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Author: Susan Ledger
Publisher: Springer
ISBN: 3319087622
Category : Education
Languages : en
Pages : 220
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Book Description
This book explores the dynamics of curriculum policy processes involved in the adoption, production and enactment of the International Baccalaureate Primary Years Programme (IBPYP), accredited by the International Baccalaureate Organization (IBO). It addresses deficits in current literature and provides insight into and the complexities involved within a framework that takes cognisance of the relationships between global, regional, national and local levels of education policy processes. In doing so, it contributes to the current body of research on international education, remote education and policy processes. The IBPYP is one of the three programmes that go to make up the increasingly popular suite of programmes offered by the IBO. Given the exponential growth of international schools caused by an ever changing globalized world and a mobile workforce, international curriculum policy is becoming more complex. This has lead to a recognition of the need for a range of policy analysis studies in the field. The study presented in this book was conceptualised in the light of such recognition. This relatively uncharted field has been explored by focusing on one of the most ‘unusual’ settings. Accordingly, the adoption, production and enactment of the IBPYO at three remote international schools has been examined. The study also addresses how the phenomena of ‘international schools’ and ‘remote schools’ complement or compete with, each other. This results in a better understanding of the educational policies informing both ‘international schools’ and ‘remote schools’ and the interconnectivity that might exist between them.
Author: Susan Ledger
Publisher: Springer
ISBN: 3319087622
Category : Education
Languages : en
Pages : 220
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Book Description
This book explores the dynamics of curriculum policy processes involved in the adoption, production and enactment of the International Baccalaureate Primary Years Programme (IBPYP), accredited by the International Baccalaureate Organization (IBO). It addresses deficits in current literature and provides insight into and the complexities involved within a framework that takes cognisance of the relationships between global, regional, national and local levels of education policy processes. In doing so, it contributes to the current body of research on international education, remote education and policy processes. The IBPYP is one of the three programmes that go to make up the increasingly popular suite of programmes offered by the IBO. Given the exponential growth of international schools caused by an ever changing globalized world and a mobile workforce, international curriculum policy is becoming more complex. This has lead to a recognition of the need for a range of policy analysis studies in the field. The study presented in this book was conceptualised in the light of such recognition. This relatively uncharted field has been explored by focusing on one of the most ‘unusual’ settings. Accordingly, the adoption, production and enactment of the IBPYO at three remote international schools has been examined. The study also addresses how the phenomena of ‘international schools’ and ‘remote schools’ complement or compete with, each other. This results in a better understanding of the educational policies informing both ‘international schools’ and ‘remote schools’ and the interconnectivity that might exist between them.
Author: Victoria MacFarlane Valdebenito
Publisher:
ISBN: 9781527554429
Category :
Languages : en
Pages :
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Book Description
Globally, education systems and schools seek to strengthen their competitive positioning through curriculum policy transformations. These take place as a result of ideological shifts and policy flows, as well as networks between global and local levels, leading to radical changes in curricula. Australia is no exception to this general trend. Here, school systems aim to address the challenges presented by current rapid technological growth. A major associated strategy involves the production and enactment of what is termed a '21st century curriculum policy'; a curriculum that promotes the acquisition of skills such as creative and critical thinking, collaboration and problem-solving skills. This book details associated international influences and presents a detailed exposition of how a '21st curriculum' was conceived nationally in Australia and the impact of its development in Western Australia, focussing on the nongovernment school sector. The volume's structure reflects the four main contexts of policy processes: policy influences, policy text production, policy enactment and longer-term policy outcomes. The major informing concepts considered include neo-liberalism, nationalism, competing educational perspectives, powerful knowledge actors, high-stakes testing, equity, and social justice, among others. 'Food for thought' is provided for policy makers, curriculum developers and teachers not only in Australia but internationally.
Author: Thor Kerr
Publisher: Cambridge Scholars Publishing
ISBN: 1443812889
Category : History
Languages : en
Pages : 307
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Book Description
Rapid change in trade, demographics, culture and environment around the Indian Ocean demands a revaluation of how communities, sustainability and security are constituted in this globally strategically important region. Indian Ocean Futures: Communities, Sustainability and Security raises awareness of threats and opportunities beyond popular notions of communities through an examination of issues of concern to local, national, regional and transnational communities around the Indian Ocean Rim. This edited book is organized into three broad areas: the heritage and identity of communities, their sustainability and their security. The first section examines how heritage and identity are negotiated in establishing the basis of communities and public discussion of their futures. The second part explores different practices, technologies and communities of sustainability; from technologies being developed for sustainable coastal regions to the adoption of traditional practices for food management. The final section canvasses the changing landscapes and seascapes of the Indian Ocean in relation to the broad concerns of food, environmental and political security. As such, this volume offers the reader valuable engagement with the complex relations of communities and environments and key discourses shaping understandings of the future of the Indian Ocean region.
Author: Lucy Bailey
Publisher: Bloomsbury Publishing
ISBN: 1350170011
Category : Education
Languages : en
Pages : 193
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Book Description
International schooling has expanded rapidly in recent years, with the number of students educated in international schools projected to reach seven million by 2023. Drawing on the author's extensive experience conducting research in international schools across the globe, this book critically analyses the concept of international schooling and its rapid growth in the 21st century. It identifies the forces driving this trend, asking to what extent this is an enterprise that meets the needs of a global elite, and examining its relationship to national systems of education. The author demonstrates how wider social inequalities around socio-economic difference, ethnicity, 'race' and gender are reproduced through international schooling and examines the theory that 'international' curricula are in fact Western curricula. Presenting research from diverse countries including Russia, Malaysia, the UAE, the UK, and Bahrain, the author explores ways in which international schools adapt to local cultural contexts and examines the views of parents, students, teachers and school leaders towards the education that they provide.
Author: Tom O'Donoghue
Publisher: Routledge
ISBN: 1317193601
Category : Education
Languages : en
Pages : 260
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Book Description
Understanding Contemporary Education offers an essential exploration of key concepts and issues in education that will allow education studies students, as well as trainee and practising teachers to engage in reflection, not only on work at the classroom level, but on education more broadly. Using detailed examples, the book problematises many popular and taken-for-granted views, allowing the reader to challenge and seriously consider the nature of the education enterprise. In each chapter, a concept is carefully considered, with major features, controversies, and strengths and weaknesses highlighted. Key follow-up questions challenge the reader to reflect on specific issues, and encourage involvement, not just in their own teaching, but in the planning and determination of the total programme of their school, and where possible, that of the nation. The book is divided into seven main parts: The Social Context of Education Education Policy Curriculum Teaching and Learning Leadership in Education Teacher Preparation International Developments in Education. Drawing upon a wide variety of theoretical positions, Understanding Contemporary Education provides an accessible introduction to key themes and concepts in education, challenging readers to fully consider the purpose of education and to reflect intelligently on issues that affect all schools. It is a must-read book for those on education studies courses, as well as trainee and practising teachers.
Author: Zahira Kunhi
Publisher: Springer Nature
ISBN: 3030614557
Category : Education
Languages : en
Pages : 186
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Book Description
This book focuses on the phenomenon of a ‘21st century curriculum’ and its role in preparing students for work and life in a rapidly changing global knowledge society. Its context is the global and diverse national influences on education policy agendas. The central concepts in the academic literature that underpins the phenomenon are globalisation, curriculum, and policy. The analysis spans global influences on the development of ‘21st century curriculum’ policy, the construction of such policy at the national and State levels in Australia, and the enactment of such policy in three select case-study schools and in relation to which both similarities and differences are identified. The global to local span and the international relevance of the exposition are both revisited to highlight major findings, to discuss them in relation to recent literature and to offer propositions about ‘21st century curriculum’ development that are of wide interest and relevance. Recommendations for policy and practice as well as possible future directions for research in the field follow.
Author: Hyejin Kim
Publisher: Springer
ISBN: 9813296720
Category : Education
Languages : en
Pages : 106
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Book Description
This book offers a first look at transnational education corporations, new firms that operate international schools. The quiet rise of transnational education corporations – or TECs – has implications for education systems around the globe, as corporate interests gain a greater stake in the way schools operate. The story of their ascendance links government policies in one corner of the world with profound effects in others. In the past decade, TECs have burst onto the international schooling scene. Private firms, publicly listed firms, and private equity groups have transformed international education into an industry valued at over USD 30 billion. Nowhere has the impact been stronger and more sudden than in Asia. The top three international education firms with a presence in Asia run more than 20 schools in East and Southeast Asia with another six in India. Each educates tens of thousands of students around the globe and has an annual revenue of over USD 300 million. TECs offer a window onto the creation of new markets and the complex positions of governments in regulating social affairs. This book helps readers to understand who these firms are, what they do and how they have grown.
Author: Susan Fay Ledger
Publisher:
ISBN:
Category : Education and state
Languages : en
Pages : 744
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Book Description
[Truncated abstract] The aim of the study reported here was to analyze the dynamics of curriculum policy processes involved in the production and enactment of the International Baccalaureate Primary Years Program (IBPYP) in three remote international schools in Indonesia. Whilst the study was primarily focussed on how micro level policy actors make meaning of the IBPYP, and the micro-politics involved in curriculum policy enactment in schools, the significance of accelerating globalization required an examination of accompanying national, regional and global influences embedded in the complex curriculum policy process. The concept of a 'policy trajectory' provided a framework for the research. The 'policy trajectory' consists of influences; policy text production; practices and effects from the policy; and longer-term outcomes of the policy. In this study the 'policy trajectory' was analysed at macro, meso and micro levels of the IBPYP curriculum policy process. The macro level in this study refers to the forces of globalization and the IB world, the meso level includes a regional and national focus, namely Indonesian Government policy and the IB Asia Pacific regional office, and the micro level focuses on three case study sites. The research questions and findings were both framed around these four contexts and three levels of the policy process. A hybrid theoretical framework guided this qualitative research along the policy trajectory and across multiple case study sites. Dual paradigms of interpretivism and critical theory offered the best approach to frame the investigation and were employed at different stages of the policy analysis. Interpretivism was used for early data collection and analysis of documents, semi-structured and focus group interviews in the case study schools. Later, 'critical theory' was used to facilitate the meta-analysis and examine power relationships across the extended policy process from global to local school levels. The findings are initially reported for each case study separately prior to a cross case analysis at the micro level of the policy trajectory. Findings are discussed in relation to the literature and framed by the four research questions which correspond to the four contexts of the policy trajectory. The 'context of influence' revealed that the pressure of globalization, including a global trend towards internationalizing school curriculum and the marketization of international education, is transforming twenty first century education policy agendas and contributing to the changing face of international schools, teachers and students. It also highlights global branding and global currency as playing a significant role in the adoption of the IBPYP by case study schools. The 'context of policy text production' revealed key policy texts and processes as tools that transmit the ideological underpinnings of the IBPYP. The 'context of practice' revealed the centrality of teachers and leadership team including the IBPYP coordinator in the IBPYP policy process. Issues such as personality, pedagogical alignment and background experiences provided barriers and filters in the translation of IBPYP policy into practice. The 'context of outcomes' highlighted power relationships and social inequities along the policy trajectory...
Author: Osman Barnawi
Publisher: Routledge
ISBN: 1351997181
Category : Education
Languages : en
Pages : 305
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Book Description
Over the past two decades, the Arabian oil-rich Gulf countries have faced enormous social, political, economic, cultural, religious, ideological and epistemological upheaval. Through detailed, critical comparative investigation, Neoliberalism and English Language Education Policies in the Arabian Gulf examines the impact of such disruption on education policies in a political and economic union, consisting of six countries: Saudi Arabia, the United Arab Emirates, Oman, Qatar, Bahrain and Kuwait. Using data collected from a wide range of sources, this thought-provoking book documents the inner workings of neoliberalism across a strategic geographical area of the Islamic world. The book teases apart the complex issues surrounding the ways in which access to English has been envisioned, contested, and protected from being challenged among different players within and between the Gulf countries. Osman Z. Barnawi explores the intensifying ideological debates between Islamic culture and Western neoliberal values, and questions whether Islamic values and traditions have been successfully harmonised with neoliberal capitalist development strategies for nation building in the Arabian Gulf region. Neoliberalism and English Language Education Policies in the Arabian Gulf will be of interest to academics, researchers and postgraduates working in the fields of language education and, more specifically, TESOL, applied linguistics, education policy, and teacher education.
Author: K. Anderson-Levitt
Publisher: Springer
ISBN: 1403980357
Category : Social Science
Languages : en
Pages : 267
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Book Description
Is there one global culture of schooling, or many national and local cultures? Do educational reforms take school systems on diverging or parallel paths? These case studies from five continents use ethnography and history to challenge the sweeping claims of sociology's world culture theory (neo-institutionalism). They demonstrate how national ministries of education and local schools re-invent every reform. Yet the cases also show that teachers and local reformers operate 'within and against' global models. Anthropologists need to recognize the global presence in local schooling as well as local transformation of global models. This is a collection that scholars in the field of the anthropology of education will not want to be without.
