List of Tables List of Figures Introduction by the Series Editors Acknowledgement INTRODUCTION PART I. Theoretical and Analytical Framework Chapter 1. An Integrated Framework for Analyzing Education Reforms and Capacity Development in Developing Countries: Why, How, and for Whom? Yasushi Hirosato and Yuto Kitamura Chapter 2. A Conceptual Model for 'Indigenizing' Education Reforms and Capacity Development in Developing Countries Yasushi Hirosato Chapter 3. An Analytical Framework of Educational Development and Reforms in Developing Countries: Interaction among Actors in the Context of Decentralization Yuto Kitamura and Yasushi Hirosato PART II. An Overview Chapter 4. Capacity Building Strategies: East Asian Approaches William K. Cummings Chapter 5. Education Reforms and Capacity Development in Basic Education: Illustration from Indochina Yasushi Hirosato and Yuto Kitamura Chapter 6. Education Reforms and Capacity Development in Higher Education David W. Chapman PART III. Country Case Studies A. Cambodia Chapter 7. Education Reform Context and Process in Cambodia Sitha Chhinh and Sideth S. Dy Chapter 8. Basic Education in Cambodia: Quality and Equity Keng Chansopheak Chapter 9. Higher Education in Cambodia Chet Chealy B. Vietnam Chapter 10. Education Reform Context and Process in Vietnam Takao Kamibeppu Chapter 11. The Distribution of Education in Vietnam: Why Does Equality Matter? Donald B. Holsinger Chapter 12. Education Reform in Lower Secondary Education in Vietnam Le Cong Luyen Viet Chapter 13. Higher Education in Vietnam Gerald G. Fry C. Lao PDR Chapter 14. Education Reform Context and Process in Lao PDR: Focusing on Basic Education Inthasone Phetsiriseng Chapter 15. Higher Education in Lao PDR Keiichi Ogawa CONCLUSION Conclusion: 'Indigenization' of Education Reforms through Capacity Development Yasushi Hirosato and Yuto Kitamura Author Profiles Index
Yasushi Hirosato and Yuto Kitamura Developing countries, including Southeast Asian countries, face an enormous challenge in ensuring equitable access to quality education in the context of deepening globalization and increasing international competition. They must simultaneously meet the goals of Education for All (EFA) at the basic education level and of developing a more sophisticated workforce required by the knowledge-based economy at the post-basic, especially tertiary, education level. To meet this challenge, developing countries need to reform/renovate their education systems and service deliveries as an integral part of national development. However, most of them have not yet fully developed the individual, institutional, and system capacities in undertaking necessary education reforms, especially under decentralization and privatization requiring new roles at various (central and local, or public and private) levels of administration and stakeholders. Provided that an ultimate vision of educational development and cooperation in the twenty-first century would be to develop indigenous capacity in engineering education reforms, this book analyzes the overall education reform context and capacity, including the status of sector program support using the sector-wide approach (SWAp)/program-based approach (PBA) in developing countries. We also address how different stakeholders have been interacting in order to promote equitable access to quality education, particularly from the perspectives of capacity development under the system of decentralization.
Provides a conceptual/analytical framework to analyze educational reforms from the perspectives of the political economy
Offers an excellent overview of capacity development, basic and higher education in Southeast Asia by internationally well-known authors and by co-editors
Conducts in-depth and updated case studies of Indochina countries (i.e., Cambodia, Laos and Vietnam) where only few previous case studies are available
Includes both national and international authors who are well-known experts on Southeast Asia including case countries
Provides relevant sources of information for education policy makers, planners and practitioners both in developing countries and developed countries/aid agencies