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The author examines to what extent Confucian philosophy, practices and presuppositions underpin and shape the education systems, policies and reforms of Singapore, Shanghai and Hong Kong.
List of contents
List of Appendices, Chart, Figures, Photos, and Tables List of Abbreviations Preface Acknowledgements 1. Introduction 2. Performance as Testing: International Large-Scale Assessments 3. Formal Assessment, Private Tutoring, and Confucian Habitus 4. Beyond High-Stakes Exams: Holistic Education in Singapore, Shanghai, and Hong Kong 5. Educational Harmonisation and an East Asian Educational Model (EAEM) 6. Pragmatism in Singapore 7. Correlative Thinking in Shanghai 8. East-West Balance in Hong Kong 9. Conclusions and Implications Appendices References Index
About the author
Charlene Tan, PhD, is an associate professor at the National Institute of Education, Nanyang Technological University, Singapore. She has held visiting appointments at the East Asian Institute, National University of Singapore; Institute of International and Comparative Education, Beijing Normal University; and Centre for East Asian and Comparative Philosophy, City University of Hong Kong.
Summary
The author examines to what extent Confucian philosophy, practices and presuppositions underpin and shape the education systems, policies and reforms of Singapore, Shanghai and Hong Kong.
Additional text
'Comparing High-Performing Education Systems provides an interesting and timely analysis of education structures and policies in Singapore, Shanghai, and Hong Kong. Often touted as global reference societies, these high achieving PISA jurisdictions are often seen as models to emulate in other parts of the world. Rather than simply describing the key characteristics of these education systems, Professor Tan offers policymakers, academics, and the general reader a balanced perspective on both the educational outcomes and holistic development considerations within these nations. This nuanced analysis allows the reader to move beyond a superficial understanding of academic excellence to a deeper appreciation of cross-cultural comparisons.' - Louis Volante, Professor of Education, Department of Educational Studies, Brock University, Canada
‘Charlene Tan’s focus in this book is on Singapore, Shanghai and Hong Kong, but the analysis she provides of those contexts has much wider significance for educationists. In her exhaustive and rigorous account, Tan demonstrates the fundamental importance of deep cultural experience in shaping educational outcomes. With her ability to blend insights from both the East and the West in discussing philosophical, political and policy matters, Tan has produced a book that will prove engaging for readers from a wide range of countries. Her work is characterised by an admirable clarity in its style and an enviable breadth and depth in its substance. This book warrants careful examination by scholars, policy-makers and practitioners and will serve as a model for others seeking a critical understanding of performance, pragmatism and harmony in contemporary education.’ – Peter Roberts, Professor of Education, University of Canterbury, New Zealand
'This book has theoretical, practical, and policy ramifications. For educational theory, the book contributes to a nuanced understanding of the EAEM including concepts, features, mechanisms and illustrative examples. Practically, the book sheds light on how to identify CHC and students’ learning and assessment for school administrators and other related educational practitioners. At the policy level, the book identified how the national policy is formulated, enacted and evaluated in different educational contexts.' - Gang Zhu, Faculty of Education, Institute of International and Comparative Education, East China Normal University, China
