equivalent, which is a huge amount and is equal to 11.3 or 8.9% of the GHGEs from France or the UK in 2012, respectively. [ABSTRACT FROM AUTHOR]

This systematic review is built on the seminal work by the New London Group in 1996. Few endeavours have synthesized findings of empirical studies pertaining to the effects and challenges of multiliteracies practices in various schooling and geographical contexts. Through a five-point Likert scale and a deductive and inductive thematic analysis, we conducted a systematic review of 66 multiliteracies articles from the ProQuest® database. These studies were empirical, qualitative/mixed-method, and ranged from 2006 to 2015. Findings show a burgeoning number of multiliteracies studies occurring in 15 countries, with Canada being the most prominently involved. Our evaluation of the reviewed studies was generally favourable with strengths identified in researchers' articulation of pertinent theoretical frameworks and connections to existent literature. Our findings refer to insufficient information of data collection and data analysis in a certain number of papers. We also elaborate on major affordances, challenges, and oversights of the multiliteracies practices as reported by the reviewed studies and discuss implications for future multiliteracies research, policies on literacy education, and teacher education in diverse contexts.

This paper examines how one particular class of educational leader--international school Heads--relate to managerialism. Representing a novel site of new theorisation, the independence enjoyed by these leaders allows a 'purer' view of managerialism as experienced 'in here' (inside the subject), not just as a reaction to what is 'out there' (i.e. to policy). Through analysis of twenty-five face-to-face interviews, they were found to have relationships to managerialism that are not compliant or transgressive, educational or managerial, but hybridic. Some Heads relate to managerialism pragmatically; they reluctantly 'do' managerialism but avoid, segment and/or moderate managerial influences on their identities. Other Heads proactively use managerialism to discipline their staff and organisations; they draw power from managerial discourses; and they claim its values as their own. Seen through the lens of hybridity, educational identifications remain important, indeed they remain paramount, but for some subjects, they have been conjoined with complimentary managerial ones.

Background: The Project Yi Jin (PYJ), an alternative pathway for secondary school leavers and adults to further their education, has been receiving full support from the government, the Federation for Continuing Education in Tertiary Institutions (FCE) in Hong Kong and the public. Graduates of PYJ have the equivalent academic status of their counterparts in the main stream education. It was first implemented in 2000/01 by the FCE and has been offered to more than 35,000 students by 2006/07. With the success of the programme as a safety-net for a mass education system, it should continue to function more vigorously as new reforms are being implemented in the Hong Kong education scene in the future. The Chief Executive in his 2004 Policy Address has set out the direction to develop a new secondary and university system, i.e., (3+3) for secondary + 4 (tertiary) [the old one is (3+2+2)+3], to be launched in 2010/11, that will effectively prepare the next generation to cope with the challenges of the 21st century and the demands of the rapidly developing knowledge-based society. The new system, together with substantial modified curricula including the newly developed applied learning courses (ApL), is supposed to be able to look after all secondary students. Aims and focus of discussion: This paper aims to argue the necessity of launching a new version of Project Yi Jin (nPYJ) concurrently together with the new 3+3+4 academic system. In light of the contemporary global educational systems as compared to that of Hong Kong, it is postulated that the launching of nPYJ as a continuation of the successful PYJ is both legitimate and indispensable with regard to the carefully observed current global fashion of lifelong learning and continuing education in which diversity, equity, and flexibility are highly valued. Method: A comprehensive comparative review was carried out on eleven selected oriental and occidental countries and regions, namely, Australia, Canada, Germany, Japan, South Korea, United Kingdom, United States, China, Taiwan, Singapore and Macao, focusing on the worldwide trend of constant high school drop-out rate as well as the mentioned countries' respective senior secondary schooling articulation policy leading to higher education, in particular shedding light on the establishment of alternative pathways towards tertiary education alongside the conventional educational track. Conclusion: With the literature backdrop and empirical support, it is shown that high school drop-outs are inevitable no matter how well-defined an education system may be. Thus this is where the "safety-net" contingency plan is found essential. A new version of Project Yi Jin (nPYJ), to be offered in parallel with the Hong Kong's new 3+3+4 secondary academic curricula, is indispensable to the new educational structure in the territory which fundamentally helps transform the conventionally somewhat segregated and elite educational system into a mass one. Regarding the curricular design, both PYJ and nPYJ will focus on generic skills and a wide range of electives will be offered as well to arouse students' interest of study. (Contains 1 figure, 1 table and 5 footnotes.)

This paper empirically examines the impact of academic research on high-tech manufacturing growth of 28 Organisation for Economic Co-operation and Development (OECD) and emerging countries over the 1991-2005 period. A standard research and development (R&D) expenditure based measure is found to be too general to capture the input in high-tech research. To overcome this problem, a novel proxy for high-tech research investment--the supercomputer capacity--is proposed. Empirical evidence strongly supports this choice of variable. It is also found that academic R&D exerts a larger growth effect on high-tech output than its industry and government counterparts, but only the impact differential between academic and government R&D is statistically significant.

This study examines generalized trust and trust in institutions in Confucian Asia, covering six countries namely, China, Japan, Singapore, South Korea, Taiwan and Vietnam, and one dependent region, Hong Kong. Using data from the 2006 AsiaBarometer Survey, our study affirms the reliability and validity of using a two-item scale to measure generalized trust. Our analysis suggests that due to demographic differences, there are variations in the level of generalized trust of countries in Confucian Asia, despite the fact that these societies share a similar background in Confucian philosophy. The relationships between generalized trust and political trust, and between generalized trust and trust in public institutions, are weak but positive. The positive relationship between generalized trust and trust in economic institutions is only significant for some of the economies, while trust in international institutions has the weakest relationship with generalized trust for all societies. We conclude the paper with research implications.

The paper reviews Asia-Pacific higher education and university research, focusing principally on the "Confucian" education nations Japan, Korea, China, Hong Kong China, Taiwan, Singapore and Vietnam. Except for Vietnam, these systems exhibit a special developmental dynamism--still playing out everywhere except Japan--and have created a distinctive model of higher education more effective in some respects than systems in North America, the English-speaking world and Europe where the modern university was incubated. The Confucian Model rests on four interdependent elements: (1) strong nation-state shaping of structures, funding and priorities; (2) a tendency to universal tertiary participation, partly financed by growing levels of household funding of tuition, sustained by a private duty, grounded in Confucian values, to invest in education; (3) "one chance" national examinations that mediate social competition and university hierarchy and focus family commitments to education; (4) accelerated public investment in research and "world-class" universities. The Model has downsides for social equity in participation, and in the potential for state interference in executive autonomy and academic creativity. But together with economic growth amid low tax regimes, the Confucian Model enables these systems to move forward rapidly and simultaneously in relation to each and all of mass tertiary participation, university quality, and research quantity and quality.

The article focuses on Asian countries that have experienced economic growth over the past 50 years including Hong Kong, China; Japan; Singapore; South Korea and Taiwan. With the exception of Hong Kong, the economic success of the Asian countries has been attributed to the interventionist framework. Export-orientation is one strategy that is most associated with the success of the five Asian countries. The export-oriented strategy helped the five Asian countries in many ways. The ensuring growth of employment enabled the country to save and accumulate capital for reinvestment. The export-oriented strategy also positively affects the competitive advantages of the country. There are other non-economic factors, such as culture, the need to survive, strong government, historical factors and even luck, that could have helped in the development process of these countries. Policy-makers must know how to use the total-systems approach to solving economic problems. In other words, policy-makers must know how to analyse their economies as complex systems.