The 13th Asian Conference on Education (ACE2021)

Plenary Speakers

  • Grant Black
    Grant Black
    Chuo University, Japan
  • Murielle El Hajj Nahas
    Murielle El Hajj Nahas
    Lusail University, Qatar
  • William C. Frick
    William C. Frick
    University of Oklahoma, United States
  • Kevin House
    Kevin House
    Education in Motion, Singapore, Durham University, UK & Chartered College of Teaching, UK
  • Yvonne Masters
    Yvonne Masters
    Executive Editor of the IAFOR Journal of Education (Scopus) & Independent Researcher, Australia
  • Pearl Subban
    Pearl Subban
    Monash University, Australia
  • Robert Thorn
    Robert Thorn
    Developing Real Learners, Turkey
  • Reiko Yamada
    Reiko Yamada
    Doshisha University, Japan

Spotlight Speakers

  • Edsoulla Chung
    Edsoulla Chung
    Hong Kong Metropolitan University
  • William C. Smith
    William C. Smith
    University of Edinburgh, United Kingdom
  • Antonia Voigt
    Antonia Voigt
    University of Bristol, United Kingdom

Join us online for ACE2021!

November 25–28, 2021 | Held online from Tokyo, Japan

Special Announcement: ACE2021 will be held Online

Due to continued uncertainties surrounding the ongoing global coronavirus pandemic, IAFOR has made the decision to hold ACE2021 entirely online via Zoom.

View the Conference Programme


Welcome to The 13th Asian Conference on Education (ACE2021), held in partnership with the IAFOR Research Centre at the Osaka School of International Public Policy (OSIPP) at Osaka University, Japan.

ACE2021 encourages academics and scholars to meet and exchange ideas and views in an international forum stimulating respectful dialogue. This event will afford an exceptional opportunity for renewing old acquaintances, making new contacts, networking, and facilitating partnerships across national and disciplinary borders.

Since its founding in 2009, IAFOR has brought people and ideas together in a variety of events and platforms to promote and celebrate interdisciplinary study, and underline its importance. IAFOR continues to engage in many cross-sectoral projects across the world, including those engaging leading universities (Virginia Tech, UCL, Singapore Management University, University of Belgrade, Lingnan University, Barcelona University, University of Hawai’i, Moscow State University), think tanks, research organisations and agencies (the East-West Center, The Center for Higher Education Research, The World Intellectual Property Organization), as well as collaborative projects with governments and international governmental organisations (Government of Japan through the Ministry of Foreign Affairs (MOFA), the United Nations in New York) and media agencies (The Wall Street Journal, JWT, HarperCollins).

With the IAFOR Research Centre at Osaka University, we have engaged in a number of interdisciplinary initiatives we believe will have an important impact on domestic and international public policy conversations and outcomes.

IAFOR's unique global platform facilitates discussion around specific subject areas, with the goal of generating new knowledge and understanding, forging and expanding new international, intercultural and interdisciplinary research networks and partnerships. We have no doubt that ACE2021 will offer a remarkable opportunity for the sharing of research and best practice and for the meeting of people and ideas.

We look forward to seeing you online!

The ACE2021 Organising Committee

Tien-Hui Chiang, Zhengzhou University, China
Joseph Haldane, The International Academic Forum (IAFOR), Japan
Tzu-Bin Lin, National Taiwan Normal University, Taiwan
Barbara Lockee, Virginia Tech., United States
Yvonne Masters, Independent Researcher, Australia
José McClanahan, Creighton University, United States
Justin Sanders, Temple University, Japan Campus


IAFOR Journal of Education (Scopus Indexed Journal)

This conference is associated with the Scopus and DOAJ listed IAFOR Journal of Education. Further information about publishing opportunities.
 

Key Information
  • Venue & Location: Held online from Tokyo, Japan
  • Dates: Thursday, November 25, 2021 ​to Sunday, November 28, 2021
  • Early Bird Abstract Submission Deadline: July 01, 2021*
  • Final Abstract Submission Deadline: September 01, 2021
  • Registration Deadline for Presenters: October 14, 2021

*Submit early to take advantage of the discounted registration rates. Learn more about our registration options.


Our Response to the Ongoing Coronavirus (COVID-19) Global Pandemic

Present, Publish, Participate On-site or Online

Continued excellence in service, wherever you are

Our commitment to you; academics, scholars and educators around the world, is to continue to run conferences where and how possible, but in the full knowledge that in these unprecedented and changing times, we must engage as much as is possible online, allowing those who choose not to travel, or who cannot travel, opportunities to present, publish and participate online.

Flexibility

Given the uncertainties surrounding travel restrictions due to the coronavirus pandemic, and related and evolving government responses, we understand that potential delegates’ plans may be subject to change beyond their control, and indeed many people may not be able to travel to our conferences. We will be as flexible as we can our side to allow delegates to switch registration types between “on-site” and “online” depending on their circumstances, up until one month before the conference, so that you can be assured that whatever your situation, you can still present, publish and participate.


About ACE

Over the years, the Asian Conference on Education (ACE) has brought together thousands of passionate scholars and educators from around the globe to discuss ideas critical to the development of education in Asia and beyond, making it one of the most respected, and longest running annual conferences focused on all levels of education in Asia.

ACE was the first conference organised by The International Academic Forum (IAFOR) in Osaka in 2009, when the organisation was founded. By the time the eleventh Asian Conference on Education is held, some 22,000 academics will have presented at an IAFOR conference, whether in Asia, the Middle East, Europe or North America.

Founded in Japan at a time when academic conferences held in English did not exist (outside those organised by professional associations dedicated to English language teaching), IAFOR quickly found support for these among a growing number of scholars in Japan, Asia, and beyond. Participants came together to make friends, network, and, at a time of rapid globalisation and technological advances, explore the latest ideas. The conferences also encouraged the search for research synergies in the pursuit of addressing and finding solutions to many of the myriad and complex challenges presented by the modern world.

IAFOR now has university partners across the globe, counts some of the world’s foremost intellectuals as advisers, and boasts an interdisciplinary research centre in Osaka University’s School of International Public Policy. The organisation also has a conference program that spans three continents, and in a divided world, IAFOR’s founding principles of nurturing ideas, individuals and research projects across barriers of nation, culture, and discipline are more timely than ever.


About IAFOR’s Education Conferences

IAFOR promotes and facilitates new multifaceted approaches to one of the core issues of our time, namely globalisation and its many forms of growth and expansion. Awareness of how it cuts across the world of education, and its subsequent impact on societies, institutions and individuals, is a driving force in educational policies and practices across the globe. IAFOR’s conferences on education have these issues at their core. The conferences present those taking part with three unique dimensions of experience, encouraging interdisciplinary discussion, facilitating heightened intercultural awareness and they promoting international exchange. In short, IAFOR’s conferences on education are about change, transformation and social justice. As IAFOR’s previous conferences on education have shown, education has the power to transform and change whilst it is also continuously transformed and changed.

Globalised education systems are becoming increasingly socially, ethnically and culturally diverse. However, education is often defined through discourses embedded in Western paradigms as globalised education systems become increasingly determined by dominant knowledge economies. Policies, practices and ideologies of education help define and determine ways in which social justice is perceived and acted out. What counts as "education" and as "knowledge" can appear uncontestable but is in fact both contestable and partial. Discourses of learning and teaching regulate and normalise gendered and classed, racialised and ethnicised understandings of what learning is and who counts as a learner.

In many educational settings and contexts throughout the world, there remains an assumption that teachers are the possessors of knowledge which is to be imparted to students, and that this happens in neutral, impartial and objective ways. However, learning is about making meaning, and learners can experience the same teaching in very different ways. Students (as well as teachers) are part of complex social, cultural, political, ideological and personal circumstances, and current experiences of learning will depend in part on previous ones, as well as on age, gender, social class, culture, ethnicity, varying abilities and more.

IAFOR has several annual conferences on education across the world, exploring common themes in different ways to develop a shared research agenda which develops interdisciplinary discussion, heightens intercultural awareness and promotes international exchange.

About IAFOR

“Inspiring Global Collaborations”

Founded in 2009, The International Academic Forum (IAFOR) is a politically independent non-partisan and non-profit interdisciplinary think tank, conference organiser and publisher dedicated to encouraging interdisciplinary discussion, facilitating intercultural awareness and promoting international exchange, principally through educational interaction and academic research. Based in Japan, its main administrative office is in Nagoya, and its research centre is in the Osaka School of International Public Policy (OSIPP), a graduate school of Osaka University. IAFOR runs research programs and events in Asia, Europe and North America in partnership with universities and think tanks, and has also worked on a number of multi-sector cooperative programs and events, including collaborations with the United Nations and the Government of Japan. Read more about IAFOR.

International | Intercultural | Interdisciplinary


Special Themes and Areas of Focus

Authors have the optional opportunity of identifying whether their paper addresses either the 2021–2022 IAFOR Special Theme and/or one of the ongoing IAFOR Special Areas of Focus.

IAFOR 2021–2022 Special Theme: “Resilience”

Resilience is the ability to resist being affected, or to recover readily from setback and adversity, and the past year has been one of enormous turbulence and upheaval. Nobody has been left untouched by the impact of the global pandemic, and great change has been forced upon us all.

COVID-19 has underlined the extent to which we suffer together as one, but also how the experience of a global pandemic has been very different and unequal. This has had a woeful impact on the already marginalised and dispossessed, further evidencing that countries are not equal in their ability to provide for and protect their people. The pandemic has also created questionable narratives and false dichotomies in approaches to finding solutions to the myriad problems that COVID-19 has either caused or exacerbated.

Humans can be by turn extraordinarily delicate, and remarkably resilient and we are now living through and witnessing an extraordinary period of history. However, as with any period of great change, there is a window of opportunity that follows where one has the chance to enact and bring about change for the better. The pandemic has also allowed many of us the space to rethink our relationship with both ourselves and those immediately around us, but also with the wider world. This is a crisis both global and local, both shared and individual.

That time to rethink and reimagine is now as we attempt to regroup and rebuild. We need to build back, but do so in a way that is better, stronger and fairer. Forged by adversity, we have the opportunity to follow divergent paths towards a future that we help create, and where, to borrow Heaney, hope and history may rhyme.


IAFOR Special Areas of Focus

In line with its organisational mission, IAFOR encourages, facilitates and nurtures interdisciplinary research, with an emphasis on international and intercultural perspectives. Current areas of focus of the organisation include the following ongoing collaborative programmes and initiatives.

Innovation and Value

The Innovation and Value Initiative is housed at the IAFOR Research Centre at the Osaka School of International Public Policy (OSIPP) at Osaka University, Japan. It was launched at the United Nations Headquarters in New York, in a special collaborative UN/IAFOR session at the Third Annual Multi-stakeholder Forum on Science, Technology and Innovation for the Sustainable Development Goals (STI Forum 2018) on June 6, 2018, and has included various conferences and seminars, including the October 2018 IAFOR Global Innovation & Value Summit (GIVS), organised in partnership with the Wall Street Journal. This theme invites reflections at the intersection of innovation and value as they relate to the conference areas of study. For more information about the Innovation and Value Initiative, click here.

The Silk Road

The IAFOR Silk Road Initiative is an ambitious international, intercultural and interdisciplinary research initiative that uses the silk road trade routes as a lens through which to study some of the world’s largest historical and contemporary geopolitical trends, shifts and exchanges. The initiative is a collaborative endeavour which includes the IAFOR Research Centre at the Osaka School of International Public Policy (OSIPP) at Osaka University (Japan), Belgrade University (Serbia) and The École Normale Supérieure (France). This theme encourages submissions on Silk Road Studies and international cooperation in general as they relate to the conference areas of study. For more information about the IAFOR Silk Road Initiative, click here.

Grant Black
Chuo University, Japan

Biography

Dr Grant Black is an Associate Professor in the Faculty of Commerce at Chuo University, Tokyo, Japan, where he has taught Global Skills and Global Issues since 2013. Grant is engaged in diverse roles as a global manager, systems builder, executive leader and university professor. His research and teaching areas include global management skills, intercultural intelligence (CQ) and organisational management. He also has taught Japanese Management Theory at J. F. Oberlin University (Japan), and a continuing education course in the Foundations of Japanese Zen Buddhism at Temple University Japan. Previously, he was Chair of the English Section at the Center for Education of Global Communication at the University of Tsukuba where he served in a six-year post in the Faculty of Humanities and Social Sciences. He holds a BA Honors in Religious Studies from the University of California, Santa Barbara; an MA in Japanese Buddhist Studies from the University of California, Los Angeles; and a Doctor of Social Science (DSocSci) from the Department of Management in the School of Business at the University of Leicester. Dr Black is a Chartered Manager (CMgr), the highest status that can be achieved in the management profession in the UK. In 2018, he was elected a Fellow of the Chartered Management Institute (FCMI) and Fellow of the Royal Society of Arts (FRSA). Grant is President of Black Inc. Consulting (Japan), a business & university global strategic management firm based in Tokyo which helps individuals and organisations achieve their global targets. He is the director of the newly formed Nippon Academic Management Institute (NAMI) and the author of the forthcoming “Education Reform Policy at a Japanese Super Global University: Policy Translation, Migration and Mutation” (Routledge, 2022). He serves as a Vice-President for The International Academic Forum (IAFOR).

Dr Grant Black is a Vice-President (at large) of IAFOR. He is a member of the Business & Economics section of the International Academic Advisory Board.

Featured Interview (2021) | Undergraduate Research: Nurturing the Next Generation
Murielle El Hajj Nahas
Lusail University, Qatar

Biography

Dr Murielle El Hajj Nahas holds a PhD in French Language & Literature from the Lebanese University, Lebanon. She is currently Assistant Professor at Lusail University, Qatar. She is also Associate Editor of the Journal of Literature & Librarianship and the Journal of Education (Language Learning in Education issues), The International Academic Forum (IAFOR), Japan, as well as Editorial Board Member of In Analysis, revue transdisciplinaire de psychanalyse et sciences, Elsevier Masson SAS, France. Her domain of research focuses on psychoanalysis of literature, the perspective on the unconscious in literary study, the roles of the instances involved in the analytical/critical praxis, and the relation between literature and psychoanalysis. Her research interests include analysis of written narrative structure and focalization; comparative studies of literary genres; discourse analysis and semantics; French linguistics, literature, modernism, and postmodernism studies; gender studies; literary semiotics and semiology; psychoanalysis; psychoanalytic criticism and textoanalysis; rhetoric and stylistics; and schizoanalysis. She has published peer-reviewed book chapters and articles, as well as book reviews and poems in international journals. (ORCID ID: https://orcid.org/0000-0002-9445-6281)

Roundtable Presentation (2021) | Being Resilient: Finding Ways to Publish in Difficult Times
William C. Frick
University of Oklahoma, United States

Biography

William C. Frick, PhD is the Rainbolt Family Endowed Presidential Professor of Educational Leadership and Policy Studies in the Jeannine Rainbolt College of Education at the University of Oklahoma. He is the founding director of the Center for Leadership Ethics and Change, an affiliate body of the international Consortium for the Study of Leadership and Ethics in Education (CSLEE) of the University Council for Educational Administration (UCEA). He serves on the editorial board of the Journal of School Leadership and is currently the editor of Values and Ethics in Educational Administration and associate editor of the IAFOR Journal of Education (Studies in Education issue). Dr Frick has 14 years of experience as a practitioner in the public schools including building and district-level administration. He is a former 2016-17 Core Fulbright U.S. Scholar to the Republic of Georgia. A doctoral graduate of The Pennsylvania State University, his research interests include the philosophy of administrative leadership, school system reform within urban municipality revitalization efforts, and broader cultural studies exploring the intersection of identity and schooling. His recent book with Jacqueline A. Stefkovich, Best Interests of the Student: Applying Ethical Constructs to Legal Cases in Education is now in its third edition with Routledge. He has served in multiple officer and representative roles for national professional associations such as AERA, UCEA, and CSLEE. Currently, he is the Vice Chairperson of the board of directors for Santa Fe South Schools and a board member of Odyssey Leadership Academy, both located in Oklahoma City, Oklahoma.

Roundtable Presentation (2021) | Being Resilient: Finding Ways to Publish in Difficult Times
Kevin House
Education in Motion, Singapore, Durham University, UK & Chartered College of Teaching, UK

Biography

Kevin has spent almost thirty years in global education, and has worked in school systems in Africa, Europe and Asia. More recently he held a senior position with International Baccalaureate working on curriculum design and policy, before joining Education in Motion (EiM). He began his current role by establishing the group’s ConnectED Institute for Learning & Research and is now developing a new curriculum and credentialing model for a concept high school called SE21.

Kevin gained his doctorate in Education from the University of Bath where his thesis was awarded the Jeff Thompson Research Award. He has published academic work on such topics as educational values, pluriculturalism, teacher professional learning, curriculum & assessment design, and educational leadership.

Yvonne Masters
Executive Editor of the IAFOR Journal of Education (Scopus) & Independent Researcher, Australia

Biography

Yvonne Masters is an independent researcher in Australia. She has been involved with IAFOR for several years as a member of The Asian Conference for Education Organising Committee, as co-facilitator of The Asian Undergraduate Research Symposium, and as a member of the International Academic Advisory Board. Yvonne is the current Editor-in-Chief of the IAFOR Journal of Education, a Scopus indexed, open access journal on education.

Yvonne was a teacher and teacher educator for over 40 years and is still passionate about education. She was a senior lecturer in Professional Classroom Practice in the School of Education, University of New England, Australia, a position that she accepted after five years as Director of Professional Experience in the same School. Prior to taking up her position at UNE, she had 30 years’ experience in secondary schools including in the roles of Curriculum Coordinator, Deputy Principal and Principal. Her teaching experience spans three Australian states. Her research interests centre on undergraduate research, academic publication, teacher education and policy, professional experience, teacher identity, online learning and virtual worlds. Yvonne was awarded her PhD, focused on school principalship, from Deakin University.

She is an active researcher and gained, in collaboration with other researchers, 4 Internal UNE School of Education Research grants; was a partner in a $200,000 ALTC (OLT) grant, VirtualPREX: Innovative assessment using a 3D virtual world with pre-service teachers; in 2014 achieved a UNE Seed Grant for a one year project to explore teacher quality; and in 2015 gained a $50,000 OLT seed grant to develop resources to assist pre-service teachers to gain online teaching skills to assist them in teaching wholly online into virtual schools.

Yvonne serves as a reviewer for several education journals and is a senior reviewer for IAFOR conferences. She presents on a variety of education topics including publishing as an academic, teacher education policy, undergraduate research, and online teaching at a range of conferences, both Australian and international.

Roundtable Presentation (2021) | Being Resilient: Finding Ways to Publish in Difficult Times

Previous Presentations

Keynote Presentation (2020) | Embracing Difference/Challenging Difference: Two Sides of the Same Coin
Workshop Presentation (2020) | Embracing Difference, Finding Commonality – Collaborative Research and Writing
Featured Panel Presentation (2018) | Thriving in Publication: Ethical Guiding Principles for Academic Publication
Featured Presentation (2017) | Change in Education: By Whom? For Whom?
Pearl Subban
Monash University, Australia

Biography

Dr Pearl Subban is a lecturer in Teacher Education at Monash University, Melbourne, Australia. She is currently the Course Leader for the Master of Education program, and Acting Director of graduate programs. Pearl’s research interests are embedded within accommodating student diversity, and differentiated teaching & learning strategies to accommodate these needs. With over two decades in the education sector in both South Africa and Australia, Pearl is well-positioned to reflect on catering for additional student needs and on how teachers can diversify their programming to include all students. Emanating from a social justice perspective, Pearl’s main focus is on assisting learners in contemporary classrooms, utilising available resources to ensure that learning is relevant and personal. Pearl is an active researcher, and has been fortunate to work on funded research projects within Australia, dealing with marginalisation and social justice issues. Pearl currently teaches undergraduate and postgraduate programs, and offers support to in-service teachers through professional development units. Pearl’s approach to research is collaborative, and draws on assessment and appraisal from her peers to ensure that both research output and teaching contributions are effectively met. Prior to joining the higher education sector, Pearl enjoyed several years as a high school teacher, which became the platform for her current position as an educational researcher. She has subsequently presented papers and presentations at a range of national and international conferences. Her current portfolio includes the supervision of both master’s and doctoral students covering a range of global issues. Currently, as Course Leader of the Master of Education suite, she strives to facilitate equitable programs that accommodate a range of student needs. Pearl is on the Editorial Board for two major journals, using her knowledge, experience and skill to inform the contemporary field.

Roundtable Presentation (2021) | Being Resilient: Finding Ways to Publish in Difficult Times
Robert Thorn
Developing Real Learners, Turkey

Biography

Robert Thorn is an international educator and former principal with more than thirty years’ experience in various educational systems and cultural settings. He is a proponent of learner-development-centred approaches to education and is the Founding Director of Developing Real Learners – a non-profit organization intent on helping schools develop learning communities that will, ‘through their own cultural perspectives, foster an approach to education that develops the holistic learner, leading to wise action and all within the current systems young people find themselves in.’ Robert’s message is one of communities transforming themselves and their approach to education through accessible and straightforward processes that rely on our common humanity and their own cultural perspectives. He is currently involved in projects in India, Pakistan, Singapore, Turkey and the Middle East.

Keynote Presentation (2021) | Beyond Resilience – Laying the Foundations of an Education Young People Really Need
Reiko Yamada
Doshisha University, Japan

Biography

Dr Reiko Yamada is a professor at the Faculty of Social Studies and Director of the Center for Higher Education and Student Research at Kyoto’s Doshisha University, Japan, where she was also the former Dean of the Faculty of Social Studies. She received her MA and PhD from the UCLA School of Education and Information Studies in Social Sciences and Comparative Education. She has long been interested in comparative higher education policy in OECD countries. More recently, she has conducted a quantitative study for the acquisition of global competencies before and after the COVID-19 pandemic, and is engaged in comparative student research between Japan, Korea, Taiwan, and the United States. She served as the Director of the Center for Learning Support and Faculty of Development at Doshisha University. She also served on the committee of the Central Council for Education in Japan. She is the president of the Japan Association for College and University Education. She is the author of Prospects for University Education in 2040: Based on 21st Century Learning Outcome (Toshindo, 2019). She is also one of editors of New Directions of STEM Research and Learning in the World Ranking Movement: A Comparative Perspective (Palgrave Macmillan, 2018).

Featured Interview (2021) | Undergraduate Research: Nurturing the Next Generation
Edsoulla Chung
Hong Kong Metropolitan University

Biography

Edsoulla is an Assistant Professor in the School of Education and Languages at Hong Kong Metropolitan University. Prior to the completion of her doctorate in Second Language Education at the University of Cambridge as a Cambridge Trust scholar, she taught English courses for academic and specific purposes in the English Language Teaching Unit (ELTU) of the Chinese University of Hong Kong, where she received a Faculty of Arts Outstanding Teaching Award in 2013 and an ELTU Exemplary Teaching Award for three consecutive years. Edsoulla’s main research interests lie in second language acquisition, professional development for teachers, and vocabulary input and treatment. Her recent publications have appeared in Language, Culture and Social Interaction, The Asia-Pacific Education Researcher, and System.


Spotlight Presentation

Eleven Factors Contributing to the Effectiveness of Dialogic Reflection for Professional Development: The Teacher’s Perspective

How teacher development can be promoted has been a fundamental concern within educational research. While researchers have repeatedly highlighted the use of dialogue as an effective means of fostering learning, little investigation has been conducted to explicate the role of dialogic reflection in teacher development and how it can be incorporated into a professional programme to ensure the programme’s effectiveness from the teacher’s perspective. Accordingly, this presentation reports the results of a qualitative study conducted in an Asian context, exploring, based on teachers’ perceptions, the role of dialogic reflection in fostering professional growth and the essential determinants contributing to its effective implementation. With the analysis of semi-structured interviews and reflective journal entries gathered from four in-service English language teachers involved in a programme fostering professional development through dialogic reflection, the study’s findings revealed that dialogic reflection was deemed useful in promoting collective scaffolding among teachers. More importantly, eleven factors that support teacher development through dialogic reflection, focusing on four key areas, namely multiple pathways to quality reflection, teachers’ dialogic qualities, conditions conducive to dialogic reflection, and kinds of institutional support, were identified. Implications for professional development and suggestions on future research are discussed.

Stream: Professional Training, Development & Concerns in Education
https://submit.iafor.org/submission/submission61031/

William C. Smith
University of Edinburgh, United Kingdom

Biography

William C. Smith is a Senior Lecturer (Associate Professor) in Education and International Development at the University of Edinburgh. Prior to the University of Edinburgh he worked as a Senior Policy Analyst at UNESCO’s Global Education Monitoring (GEM) Report where he contributed to the 2015, 2016, 2019, and 2020 GEM Reports and led the development of the thematic section of the 2017/18 GEM Report Accountability in Education: Meeting our Commitments. William’s work in education and international development focuses on education access and barriers to education for the most marginalized. This includes his recent project exploring access to secondary education with partners in the Asia Pacific region and his role as the Academic Lead for the Data for Children Collaborative with UNICEF, a multi-million pound co-constructed project between the University of Edinburgh, UNICEF, and the Scottish government.


Spotlight Presentation

Access to Secondary Education in the Asia-Pacific Region: Marginalized Pupils in Bangladesh, Lao PDR, Mongolia, and the Philippines

This live-streamed panel will share key findings and highlight recommendations to aid national and international efforts to provide equitable access to education from a recent scoping project in the Asia Pacific region. The project identified children with multiple disadvantages who are most likely to be excluded from secondary education. Sustainable Development Goal (SDG) 4 includes secondary education as an important target, encouraging countries to press forward toward universal access, at a time where up to one in three secondary school-age children in the Asia Pacific region remain out of school. The panel will start with a team from the University of Edinburgh providing a numeric overview of the state of access in the region, including new projections on when the region will achieve universal access to secondary education, and highlight marginalized populations most at risk of exclusion. Panellists from the BRAC Institute for Education, UNESCO Bangkok, the Mongolian Education Alliance, and ASPBAE will then share insights from their case studies on Bangladesh, Lao People’s Democratic Republic, Mongolia, and the Philippines. Discussions will highlight the economic, political, structural, and social barriers leading to the marginalization of specific groups of children in these countries. The conclusion will further examine the complex, intersecting and seemingly intractable nature of these barriers. Although the groups of children marginalized differ across the case studies, the web of barriers faced by them is very similar. Finally, a new tool, designed to help policymakers and local stakeholders to identify and address barriers to secondary education, will be introduced.

For the full report:
https://www.ed.ac.uk/files/atoms/files/mh-ceid-ap-full-report.pdf

Stream: Primary & Secondary Education
https://submit.iafor.org/submission/submission61618/

Antonia Voigt
University of Bristol, United Kingdom

Biography

Antonia Voigt is currently working towards a PhD in Education at the University of Bristol. She holds an MSc in Comparative Education & International Development from the University of Edinburgh. Her main research interest is the sustainability strategies of higher education institutions. She was a Research Assistant for the research project on Universal Secondary Education in the Asia Pacific Region at the University of Edinburgh.


Spotlight Presentation

Access to Secondary Education in the Asia-Pacific Region: Marginalized Pupils in Bangladesh, Lao PDR, Mongolia, and the Philippines

This live-streamed panel will share key findings and highlight recommendations to aid national and international efforts to provide equitable access to education from a recent scoping project in the Asia Pacific region. The project identified children with multiple disadvantages who are most likely to be excluded from secondary education. Sustainable Development Goal (SDG) 4 includes secondary education as an important target, encouraging countries to press forward toward universal access, at a time where up to one in three secondary school-age children in the Asia Pacific region remain out of school. The panel will start with a team from the University of Edinburgh providing a numeric overview of the state of access in the region, including new projections on when the region will achieve universal access to secondary education, and highlight marginalized populations most at risk of exclusion. Panellists from the BRAC Institute for Education, UNESCO Bangkok, the Mongolian Education Alliance, and ASPBAE will then share insights from their case studies on Bangladesh, Lao People’s Democratic Republic, Mongolia, and the Philippines. Discussions will highlight the economic, political, structural, and social barriers leading to the marginalization of specific groups of children in these countries. The conclusion will further examine the complex, intersecting and seemingly intractable nature of these barriers. Although the groups of children marginalized differ across the case studies, the web of barriers faced by them is very similar. Finally, a new tool, designed to help policymakers and local stakeholders to identify and address barriers to secondary education, will be introduced.

Stream: Primary & Secondary Education
https://submit.iafor.org/submission/submission61618/

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A message from the IAFOR Board of Directors on the impact of COVID-19 on our activities.