Yasushi Hirosato and Yuto Kitamura Developing countries, including Southeast Asian countries, face an enormous challenge in ensuring equitable access to quality education in the context of deepening globalization and increasing international competition. They must simultaneously meet the goals of Education for All (EFA) at the basic education level and of developing a more sophisticated workforce required by the knowledge-based economy at the post-basic, especially tertiary, education level. To meet this challenge, developing countries need to reform/renovate their education systems and service deliveries as an integral part of national development. However, most of them have not yet fully developed the individual, institutional, and system capacities in undertaking necessary education reforms, especially under decentralization and privatization requiring new roles at various (central and local, or public and private) levels of administration and stakeholders. Provided that an ultimate vision of educational development and cooperation in the twenty-first century would be to develop indigenous capacity in engineering education reforms, this book analyzes the overall education reform context and capacity, including the status of sector program support using the sector-wide approach (SWAp)/program-based approach (PBA) in developing countries. We also address how different stakeholders have been interacting in order to promote equitable access to quality education, particularly from the perspectives of capacity development under the system of decentralization.

Until now, most socially responsible and impact investments have centred on developed markets, with growth potential and investment opportunities in the frontier economies of countries such as Cambodia, Laos, Myanmar, and Vietnam being mostly overlooked. While some individuals and organizations have begun to develop responsible investment opportunities with these countries in mind, large new sources of capital for development could still emerge. This book explores the greater potential for global investment in Southeast Asia, and the ways in which socially responsible investment styles can be used in their developing economies. It demonstrates how the benefits of investment could create a robust platform for separate stakeholders, including governments, non-governmental organizations, development banks, the financial sector, and small and medium sized enterprises. The author explores how shaping collaborative sustainable investment policies could speed up inclusive development, address the needs of those at the bottom of the pyramid, and ensure sustainable future growth.

This book, drawing on a political economic perspective of education development, is a comprehensive account of the question "why some education systems flourish while others falter." It provides a state-of-the-art review of the Vietnamese way of education development, figuring out the pitfalls, challenges and opportunities of neoliberal reform. It also sheds new light on the rise of neoliberal capitalism in contemporary Vietnam as the country intensifies its market-oriented economic transition. Starting from educational development concerns, this book differentiates the growth and development concepts in education. While "growth with limited development" is well reflected in many developing education systems, the Vietnamese experience of education development stands to provide readers with unique insights about education in developing economies, especially in understanding how a socialist-oriented education system is struggling to thrive in the times of neoliberal capitalism. Authored by scholars specialising in Vietnamese education and politics, the chapters address key issues pertaining to the political economy of education reform in Vietnam and the government’s enduring efforts to drive education toward international standards through its costly market-infused education reforms. This book will appeal to postgraduate students, educators, educational policy-makers and scholars interested in Vietnamese studies, Vietnam education reforms, education governance, education for sustainability, internationalisation of education and the politics of education reforms.

Examining how the increasingly interdependent economic system has driven policy change and education reform, Ka Ho Mok assesses the impact of globalization on the education systems of key East Asian countries, including China, Hong Kong, Japan, and the "tiger economies" of South Korea, Taiwan and Singapore.

In the most in-depth look at education in Cambodia to date, scholars long engaged in research on Cambodia provide historical context and unpack key issues of high relevance to Cambodia and other developing countries as they expand and modernize their education systems and grapple with challenges to providing a quality and equitable education.

The international community has come together to pursue certain fundamental, common goals over the coming period to 2030 to make progress toward ending poverty and hunger, improving social and economic well-being, preserving the environment and combating climate change, and maintaining peace. The Sustainable Development Goals (SDGs) have been agreed to by states, which have in turn adopted national targets and action plans. This volume studies the governance and implementation of these goals in Southeast Asia, in particular the difficulties in the shift from the international to the national, the multi-level challenges of implementation, and the involvement of stakeholders, civil society, and citizens in the process. Contributors to this volume are scholars from across Southeast Asia who research these issues in developing (Cambodia, Laos, Myanmar), middle-income (Indonesia, Malaysia, Philippines, Thailand, Vietnam), and developed countries (Brunei, Singapore) in the region. The perspectives on governance and the SDGs emerge from the fields of political science, international relations, geography, economics, law, health, and the natural sciences.

World Education Patterns in the Global South surveys the educational responses and new educational landscapes being developed as a consequence of the powerful global forces that are demanding change within the Global South’s educational contexts, including Central and South-East Asia, Latin America, and the Caribbean.

This book started with an objective to understand the impact of high inflation on poverty and food security in Southeast Asia. However, the global economy moved quickly into recession in 2008. Anticipating that the impact of global recession would be more severe than that of high inflation in Southeast Asia, we re-focused the title of the book to Poverty, Food, and Global Recession in Southeast Asia. By early 2010, people were already optimistic that the global recession was over or would be over soon. However, the evidence was mounting that the poor had suffered and were still suffering from the current global crisis, even if the richer individuals may have recovered. Therefore, an important question arises, Is the crisis really over for the poor? This then became the sub-title of this book. This book aims to contribute a better understanding on poverty and food security in Southeast Asia during the recent global recession considering both recent developments and the previous major crisis of 1997-98.

With the exception of Sri Lanka, South Asian countries have not achieved quality basic education – an essential measure for escaping poverty, inequality, and social exclusion. In The Political Economy of Education in South Asia, John Richards, Manzoor Ahmed, and Shahidul Islam emphasize the importance of a dynamic system for education policy. The Political Economy of Education in South Asia documents the weak core competency (reading and math) outcomes in government primary schools in India, Pakistan, Bangladesh, and Nepal, and the consequent rapid growth of non-government schools over the last two decades. It compares the training, hiring, and management of teachers in South Asian schools to successful national systems ranging from Singapore to Finland. Discussing reform options, it makes the case public good and public priorities are better served when both public and non-government providers come under a strong public policy and accountability framework. The Political Economy of Education in South Asia draws on the authors' broad engagement in education research and practice in South Asia, as well as analysis by prominent professors of education and NGO leaders, to place basic education in a broad context and make the case that universal literacy and numeracy are necessary foundations for economic growth.