Higher education in East Asia and Singapore: rise of the Confucian Model |
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Authors: | Marginson Simon |
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Institution: | (1) Centre for the Study of Higher Education, Melbourne Graduate School of Education, The University of Melbourne, 715 Swanston Street, Melbourne, VIC, 3010, Australia |
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Abstract: | The paper reviews Asia–Pacific higher education and university research, focusing principally on the “Confucian” education
nations Japan, Korea, China, Hong Kong China, Taiwan, Singapore and Vietnam. Except for Vietnam, these systems exhibit a special
developmental dynamism—still playing out everywhere except Japan—and have created a distinctive model of higher education
more effective in some respects than systems in North America, the English-speaking world and Europe where the modern university
was incubated. The Confucian Model rests on four interdependent elements: (1) strong nation-state shaping of structures, funding
and priorities; (2) a tendency to universal tertiary participation, partly financed by growing levels of household funding
of tuition, sustained by a private duty, grounded in Confucian values, to invest in education; (3) “one chance” national examinations
that mediate social competition and university hierarchy and focus family commitments to education; (4) accelerated public
investment in research and “world-class’ universities. The Model has downsides for social equity in participation, and in
the potential for state interference in executive autonomy and academic creativity. But together with economic growth amid
low tax regimes, the Confucian Model enables these systems to move forward rapidly and simultaneously in relation to each
and all of mass tertiary participation, university quality, and research quantity and quality. |
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