By Yin Cheong Cheng
In reaction to the demanding situations of globalization and native improvement, academic reforms are necessarily changing into one of many significant tendencies within the Asia-Pacific zone or different elements of the area. in accordance with the latest examine and overseas observations, this publication goals to offer a brand new paradigm together with numerous new recommendations, frameworks and theories for reengineering schooling. it might offer educators, institution leaders and practitioners, academic officers, switch brokers, researchers, and policy-makers with a complete new viewpoint to enforce academic reforms, improve management, and alter tuition administration in a context of globalization, localization and individualization.
This e-book has 21 chapters in 3 sections. part I "New Paradigm of academic Reform" together with 8 chapters, illustrates the hot paradigm and frameworks of reengineering schooling, fostering human improvement and analysing reform rules and likewise discusses the developments and demanding situations of academic reforms within the Asia-Pacific Region.
Section II "New Paradigm of academic management" with 5 chapters goals to complicated how the character, function and perform of college management should be reworked in the direction of a brand new paradigm and reply to the 3 waves of schooling reforms.
Section III "Reengineering tuition administration for Effectiveness" with 8 chapters goals to supply quite a few sensible frameworks for reengineering university administration techniques and enforcing adjustments at school practices.
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Sample text
Therefore, education should be reformed with clear relevance and concrete linkages with the development of CMI of students. 2. 1. The design of education should encourage and facilitate such interactions and reinforcements among various CMI if we want to equip citizens with a broad mindset or multiple intelligences to deal with the diverse challenges in the new era. 3. , from economic intelligence to political intelligence or social intelligence) should be encouraged and NEW PARADIGM FOR EDUCATION REFORMS 23 ffacilitated to achieve a higher level of intelligence or meta-thinking in learning activities.
The more the students can transfer their intelligence from one type to other, the more creative they will be no matter in the original area or other areas of work or discipline. To a great extent, intelligence transfer represents the potential of creativity that is the crucial asset in the emerging knowledge-driven economy. If students can have achieved CMI, they will have a higher potential to make intelligence transfer from one type to other type, than those who are strong only in one type of intelligence.
Students are often arranged to learn in a separated way a and are kept responsible for their individual learning outcomes. They have few opportunities to mutually support and learn. Their learning experiences are mainly institutional experiences alienated from the fast changing local and global communities. Learning happens only in education institutions within a given time frame. Graduation tends to be the end of students’ learning. 6. 1. 5). 1. Individualized Teaching Teaching is considered a process to initiate, facilitate, and sustain students’ selfT learning, self-exploration and self–actualization.
