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Globalization, democratization and government education provision in East Asia
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Title
Globalization, democratization and government education provision in East Asia
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http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.15798
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ETD_367
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English
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theses
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Topic
Political Science
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Topic
Globalization
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Topic
International relations
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Topic
Education and state--East Asia
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Topic
Democratization--East Asia
Abstract
How would globalization and democratization affect government education provision in East Asia? My dissertation conducts the first systematic statistical and comparative case study in South Korea, Taiwan, Singapore, Hong Kong (before 1997), Malaysia, Indonesia, Philippines and Thailand.
The statistical study covers all eight cases for the time period 1971 to 2003. It finds no robust effects of trade and capital account openness on government education provision, evaluated from resources, participation, attainment, and gender equity. However, comparative case studies of Taiwan, Singapore, Malaysia and Thailand show significant effects of globalization. As governments in these cases adopted an outward-oriented economic strategy, increasing competition from the global market eventually pressured them to adapt their education systems to the needs of the economy and the global market. Common reform measures include expanding education access, updating vocational, science and technology education, administrative reforms and learning reforms. The role of the state is critical in this process of education upgrading. The states that prioritize the
importance of human capital in their development model early and have efficient policy linkages matching economic demand and education supply did better. The case studies also show that the globalization indicators used in the statistical study cannot capture its impacts well.
Democratization has been found to have positive effects on government education provision in both the statistical and the case studies. The statistical study finds that comparing with their authoritarian counterparts, democracies in East Asia have a higher per capita education spending, a higher per student spending as percent of GDP per capita at the primary and the secondary levels and a higher gross secondary school enrollment.
Consistently, the case studies show that democratization is associated with expanding education access, redistributing education resources from the elites to the masses and fundamental education reforms. However, the mechanisms producing these changes vary by case. The civil society played a major role in initiating changes in Taiwan whereas electoral competition had limited effects. In Thailand, the main architects of reform were educational and bureaucratic elites in the 1970s and might be the civil society and democratic elites in the recent democratic period.
The statistical study covers all eight cases for the time period 1971 to 2003. It finds no robust effects of trade and capital account openness on government education provision, evaluated from resources, participation, attainment, and gender equity. However, comparative case studies of Taiwan, Singapore, Malaysia and Thailand show significant effects of globalization. As governments in these cases adopted an outward-oriented economic strategy, increasing competition from the global market eventually pressured them to adapt their education systems to the needs of the economy and the global market. Common reform measures include expanding education access, updating vocational, science and technology education, administrative reforms and learning reforms. The role of the state is critical in this process of education upgrading. The states that prioritize the
importance of human capital in their development model early and have efficient policy linkages matching economic demand and education supply did better. The case studies also show that the globalization indicators used in the statistical study cannot capture its impacts well.
Democratization has been found to have positive effects on government education provision in both the statistical and the case studies. The statistical study finds that comparing with their authoritarian counterparts, democracies in East Asia have a higher per capita education spending, a higher per student spending as percent of GDP per capita at the primary and the secondary levels and a higher gross secondary school enrollment.
Consistently, the case studies show that democratization is associated with expanding education access, redistributing education resources from the elites to the masses and fundamental education reforms. However, the mechanisms producing these changes vary by case. The civil society played a major role in initiating changes in Taiwan whereas electoral competition had limited effects. In Thailand, the main architects of reform were educational and bureaucratic elites in the 1970s and might be the civil society and democratic elites in the recent democratic period.
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xvi, 568 pages
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Ph.D.
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Includes bibliographical references (p. 537-566).
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Chen
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Jing
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1977-
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Jing Chen
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Kaufman
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Robert
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Robert R. Kaufman
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Lau
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Richard
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Richard Lau
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Shafer
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Michael
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Michael Shafer
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Haggard
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Stephan
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Stephan Haggard
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Rutgers University
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Graduate School - New Brunswick
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2007
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2007
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Graduate School - New Brunswick Electronic Theses and Dissertations
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rucore19991600001
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doi:10.7282/T3QJ7HRV
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ETD doctoral
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Open
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Jing Chen
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Rutgers University. Graduate School - New Brunswick
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Author Agreement License
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I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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