This book critically considers what various Asian philosophies can contribute to a more substantive discourse on sustainability education and educational philosophy. The contributors examine how ‘east’ and ‘west’ interact in educational philosophy and practice in Asian contexts. As a collection, they provide a broad view of Asian sustainability thinking that is not dominated by Confucianism, Buddhism, Islam, and post-colonialism, but rather which regards these themes—and other frameworks for sustainable education—as dynamic aspects of Asian contexts, both historically and today. As such, the book invites readers to consider the challenges and opportunities for theorising of sustainability in the philosophy of education, while also critically engaging with the way in which ‘Asia’ and ‘east’ are typically understood. Of interest to those researchers in Asian conceptions of sustainability, this book highlights a series of potential insights in relation to the often-foregrounded perspectives of Global North and western-based frameworks. The chapters were originally published in Educational Philosophy and Theory.

Assesses the status of education in Asia; identifies major trends and issues; and examines policies and practices that have successfully promoted equity and access, strengthened management and efficiency, improved quality, and enhanced the education resource base. Begins with an examination of demographic and economic trends that affect education, then analyzes the relationship between education and economic and social development. After reviewing the main issues in education development, looks at some persistent issues and trends by subsector. Finally, examines policies and strategies that could be used to address some prevalent challenges facing education in developing Asian countries.

This volume explores how Chinese institutions have adapted to the new challenges of 'state capitalism'.