State, Education, and the Market

The tail of the tail-end of the 2nd millennium has taught the humankind two valuable lessons: democracy and the market, although imperfect, have succeeded where other systems have failed. What is clear is that the most successful systems are aligned to humankind’s predispositions rather than being inimical to them. Insofar as it aligns itself with the predisposition to greed, consistently regulated capitalism terms out to be the most efficient economic system hitherto observed in human society. Likewise, democracy works by aligning many people’s desire for power with a governance system which on balance is helpful to the general population, unlike various forms of totalitarianism. But recent movements for both capitalism and democracy in many developing countries largely do not subscribe to humankind’s predispositions, rather they appear to be a part of the headlong global trend towards these paradigms. The reason being that the most important ingredient, common to both recipes, is lacking in many developing countries: that is the popular pressure and mobilisation which is sufficiently informed of its duties and rights. This ingredient is most important as it forces out the authoritarian rule whether, totalitarian or ‘democratic’, and makes democratic governance drive the market to the maximum benefit of society. The central thesis of this work is that this most important ingredient is the result of an effective and efficient system of public institutions for free and compulsory universal primary schooling which, if the resource constraint could be overcome, ought to be supplemented by free and compulsory secondary schooling. The argument is structured in five parts.

Public expenditure on education: A review of selected issues and evidence.

The role of education in economic development has been recognised for quite some time in mainstream economic literature. Divergence between the private and social rate of return from education is the rationale for intervention by the state in ensuring equity in opportunity across the population. The so-called `New Growth Theories' predict that higher levels of schooling and better quality of workforce will lead to an increase in the rate of growth, further strengthening the case for public expenditure on education. The outcome of these lines of research also has implications for the financing of education. However, the effectiveness and efficiency of resource allocation by the government has generated considerable debate, both from ideological and technical points of view. It is widely acknowledged that there is a large scope for improvement in both the level, and the quality of publicly-funded education. New institutional arrangements are being designed to address the deficiencies in incentives and monitoring, thereby improving quality.Public expenditure ; Education

A Phenomenological Study of Co-Teaching\u27s Collaborative Decision Making Process in Taiwanese Elementary School

Considering the prevalence of the co-teaching model in Taiwan, there is little research describing the partnership\u27s decision-making process. This study uses the phenomenological methodology to better understand their lived experience making choices as a team. This project proposes the research question: How do co-teachers make decisions together in the classroom? Semi-structured interviews were conducted with two co-teaching partnerships in Taiwan English education elementary classroom. In this project, the five themes described are shared responsibility, team planning or lack thereof it, dynamic and expectation of roles, beliefs about classroom management and education, differences of belief and background, and unanticipated outcomes and vague disillusionment. Using the theoretical framework of Varghese, Morgan, Johnston, and Johnson (2005) particularly Language Teacher Identity, and Wegner, (1998) Dimensions of practice as the properties of the community allows for an understanding of the co-teaching decision making process for members in Taiwan elementary school. Analyzing the co-teachers’ decision making in terms of co-teacher identity conflict, discourse socialization and negotiation provides necessary insight. Recommendations involve research for pre-service teachers involving Language Teacher Identity, but specifically with the growing numbers of foreign teachers arriving to Taiwan. The foreign teachers that are coming to teach in Taiwan need available information, and resources pertaining to discourse socialization, and agency in teacher identity. Further research is needed in regards to Language Teacher Identity conflict, agency, and negotiation, as it is an under-researched field for co-teachers to better understand and communicate about these issues. Additionally local education bureaus need to be more effective in dealing with inappropriate designations for foreign teachers in Taiwan with the local private school franchises

The Chinese model of teacher education: The humanist way for Chinese learners, teachers and schools

The Chinese model of teacher education is conceptualized by critically revisiting the developmental trajectory of the teacher education system in China over a century, and re-examining current provisions and latest challenges of teacher education in China since the 1990s. It interrogates the Chinese model of teacher education with two macro lenses: the historical and the comparative. The historical lens looks deeply into the Chinese way of reform with a catch-up mentality in various stages, while the comparative lens locates the Chinese model of teacher education in an international context. The chapter conceptualizes the Chinese model or Chineseness of teacher education with four key core features: (1) the Confucian humanist way for individual and societal development; (2) the practicality of Zhong-Yong; (3) institutional openness and diversity; and (4) holistic integration of knowledge and social action. Finally, the chapter concludes that the Chinese model of teacher education with a hybrid system is likely to illuminate new pathways for the development of teacher education and the pursuit of excellence in the global community.postprin

A Multimedia Resource Manual to Facilitate English Language Instruction for Elementary Youth in Taiwan

The purpose of this project was to develop a multimedia resource manual to facilitate English language instmction for elementary youth in Taiwan. To accomplish this purpose, a review of current literature regarding multimedia technology in English language instmction for EFL/ESL learners was conducted. In addition, unit overviews, objectives oflesson plans, learning activities, teaching strategies, and instmctional materials were adapted and developed

State, Education, and the Market

The tail of the tail-end of the 2nd millennium has taught the humankind two valuable lessons: democracy and the market, although imperfect, have succeeded where other systems have failed. What is clear is that the most successful systems are aligned to humankind’s predispositions rather than being inimical to them. Insofar as it aligns itself with the predisposition to greed, consistently regulated capitalism terms out to be the most efficient economic system hitherto observed in human society. Likewise, democracy works by aligning many people’s desire for power with a governance system which on balance is helpful to the general population, unlike various forms of totalitarianism. But recent movements for both capitalism and democracy in many developing countries largely do not subscribe to humankind’s predispositions, rather they appear to be a part of the headlong global trend towards these paradigms. The reason being that the most important ingredient, common to both recipes, is lacking in many developing countries: that is the popular pressure and mobilisation which is sufficiently informed of its duties and rights. This ingredient is most important as it forces out the authoritarian rule whether, totalitarian or ‘democratic’, and makes democratic governance drive the market to the maximum benefit of society. The central thesis of this work is that this most important ingredient is the result of an effective and efficient system of public institutions for free and compulsory universal primary schooling which, if the resource constraint could be overcome, ought to be supplemented by free and compulsory secondary schooling

The Taiwanese-American Perspective on Discrimination in English Language Teaching

This is a qualitative study examining the perspectives of five Taiwanese-American English teachers on their experiences of discrimination in the English language-teaching field of Taiwan. An extensive amount of literature has been written about the nativeness paradigm and its effect on the English language-teaching field, but the Taiwanese-American experience concerning those issues has yet to be explored. The study used Asian Critical Race Theory, Social Identity Theory and Asian American Racial Identity Theory to analyze the history of English language teaching in Taiwan, the critical studies on native and non-native English language teachers and the social issues affecting Asian Americans in Taiwan. The study found that all of the participants were aware of the notions of hiring discrimination and stereotypes against ethnically Asian English teachers, but not all participants believed that it had a negative impact on their social identity or self-identity. This study offers a voice to Taiwanese-American English teachers in hopes of encouraging a more progressive attitude towards the diversity of all English teachers in Taiwan