Siao See Teng & Maria Manzon 
Equity in Excellence [PDF ebook] 
Experiences of East Asian High-Performing Education Systems

This book offers a comprehensive picture of high-performing East Asian education systems, beyond their outstanding achievements in international assessments, such as PISA and TIMSS. Situating “excellence” within discussions of “equity”, it contextualises the conceptions and pursuits of equity amid the development of education systems, policy and curricula in selected East Asian societies. While parallels could be observed across the systems, including high-stakes assessment culture, increasing credentialism and high investment of family educational resources, there are also divergences in approaches and outcomes relating to equity policies and practices. In light of the challenges presented by low fertility rates, ageing populations, migration, and the economic demands of the 21st century, the book addresses these systems’ attempts to cater to further diversified student populations and maintain equity in excellence. As the international community relentlessly seeks to enhance equity in education, there is much these East Asian education systems can share. This book has appeal internationally to researchers, policymakers, educators, and anyone interested in East Asian education and equity.  

表中的内容

Equity and Excellence in East Asian High-Performing Education Systems: A Paradoxical Relationship?.- Part I The pursuit of equity in excellence in East Asia.- 1 Towards East Asian Dialogue: Thinking through the policy contracdictions of equity and excellence in East Asian Education.- 2 Education reform in Shanghai in the era of globalisation: Toward a balanced and innovative system?.- 3 How Taiwan education pursues equity in excellence.- 4 Hong Kong’s journey towards equity in the era of appropriate education for all.- 5 Rethinking equality and equity in multicultural education in a diversified society: The case of language education for newcomer students in Japan.- 6 ‘Bridges and Ladders’: The paradox of equity in excellence in Singapore.- Part II Striving for equity in excellence: The Singapore experience.- 7 Equity and meritocracy in Singapore.- 8 Diversity and equity in Singapore education: Parent involvement in low-income families with migrant mothers.- 9 Policies and initiativesfor preschool children from disadvantaged environments and preschool children with disabilities in Singapore.- 10 Helping children with mathematical difficulties level up: Evaluating the efficacy of a novel updating training programme.- 11 Early intervention of Malay preschool teachers in promoting children’s Mathematics learning.

关于作者

Siao See Teng is Research Scientist at the Centre for Research in Pedagogy and Practice, National Institute of Education, Nanyang Technological University. Trained as a sociologist, she has taught and researched at education institutions in and beyond Singapore. Her research centres on diversity and equity in education and education trajectories, informed by sociological and comparative perspectives. The funded projects she has led/is leading include areas such as education issues in low-income families with migrant mothers, parents’ perception of schooling in Singapore, and youths’ intercultural experiences and diversity education. She previously served as Executive Editor for the Springer Education Innovation series. 




Maria Manzon is Assistant Professor in the Department of International Education and Lifelong Learning at the Education University of Hong Kong. Her research and publications focus on comparative education history, theory andmethods, and on parent engagement in Asian contexts, using philosophical and sociological perspectives. She is Associate Editor of the Asia Pacific Journal of Education and Editor of CIEclopedia. Previously, she worked at the National Institute of Education in Singapore as Research Scientist. She is Board Member of the Comparative Education Society of Asia (CESA).




Kenneth Poon is Associate Professor at the Early Childhood and Special Needs Education Academic Group at the National Institute of Education, Nanyang Technological University. He concurrently serves as Associate Dean (Education Research) at the Office of Education Research, and as Centre Co-Director of the Centre for Research in Child Development. He has led/is leading over S$6 million worth of research projects, with research mainly focusing on the developmental psychopathology of children with risk and those with neurodevelopmental disabilities. He also serves on editorial boards of several journals, on several charity boards, and on advisory panels to the government.