The indent globalisation is leading the Asia Pacific Region, and indeed all the world, to a revolution in the production and trade of goods and services, knowledge and innovation, in work and education and in relations among nations and local cultures (UNESCO, 2009). In order to adapt to the rapid advance of technology: Education, whether formal, non-formal or informal, should be the means to enable full participation in the transformation of society. In economies such as in the Asia Pacific Region, formed by an incomparable variation of political characteristics and a great diversity of culture and languages, the education system should be tailored to the local context. It should play an important role not only in empowering citizens but also in reinforcing their humanistic, ethical and cultural values (Zhou and Sun, 2001).
The aim and the scope of this essay is to analyse critically how education can empower and transform people of the Asia Pacific Region, where incongruity has been detected between the values promoted by Western education and the visions, values, beliefs and world views of people from this region.
History offers many examples of how advanced systems of education have improved access to technology, information and overall standards of living (Connell, 1980). But disparity still exists between those in the developed world and the developing world.
Education in Asia Pacific countries is being transformed by globalisation and the market economy (Thaman, 2008) but while many countries have embraced the need for education to achieve sustainability, only limited progress has been made on any level (Hopkins and Mckeon, 2005).
Education for sustainable development is grounded on the concept to promote free universa...
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... can progress just if the roots and the values of its people can be recognised (Nabobo and Teasdale, 2002). This goal can be achieved through an appropriate school system grounded on culturally sensitive curricula that recognises the contributions and roles of Oceanic cultures in modern development (Thaman, 2012).
In conclusion, a flexible and more culturally inclusive school curriculum is a good place to start in order to find out what a society considers important and worthwhile for young and adult people (Thaman, 2012). Embedding indigenous knowledge in the school curriculum in Asia Pacific regions, however, continues to challenge the previous traditional Western education implemented in the act of colonisation. A new more culturally responsive teaching is necessary in order to empower and transform lives of young and adult citizens in Asia and Pacific regions.