Rethinking Schooling for the 21st Century

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Table 3.1 Number of institutions, teachers and learners of the Japanese language in the Republic of Korea, China and Mongolia 2012 2015 Country and region Institutions (Institutions) Teachers (People) Learners (People) Institutions (Institutions) Teachers (People) Learners (People) Learners per 100,000 population (People) Composition by educational stage (learners) (People) Primary Secondary Higher Other Population* (People) Republic of Korea 3,914 17,817 840,187 2,862 14,855 556,237 1,106 1,106 451,893 51,963 51,221 50,293,439 China 1,800 16,752 1,046,490 2,115 18,312 953,283 69 1,573 52,382 625,728 273,600 1,376,048,943 Mongolia 59 192 8,159 76 253 9,914 335 1,811 4,556 2,402 1,145 2,959,134 Total 5,773 34,761 1,894,836 5,053 33,420 1,519,434 1,510 4,490 508,831 680,093 325,966 1,429,301,516 Source: Adapted from Japan Foundation, 2017, p. 22, Table 2-1-1. 94 Chapter 3: East Asia
emphasis on similarities (Rose, 2015, pp. 93-97). 36 Chinese textbook depictions of contemporary Japan allude to a notion of ‘eastern culture’ (dongfang wenhua), but in highly stereotypical terms — while emphasising the Chinese origins of many aspects of traditional Japanese culture. Overall, Rose concludes, China and Japan are ‘generally not portrayed as fellow constituents of a shared “East Asian” region or cultural sphere,’ with curricula in both countries featuring ‘little discussion of the nature or extent of their shared cultural traditions, beyond references to the (one-way) transmission of culture from China to Japan in the distant past’ (p. 100). Gender What do prevalent conceptions of nationhood and development imply for gender relations? Much rhetoric on the role of women in development has tended to view this matter instrumentally; women have often been implicitly depicted as ‘mothers of development’, with the value of girls’ education defended by reference to its utility in ‘reducing poverty, containing population growth, engendering public health, and strengthening the nation’ (Ross, 2006, pp. 29-30). On this matter, official curricula have little to tell us: issues of gender equality Issues of gender equality barely rate a mention in curricular documents for any of the major East Asian countries barely rate a mention in curricular documents for any of the major East Asian countries (see Appendix II-5). In the case of China and Japan, the issue appears almost entirely absent from such documents; in Korea, it rates a passing mention only in the curriculum for middle school Social Science. But this curricular ‘blind spot’ is itself highly significant. Concern for gender equality has typically taken a low priority in Japan’s public policy agenda; Japan typically comes at the very bottom of developed-country league tables for female employment, the gender pay gap and other measures of equality (OECD, 2012). Curricular documents indicate no concerted drive to transform entrenched attitudes in this area. This does not imply the complete neglect of such issues in textbooks. These feature many images of women, often stereotypical (nurses, teachers, shoppers, homemakers, receptionists and so forth), but sometimes less so. The Teikoku Shoin Civics (Koumin) text, for example, features a picture of the athlete Yoshida Saori (brandishing a Japanese flag at the London Olympics) (p. 166) and a text box on Ogata Sadako, the former (female) head of the UNHCR (p. 183). But the same text features only one short paragraph explicitly addressing the theme of gender equality (p. 43), which simply outlines relevant Japanese legislation and exhorts everyone to ‘take responsibility’ for promoting equality. Tokyo Shoseki’s Civics text goes somewhat further, devoting almost a whole page to this theme, and presenting a text box 36 By contrast, references to Korea, according to Rose, still tend to emphasise similarities with Japan (2015, p. 96). Rethinking Schooling for the 21 st Century: The State of Education for Peace, Sustainable Development and Global Citizenship in Asia 95
Page 1:
ethinking schooling FOR THE 21 ST C
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Published in 2017 by the Mahatma Ga
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Foreword The Sustainable Developmen
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including an overall re-think on th
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of UNESCO Ha Noi; Renato Opertti of
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MECS MEXT MHRD MTB-MLE MTL MoE MoES
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List of Tables, Figures and Boxes T
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Executive Summary INTRODUCTION The
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embedded in SDG 4.7 are integrated
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political issues’, and ‘action
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languages of linguistic minorities.
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Introduction Rethinking Schooling f
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The parameters of the present repor
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which future progress towards the a
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stage also involved preliminary ana
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Making sense of the quantitative re
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children’s ways of thinking with
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do not understand. When teachers ro
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(Chapter 3). In the former region,
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encompassing consciousness of a com
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in many systems of education, the s
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this transnational commitment is fr
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geography helps them to formulate q
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encouraging policymakers, curriculu
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transnational understanding is some
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PART I: Key Regional Findings Rethi
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CHAPTER 1 Methods and Limitations M
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In addition, school timetables for
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as there are not only different con
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Table 1.2 Types of Global Citizensh
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Figure 1.2 The ladder of sustainabl
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of the curriculum. Some NCFs were p
Page 67 and 68: CHAPTER 2 Key Findings and Insights
Page 69 and 70: Darker colours show that a sub-cate
Page 71 and 72: compared to the majority of countri
Page 73 and 74: Figure 2.4 The prevalence of the co
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Page 77 and 78: Trend 6: Human rights and democracy
Page 79 and 80: Figure 2.7 The prevalence of the co
Page 81 and 82: One lesson learnt is that we cannot
Page 83 and 84: PART II: Sub-Regional Syntheses Thi
Page 85 and 86: translation of such aims into pract
Page 87 and 88: CHAPTER 3 East Asia PROLOGUE: EDUCA
Page 89 and 90: In terms of policy discourse, state
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Page 95 and 96: 7-9). The middle school Social Stud
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Page 105 and 106: Figure 3.3 References to ‘culture
Page 107 and 108: Jews. Accounts of wartime Japanese
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Page 113 and 114: educational programs and research d
Page 115 and 116: Figure 3.5 References to select cat
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Page 121 and 122: Box 3.2 Curricular treatment of sex
Page 123 and 124: Indeed, the figures for supplementa
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Page 127 and 128: CONCLUSION Across East Asia (as els
Page 129 and 130: CHAPTER 4 Southeast Asia PROLOGUE:
Page 131 and 132: Inequality is also highly gendered
Page 133 and 134: environmental education comes under
Page 135 and 136: In Cambodia, given its difficult re
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Page 139 and 140: have generally been partial and hes
Page 141 and 142: environmental dimension of sustaina
Page 143 and 144: in Myanmar since 2012, particularly
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Page 147 and 148: 2015). This has had implications fo
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Page 151 and 152: common language (see Lee and Suryad
Page 153 and 154: 65 At the same time, counter-claims
Page 155 and 156: on employment. But while exploring
Page 157 and 158: 24). An unpublished 2009 survey fou
Page 159 and 160: However, official rhetoric is one t
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Page 163 and 164: have impeded the implementation of
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Treatment of Concepts Embedded in S
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that materials produced locally and
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Source: NCERT. 2008. Social and Pol
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However, the NCERT textbooks have m
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However, the present study shows th
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Box 5.4 References to human rights
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eak away from this approach by high
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Global Citizenship Education Materi
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enders them all the more urgently n
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small children for entry to English
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the growth of private schooling exe
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of meritocracy, and the social stru
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CHAPTER 6 Central Asia and Mongolia
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The pace of the government programs
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(or pseudo-) democratic facade (Rum
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critical thinking and problem solvi
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unaltered since 1997. The Law on Ed
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substantial curricular revision (Si
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Figure 6.3 Introduction of New Stat
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ut documents also generally espouse
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environmental protection and conser
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and Kyrgyzstan, as in Kazakhstan an
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countries, such as those in South A
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and natural wealth of Kyrgyzstan’
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(Hann and Pelkmans, 2009; Omelichev
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who ‘value Mongolian customs and
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Table 6.1. Teaching/learning approa
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Education, Social Justice and Corru
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the former USSR, since the early 19
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Conclusions and Ways Forward Rethin
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this nationalist orientation should
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UNESCO’s current concern for prom
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are often largely devoid of any han
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constructing a sense of shared iden
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focus encourages young people to se
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across Asia from selectively approp
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for economic development. SDG 4.7 s
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sustainable development and global
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other areas of learning that are le
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Appendices Rethinking Schooling for
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to be included in the study was bas
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The primary objective of the capaci
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(5) The Development of a Regional R
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In retrospect, the approach of the
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Figure A.2 Sample coding (excerpts
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without distinction). The core subj
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APPENDIX II Sub categorywise heatma
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2 Environmental dimension of sustai
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4 Human rights East Asia Southeast
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6 Culture of peace and non-violence
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8 Global systems, structures and pr
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10 Interconnectedness East Asia Sou
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12 Attitudes, values, and dispositi
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13.ii Behaviour and action (Respons
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14 ESD, GCED and other educations E
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TOTAL INSTRUCTIONAL HOURS FOR LANGU
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Region Country Subject Subject Cate
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APPENDIX IV List of coded documents
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No. Region Country Education Law/ L
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No. Region Country 6 Japan Educatio
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No. Region Country 11 India Educati
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No. Region Country Education Law/ L
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No. Region Country 19 Malaysia Educ
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No. Region Country 21 Thailand Educ
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References Rethinking Schooling for
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http://unesdoc.unesco.org/images/00
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human_rights_education_in_asian_sch
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G. LeTendre (eds), Challenges to Ja
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of State and Government (ASEM9), Vi
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Lambert, D. 2004. Geography. J. Whi
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Mongolian Education Alliance (MEA)
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Years%20Old%20and%20Over%20by%20Emp
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Shankweiler, D. and Fowler, A. E. 2
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UNESCO. 2012a. Removing Gender Barr
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ing with the Past: Resources and Ob
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Rethinking schooling for the 21 st
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Rethinking Schooling for the 21st Century

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