Education welfare as a response to inequality across countries: The stage of Chinese Community

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Title:	Education welfare as a response to inequality across countries: The stage of Chinese Community
Authors:	Tseng, Yi-Fen
Contributors:	民生學院
Keywords:	school social work;education welfare;inequality
Date:	2012
Issue Date:	2012-09-17T08:07:00Z (UTC)
Abstract:	Children today grow up in families exposed to various statuses of inequality and thus an increasing extent of insecurity. At the level of inequality within a country, huge gap exists between the rich and the poor that one rarely can reverse the cycle in his/her own generation. At the level of inequality among countries, the mobility for families exacerbates such situations. Thus, the importance of education for national and individual survival has led to the growth of school policies that considers school a battle ground. The pursuit of quality education introduces international compatibility in the world community, while equal access to good equation determines the life opportunities for the disadvantaged populations. Common issues in education worldwide include low achievement, poor attendance, and school violence spreading in an era where immigration and inter-racial marriages are many. Obstacles to learning hinder the promise of ensuring all children to fully reach their developmental potential. Social work is a profession prescribes that challenges of substance abuse, behavioral problems, and students’ readiness to learn are evolved from complex interaction of social, emotional and family factors. As a result, education or social work alone is insufficient but call to work hand in hand in minimizing inequality among diverse children. Given that the establishment of school social work is a global trend; however, the stages of development and implementation vary. Education welfare in the U.S. and U.K. serves the Western origins in a mature shape; that in H.K, Japan, and Taiwan is newly emerged in terms of time and space dimensions. Other variation areas include style of institutional aegis as well as standards and qualifications. Efforts as to what practical and cultural adjustment of education welfare through school social work in the Chinese community and as to how to engage in an international perspective are discussed.
Appears in Collections:	[Department of Social Work] Papers

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