ABSTRACT
The performance differences are very substantial as evidenced by, for example, the median for the Confucian Orbit science performance levelling with the top 50 percent for Eastern Europe and former Soviet Union, and indeed surpassing the top 50 percent. The highest level of discipline problems is reported in Eastern Europe and former Soviet Union with 7–12 percent, or indeed markedly highest discipline problems in North Africa and the Middle East with 12 to 17 percent. A key reason for the varying levels of school discipline across countries is that the expectations and understanding of what constitutes ‘good discipline’ varies since discipline is not least culturally driven. The majority of focus on school discipline matters relates to the disruptive behaviours of students. In East Asia, discipline strategies are focused on fostering self-reliance, rather than an over-dependence on authority, surveillance, or acting by a system of rewards and punishments.
