Educational Responses to the Economic Crisis in Asian Countries: A Cross-national Study on the Technology and Values Education

该项目旨在发现亚洲国家为应对和努力克服特别是在1997年泰国金融危机暴跌之后所遭受的经济困难而采取的教育政策和战略的模式和趋势。这项研究包括对从马来西亚、新加坡、泰国、越南、中国、不丹、文莱、尼泊尔和孟加拉国等国收集的文件、统计数据和数据进行分析。根据这项基金，2000年11月访问了孟加拉国的达卡，2001年8月访问了越南的河内和胡志明，访问了学校、机构和教育部。在这个项目的同一时期，在马来西亚、新加坡、不丹、尼泊尔、中国和文莱的其他基金下的访问也收集了类似的数据。对官员和学者的采访为我构建分析全球趋势和地方差异的框架提供了丰富的专业知识和意见。在学校课程方面，政策似乎更加强调两个主要主题，即先进技术教育和价值观教学。在一些国家，各部将在初中或高中教育课程中引入独立的技术学科和/或单独的科学/技术学科。它们还在努力加强学科的作用，以教授传统的和民族的价值和美德，作为对国家信息边界破裂的反应。研究结果表明，这些政策结果的差异可能与各国的教育发展水平和人口规模有关。教育发展或入学率较低的国家往往会出现问题，因为技术教育和流媒体只在中学和大学阶段提供，这些国家的高辍学率使较少的学生能够生存。像不丹或文莱这样的小国还有一个问题，即信息和外来因素的无限涌入，可能会影响青年道德水平的下降。价值观教育可能是解决经济全球影响的另一种选择。少

The project aimed at finding the patterns and trends of the educational policies and strategies of Asian countries having been taken to responding and trying to overcome their economic difficulties hit especially after the plunge of financial crisis in Thailand in 1997. The study included the analysis of the documents, statistics and data collected from the countries such as Malaysia, Singapore, Thailand, Vietnam, China, Bhutan, Brunei, Nepal and Bangladesh.Under this fund, visits to the schools, institutions and Educational Ministries were made to Dhaka, Bangladesh in November 2000, and to Hanoi and Ho Chi Minh, Vietnam in August 2001. Similar data were gathered by the visits under other funds from Malaysia, Singapore, Bhutan, Nepal, China and Brunei during the same period of this project. Interviews to officials and academics provided me with rich expertise and opinions to construct the framework to analyze the global trends and local differences.In the field of school curriculum, po … More licy emphasis seemed to have been put on two main subjects, namely advanced technological education and values teaching. In some countries Ministries are to introduce independent subject of Technology and/or separate Science/Technology streams in the curriculum of junior or senior secondary level of education. They also are trying to intensify the role of subjects to teach traditional and national values and virtues as a response to the break down of the national border of information.The research results suggested that the difference in outcomes from these policies may be related to the level of educational development and population size of the countries. Countries with lower educational development or enrolment ratio tend to have problem because the technology education and streaming are only available in the secondary and tertiary level to which less students can survive by the high dropout in these countries. Small countries like Bhutan or Brunei have another problem of the unlimited influx of information and foreign elements that may affect the decline of moral standard of youth. The values education could be the another choice of prescription to tackle the global impact of economies. Less