Human Resource Development in East Asia: A Comparative Analysis

Eight examples of East Asian economics/societies/educational systems are examined so that common assumptions about links between investment in human resource development and rapid economic growth may be questioned, and so that the role of formal education in enabling, causing, or shaping economic development may be clarified. The role of education is considered at its interface with events and attitudes in the economic, social, and political domains, during the post-World War II period. Particular attention is paid to the three basic levels of education, to the status of technical/vocational education, and to the nature of the curriculum, in each of these societies.

Basing their thinking on key indicators, not only of economic growth, but also of structural changes and development, as well as on data from country-specific chapters in a recent research publication, the authors cite evidence to cast doubt on the idea of a single East Asian model. They conclude that the differences between and within the eight societies are at least as significant as the commonalities, that their data and findings have more implications for economic than for educational policy, and that it would be dangerous to assume that economic growth and development are likely to be constants.     

The role of incentive learning in instrumental outcome revaluation by sensory-specific satiety

Hungry rats were trained to perform two instrumental actions, one for salt- and the other for lemonflavored polycose solution. When they were sated on one of these two outcomes by prefeeding immediately prior to a choice extinction test, the action trained with the prefed solution was performed less than the other action. The subsequent experiments examined the role of incentive learning in this specific satiety-induced outcome revaluation effect. The second experiment demonstrated that the experience of consuming a flavored polycose solution to satiety enabled the state induced by polycose consumption to control the devaluation of the flavored outcome. By contrast, the third study found that, although devaluing the prefed outcome, specific-satiety treatments could induce a relative inflation in the incentive value of other food outcomes. The final two studies demonstrated an increased outcome-devaluation effect in instrumental performance when these devaluation and revaluation effects were combined. Taken together, these studies demonstrate that specific satiety treatments produce changes in outcome value that depend upon incentive learning.     

The Relative Credibility of Zoo‐Affiliated Spokespeople for Delivering Conservation Messages

Abstract Zoos aspire to be leaders in environmental conservation through their work in environmental education. This study examined whether a spokesperson's job title impacts credibility when conservation messages are delivered to the public. Visitors to a zoo were presented with seven environmental messages. They then selected—from a list of zoo‐related job titles—the one they deemed most credible and the one considered least credible. Statistical analysis established that three “credible” job titles were selected significantly more often, while three were generally selected as “least credible.” The authors demonstrate that some job titles have greater credibility than others among visitors, and recommend that more attention be given to this variable if attitude and behavior change are desired outcomes. They caution that while source credibility may vary based on job title, the influence it has on persuasiveness is yet to be determined.     

Learning about sex and relationships among migrant and refugee young people in Sydney,Australia: ‘I never got the talk about the birds and the bees’

In a multicultural nation such as Australia, it is important for young people from migrant and refugee backgrounds to have access to quality relationships and sexuality education, as they are known to be less well engaged with mainstream services. A study was undertaken to explore the complexities and opportunities for engaging this group with sexual and reproductive health information and care in Sydney, Australia. Interviews were undertaken with 27 migrant and refugee young people (aged 16–24 years), and 34 expert informants. Relationships and sexuality education was a dominant theme throughout both data sets. Nearly all young people reported that they were unable to discuss sexuality or sexual health with their parents, and most identified secondary school as the place where they first learned about these issues. Other sources of information were identified as the Internet, friends, health professionals and pornography. Participants appeared to have limited awareness of the different services available to them. Schools, as well as other education settings such as universities, private colleges and intensive English centres, are well placed to deliver relationships and sexuality education, and for migrant and refugee young people these may be valuable settings in which to access information rarely discussed in family or community environments.     

Global Ambitions: Internationalization and China’s Rise as Knowledge Hub

The four decades since reform and opening up have seen dramatic changes in China’s higher education system. Focusing on international dimensions, the analysis supports the view that reform and opening up was not merely an economic and political reform, but an opening of the mind to the outside world, after the disaster of the Cultural Revolution. But it is important to be reminded that China’s relations with the outside world have a much longer history, with the spread of Confucian ideas to East and Southeast Asia, and the importation of Buddhism from ancient India; both during the Tang dynasty. The article points to key ongoing debates in China about the extent to which it can incorporate ideas from outside, while still retaining a Chinese essence. The rise of China as a knowledge hub and destination for international students is also charted, and the prospects for further development are assessed.