Higher education is growing most rapidly in the Asia-Pacific region, and policy makers are facing the task of balancing quality and quantity. This book will help readers understand the current situation of higher education not only in this region but everywhere that they may work.' - Shinichi Yamamoto, Hiroshima University, Japan

This volume explores difficulties facing TESOL education’s transition to online learning in the Global South and Southeast Asia/Asia Pacific region, highlighting innovations of educators in engaging learners, thereby exploring the key themes of access, engagement, and equity in the field. Discussing themes such as academic burnout, cultural competence, and emotional regulation strategies in challenging educational contexts, this novel volume gives voice to field experiences encountered in countries such as Malaysia, Indonesia, Oman, Vietnam, China, and Iran. Chapters demonstrate how a lack of access to reliable internet connectivity and a shortage of digital devices, especially in rural areas, compound limited opportunities for students already facing educational inequalities, presenting the innovative and creative ways English educators are responding to these situations. Across interviews and qualitative studies, the book demonstrates that issues surrounding engagement with, access to, and equity within, the remote and online educational context are wider and longer lasting than the recent pandemic period itself and are at the forefront of challenges facing these regions today. Highlighting English educators’ resilience, perseverance, and creativity in challenging circumstances, the book will be of interest to researchers, scholars, and postgraduate students in open and distance education, eLearning, bilingualism/ESL, and distribution of technology in educational settings.

Louis Sullivan, an American architect, was referred to as the "father of modernism" and coined the phrase "form follows function.” His phrase provides a key insight into the state of public education in America. The existing form for public education is industrial in nature and is not a match for what should be the function of an education system in an information age society—one that is characterized by technology, globalism, a new definition of work, and rapid, relentless change. This book explains how the mismatch between function and form is creating circumstances that are putting the future of public education at risk, leading to system dysfunction, deregulation, and privatization. Public education needs to be redesigned and reformatted to match the function of the age in which we now live. The current structure and function denies too many students the levels of access, equity, and opportunity that their parents once enjoyed. Achieving that outcome is important to the economic, social, and political wellbeing of America.

This book addresses the implications of this development in Kenya, with regard to the responsiveness of private higher education to issues of broadening access, equity and the traditional research function of universities.

This volume is a comprehensive collection of critical essays on The Taming of the Shrew, and includes extensive discussions of the play's various printed versions and its theatrical productions. Aspinall has included only those essays that offer the most influential and controversial arguments surrounding the play. The issues discussed include gender, authority, female autonomy and unruliness, courtship and marriage, language and speech, and performance and theatricality.

This volume is part of the series Education in Developing Asia, jointly published by the Asian Development Bank (ADB) and the Comparative Education Research Centre (CERC) of the University of Hong Kong.

The basic differences between the British and American systems of higher education are linked with other differences, namely, in curriculum, in funding, in institutional governance and popular affection. Quality and access of higher education are the continuing and connecting themes in this book.