By V. Lynn Meek, Charas Suwanwela
A couple of traits and concerns have conspired to convey questions of information creation, study coverage, and learn administration to the fore at the better schooling coverage agendas of many nations. With the international locations of the Asia and the Pacific construction knowledge-based economies and increasing and adapting their better schooling structures, this e-book specializes in different nationwide views of data construction and learn in larger schooling during this zone. The e-book brings jointly best specialists on study and better schooling coverage who evaluate, distinction, and seriously examine how coverage in Asia-Pacific nations is furthering a supportive (or non-supportive) setting for the merchandising of study inside larger schooling.
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Additional info for Higher Education, Research, and Knowledge in the Asia-Pacific Region (Issues in Higher Education)
Just as Japan began to make this policy shift, over the next 2 decades other Asia Pacific nations came to the same conclusion: Korea and Taiwan in the mid-1980s; Australia, Singapore, and Malaysia in the early 1990s. An example is Malaysia’s vision 20–20 (Sarji, 1993) that, among other innovative concepts, proposes the development of a new information highway and to that end a range of new programs aimed at fostering a homegrown creation of a wide range of information technologies. The new focus on knowledge creation is accompanied by increased funding for research and development.
The next eight chapters provide national perspectives on knowledge production and research in higher education in the following jurisdictions: Australia, China, India, Indonesia, Japan, Oceania, the Philippines, and Thailand. Lynn Meek (chapter four) opens the country reports with an analysis of policy and research management issues in Australian higher education. Though Australia has a small population base, it contributes about 3 percent to world scientific output. For the most part, research in Australia is primarily publicly sponsored.
In chapter nine, Konai Helu Thaman argues for the inclusion of Pacific “indigenous knowledge systems” in the discourse on knowledge production and dissemination in higher education, particularly in higher education institutions in Oceania. Like indigenous peoples everywhere, the inhabitants of the islands of the Pacific Ocean have for centuries used local knowledge of themselves and their environment to live, work, trade, and communicate with one another. Western influence commencing about 300 years ago constitutes a small fraction of the thousands of years of history of these peoples.