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Comparative and international education (CIE) has developed very quickly in China. The first “Academic Conference on Education in Other Countries” was held in China in 1978. The National Society of Foreign Education Studies, the predecessor of the National Comparative Education Society, was formed in 1979. In 1980, Beijing Normal University published the first journal on comparative education in China. Afterwards East China Normal University and Northeast Normal University published their journals on comparative education. The first master and doctoral degree programs in comparative education were offered in China respectively in 1979 and 1985. There are hundreds of scholars engaged in comparative education studies now. In summary, comparative education in China has been turned into a fully-fledged academic discipline with a complete framework. What is more important maybe is that Chinese scholars have been exploring the definitions, functions, culture, and research paradigms of the discipline.

Promoting a “Culture of Peace” has always been one of the ultimate goals in the provision of education around the world, including Thailand. The concept of Education for International Understanding (EIU) has thus been developed since the “Peace Movements” following the 20th century’s world wars. Initially, the field encompassed peace education, international education, human rights education, citizenship education, and development education. Gradually, it has become an interdisciplinary, and multidimensional field of study encompassing other related themes including disarmament education, nonviolence education, education for conflict resolution, antidiscrimination education, gender equity education, multicultural education, global education, education for international cooperation, education for dialogue of civilizations, education for interfaith dialogue, values education, environmental education, education for sustainable development, and education for inner or personal peace. Moreover EIU, which formerly focused on the “international” dimension, is now concerned just as much with issues and problems “within” (intra) societies. This chapter examines the development of the concept and the implementation of EIU-related themes in Thai policies and curriculum. Survey research was conducted before and after the major political crisis starting in 2008. Survey questions include ability to identify national policy relating to EIU, perceptions concerning the objectives in implementing EIU and values highlighted within an EIU framework, teaching methods, experiences in studying/participating in EIU-related courses/activities, and problems in studying/participating in EIU activities. Some results from the study in 2007 are presented and compared with findings from following studies in 2010, 2012, and 2014.

With many countries having reached universal primary and secondary education, parents are increasingly investing in private tutoring as a means of ensuring that their children attend the best schools and universities. However, unlike the returns to years of schooling and effects of school quality on student achievement, the effects of spending on private tutoring have received limited attention. This chapter studies the impact of tutoring on higher educational outcomes using exogenous variation in tutoring expenditure caused by the imposition of a curfew on the operating hours of tutoring institutes in Korea. The estimated effects of the curfew highlight the severity of the college entrance rat race, with a 10 p.m. curfew constraining tutoring expenditure and increasing sleeping hours. I find diminishing marginal effects of tutoring on college entrance and positive effects on degree completion while the impact on college major followed varies across disciplines.

This chapter provides a comprehensive review of research and developments relating to the use of Web 2.0 technologies in education. As opposed to early educational uses of the Internet involving publication of static information on web pages, Web 2.0 tools offer a host of opportunities for educators to provide more interactive, collaborative, and creative online learning experiences for students. The chapter starts by defining Web 2.0 tools in terms of their ability to facilitate online creation, editing, and sharing of web content. A typology of Web 2.0 technologies is presented to illustrate the wide variety of tools at teachers’ disposal. Educational uses of Web 2.0 technologies such as wikis, blogs, and microblogging are explored, in order to showcase the variety of designs that can be utilized. Based on a review of the research literature the educational benefits of using Web 2.0 technologies are outlined, including their ability to facilitate communication, collaborative knowledge building, student-centered activity, and vicarious learning. Similarly, issues surrounding the use of Web 2.0 tools are distilled from the literature and discussed, such as the possibility of technical problems, collaboration difficulties, and plagiarism. Two case studies involving the use Web 2.0 tools to support personalized learning and small group collaboration are detailed to exemplify design possibilities in greater detail. Finally, design recommendations for learning and teaching using Web 2.0 are presented, again based on findings from the research literature.

The social nature of the Web 2.0 environment creates marketing opportunities via shared learning through online exchange of views. Web 2.0 creates opportunities and poses challenges for, amongst other things, the management of education and business reputation. This paper aims to look at Web 2.0 and explore the uses to which it might be put in furthering entrepreneurship education in general and education business links in particular. It seeks to describe, explain and analyse the use of Web 2.0 as a marketing communication and educational tool that can add value to existing links between education and business in the UK education system.

Issues around entrepreneurship education and education business links are explored in relation to the social web (Web 2.0) online marketing environment. The paper offers an indication of the uses to which schools, colleges and universities put the social web. It looks at how businesses use Web 2.0 to market and communicate with their education stakeholders about a range of issues. In the social web the rights, duties, obligations, needs and expectations of different stakeholders compete, conflict with and complement one another. Web 2.0 offers scope and space to enhance entrepreneurship education, teaching, learning and assessment. It is a tool that can add value to entrepreneurship education provision and delivery.

The paper explores how businesses and education providers (schools, colleges and universities) position themselves to build effective, efficient and productive relationships in the era of Web 2.0. It looks at how businesses, especially small businesses, might communicate and position their offering through this medium with schools, colleges and universities as well as with their own customers, consumers and other stakeholders to add value, build brand and enhance reputation. Information and misinformation in the Web 2.0 environment are an issue that needs to be addressed in order to engage with and limit potential reputational damage. Used appropriately, Web 2.0 provides opportunities for new forms of stakeholder engagement and can be an efficient and effective tool for communication in as well as across the business and education sectors. In helping develop education business links Web 2.0 is a tool that can further entrepreneurship education through use in action learning environments. It serves as a distribution vehicle for sourcing and accessing information.

The paper develops knowledge, grows understanding and offers new insights into online education business communication practices and web brand management. It adds to and brings together academic debates in the areas of entrepreneurship education and social media. Online communities of interest use Web 2.0 to discuss, debate, network, and influence. They seek to lobby as well as shape and form opinion across the political and business spectrum. A model is developed to explain and account for the growth of knowledge through education and business in the Web 2.0 arena. As a communication platform Web 2.0 services the free flow, exchange and distribution of information. It can help build brand value and is an important innovative marketing tool for both education and business.

Most poverty research has explored monetary poverty. This chapter presents and analyzes the global multidimensional poverty index (MPI) estimations for China. Using China Family Panel Studies (CFPS), we find China’s global MPI was 0.035 in 2010 and decreased significantly to 0.017 in 2014. The dimensional composition of MPI suggests that nutrition, education, safe drinking water, and cooking fuel contribute most to overall non-monetary poverty in China. Such analysis is also applied to subgroups, including geographic areas (rural/urban, east/central/west, provinces), as well as social characteristics such as gender of the household heads, age, education level, marital status, household size, migration status, ethnicity, and religion. We find the level and composition of poverty differs significantly across certain subgroups. We also find high levels of mismatch between monetary and multidimensional poverty at the household level, which highlights the importance of using both complementary measures to track progress in eradicating poverty.

This study examines the extent to which educational outcomes are transmitted from mothers to daughters in rural China. An analysis of the 2010 China Family Panel Survey reveals that: (i) how far daughters go in their education is strongly associated with their mothers’ education; (ii) the association between mothers’ and daughters’ educational outcomes in rural China was found to be stronger than the corresponding relationships between mothers and sons, fathers and daughters, and fathers and sons, especially at higher levels of education; and (iii) while having more brothers and being born later worsens daughters’ educational outcomes, mothers’ higher education effectively mitigates these negative effects. These findings add to a growing body of literature and empirical evidence that challenges conventional social mobility research paradigms that neglect mothers’ roles. More importantly, the distinction between mother–daughter relationship and that between fathers and daughters and mothers and sons highlights the fact that education is likely transmitted intergenerationally via mechanisms that differ depending on the gendered parent–child pairs.

This paper seeks to assess the extent to which learning and Web 2.0 technologies are utilised to support learning and teaching in Africa's higher learning institutions, with a specific focus on Tanzania's public universities.

A combination of content analysis and semi‐structured interviews was used to collect data. Semi‐structured interviews were conducted with ICT personnel from six of the eight public universities in Tanzania in 2011.

The study found that the adoption of e‐learning and Web 2.0 technologies is still in its infancy in Tanzania's public universities. However, there was much enthusiasm amongst respondents for developing the potential of e‐learning and Web 2.0 tools in their universities.

The study seeks to promote academic inquiry about the need for innovative Web 2.0 technologies in learning and teaching and the adoption of these emerging technologies in Africa's higher learning institutions.

The study provides empirical findings on the use of e‐learning and Web 2.0 for higher education, specifically in the Tanzanian context. The study provides a basis for further research on the use of Web 2.0 technologies in higher education.

The purpose of this paper is to explore the perception, readiness and change involved in the implementation of Education 4.0 within the region of Association of Southeast Asian Nations (ASEAN) among policymakers, enablers (lecturers) and receivers (students), within globalisation, referred here as the Fourth Industrial Revolution (4IR).

This study used a mixed method research design using quantitative data from a Likert scale of 1–5, involving: (1) Not Ready; (2) Ready; (3) No Sure; (4) Quite Ready and (5) Extremely Ready. Open-ended questions formed the qualitative approach taken by the researchers to uncover the richness of the respondents' perceptions of Education 4.0. The test items reliability index of 0.744 drew quantitative data from the perspective of the educational policymakers, enablers and receivers to reveal their collective definition of each construct (knowledge, industry and humanity).

This study has exposed the importance of knowing and capturing the interrelated components of an educational ecosystem that exists in higher education (HE) within the ASEAN region. The personal readiness of respondents towards Education 4.0 is very high; yet concern was raised about the financial and managerial readiness of institutions across the region.

This study highlighted the dynamic nature of the HE ecosystem and the connectivity between the elements of Education 4.0 – knowledge, industry and humanity within the ASEAN region.