This book focuses on the intertwined relationships between globalisation, nation-building, education, and reform as manifested throughout the modern history of Brunei Darussalam, an Islamic monarchy located on the island of Borneo in Southeast Asia. It is the first book dedicated to the examination of Brunei’s education system, schooling, teacher education, and society in close connection with the national philosophy Melayu Islam Beraja (MIB) or Malay Islamic Monarchy. The authors provide a historical understanding of the country’s education and tell Brunei’s story of educational reform and change in its own language, narratives, accounts, and unique standpoints. Interdisciplinary chapters draw on significant historical and textual sources in three languages, namely Arabic, English, and Malay, to contribute to scholarship on education studies, international and comparative education, and international and development education.

This edited collection provides an in-depth examination of the education system, schooling, and teacher education in Brunei Darussalam in the context of globalization and reform. The accounts contained within this book present analyses and rich discussion of Brunei Darussalam's historical, social, political, and cultural contexts that shape and inform its education system and its development and major reforms. In Part A, chapters foreground a number of educational reforms carried out in the country in terms of teacher training, teaching and learning, and introduction of new specializations in education. Part B specifically addresses how these reforms have been translated into teacher education in Brunei Darussalam. The final section probes how reform aspirations, teacher training, teaching, learning and schooling take place and take shape in the everyday classroom at varied educational settings and contexts in Brunei Darussalam. .

This handbook presents a comprehensive survey of the formation and transformation of nationalism in 15 East and Southeast Asian countries. Written by a team of international scholars from different backgrounds and disciplines, this volume offers new perspectives on studying Asian history, society, culture, and politics, and provides readers with a unique lens through which to better contextualise and understand the relationships between countries within East and Southeast Asia, and between Asia and the world. It highlights the latest developments in the field and contributes to our knowledge and understanding of nationalism and nation building. Comprehensive and clearly written, this book examines a diverse set of topics that include theoretical considerations on nationalism and internationalism; the formation of nationalism and national identity in the colonial and postcolonial eras; the relationships between traditional culture, religion, ethnicity, education, gender, technology, sport, and nationalism; the influence of popular culture on nationalism; and politics, policy, and national identity. It illustrates how nationalism helped to draw the borders between the nations of East and Southeast Asia, and how it is re-emerging in the twenty-first century to shape the region and the world into the future. The Routledge Handbook of Nationalism in East and Southeast Asia is essential reading for those interested in and studying Asian history, Social and Cultural history, and modern history.

Offering insights into the adaptational strategies that were employed by higher education institutions worldwide during the Covid-19 pandemic, this volume considers the lasting effects of adaptation and change, as well as the perception of universities’ role in society and desired ways of operating. Nearly overnight, the pandemic forced university leaders and faculty across the world to switch to remote models, not only of teaching and learning but also of managing an entire institution. This book recognizes how the scale of challenges as well as the range of measures specific universities had to undertake was uneven, with some being better equipped than the others. Using a selection of international case studies, it offers an insight into strategies employed by institutions worldwide to navigate the crisis, and highlights the targets and objectives addressed by them during these processes. In so doing, it offers invaluable lessons for the years to come. An indispensable study into strategies that result in resilience and sustainability for universities, this book is essential reading for scholars of education, pedagogy, and organizational change in the higher education sector, as well as educational leaders around the world.

In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet, and ensure prosperity for all. The academic community, policymakers, industry leaders, and civil society must work together and share experiences on the implementation of SDGs. Open discussion on lessons learned from the inclusive education policies, the difficulties and obstacles developing economies face in implementing the SDGs, and the affordability of the clean energy policies initiated by the SDGs will guide and inform better decision making for future implementations across the world. Public Policy’s Role in Achieving Sustainable Development Goals is authored by various esteemed researchers, policymakers, and academics from a multidisciplinary perspective and emphasizes quality research-based studies that contribute to theory, lessons learned, best practices, critical understanding, and policy implications or formulation on the Sustainable Development Goals (SDGs) in any country. It supports the acceleration required to implement the SDGs by mobilizing the academic community, policymakers, industry, and civil society to discuss experiences focusing on the SDGs and their implementation in the context of public policy, administration, and governance deemed most important for world regions. Thus, the book will have a global discussion while addressing the SDGs in a way that considers each region’s specificities. It is designed for researchers from the social sciences, arts and humanities, sociology, politics, and the broader interdisciplinary fields of business and economics and also for policymakers, corporations, NGOs, government bodies, research centers, think tanks, and university libraries worldwide.

Teacher induction is becoming increasingly important focus of education policy developed to help beginning teachers develop professionally and stay in teaching work force as a way to meet the needs of global economy and social transformation for teaching quality and student learning in many countries. Policy borrowing is a common practice in teacher induction across different countries, Such a policy borrowing allow policymakers in particular countries to access different options and choices in their policy development instead of trial and error. However, it is often done without a careful policy analysis as its base, especially, the analysis that focuses on the problems the borrowed policy intends to solve, social, political, and educational contexts in which it develops, explicit and implicit conceptual assumptions underlying it, its implementation and associated challenges, and its intended and unintended impacts. Without such an analysis as its base, the implementations of policy borrowed from other countries can causes unnecessary financial, human resource, and emotional costs in its context, even if the policy prove to be successful in the other place. This book serves for such needs of policy analysis in the field of teacher induction. It starts with the book editor’s overview of the book and its intention. Then, there are 16 chapters each is written by a distinguished scholar or a policy analyst from a particular country that analyzes the focuses, contexts, assumptions, implementation, challenges, and consequences of a specific teacher induction policy developed in their home country and then raise important research questions emerging from their analysis. The book is expected to attract readers including scholars, policy makers, practitioners, and graduate students in different countries who have interests in teacher induction research, policy, and practice.

Individuals, businesses, organizations, and countries all benefit from having access to data. People who generate data do it voluntarily, forming their habits, patterns, and behaviors in the process. Their psychological characteristics will be better understood as a result of the data that they generate, allowing them to make intelligent decisions. Organizations are motivated by the desire to collect and analyze as much data as possible from the general public or future customers in order to better understand their psychological features and influence them to purchase their products or services. As a result, there has been a great deal of debate concerning the use of data from the perspectives of individuals, organizations, the public, and the government. Digital Psychology’s Impact on Business and Society considers the phenomena of digital psychology and society in general and evaluates individual strategies and those of businesses, organizations, and even nations. Covering topics such as big data, marketing, social media, and social computing, this reference work is ideal for policymakers, psychologists, business owners, managers, industry professionals, researchers, scholars, practitioners, academicians, instructors, and students.

This edited volume explores core questions on education and transnational mobility in a time characterized by a global pandemic, recasting them through the lenses of regimes, experiences, and aspirations. The volume brings together 20 short essays in the form of letters addressed to the coronavirus and written by international students , together with eight striking illustrations that depict emotive scenes from the essays, and eight academic commentaries that analytically link these personal narratives to broader societal structures. This book represents a timely intervention, providing an intimate glimpse into young people’s hopes and the challenges they face concerning their education and mobility.