Education Policies in the 21st Century: Comparative Perspectives (Maarif Global Education Series)

This open access book explores the agenda of education policies in the 21st century. In the first part of the book, education is handled from a historical and political framework, and the effects of the change of states and policies on education are examined. In the second part, the effects of changes in the economy on education policies and economies' demands from educational institutions are examined. In the last section, current policies in the international education sector, which is growing day by day as a result of increasing globalization and internationalization, are examined and future trends are tried to be revealed. In articles written by academics from different universities all over the world, the topics are presented in a comparative perspective. Birol Akgün is president of Board of Trustees of Turkish Maarif Foundation and works as an academic member at Department of International Relations in Ankara Yıldırım Beyazıt University, Turkey. He has also taught at Selcuk University and Necmettin Erbakan University. Between 2004 and 2010, he served as Advisory Board Member for the Republic of Turkish Ministry of Foreign Affairs, Strategic Research Center. He was president of Strategic Thought Institute between 2014 and 2016. He is a member of the editorial board of many scientific journals. He took part in research projects about education, youth and social problems. His current research interests are international education, developing countries, international organizations and migration policies. Yusuf Alpaydın is working as a faculty member in the field of Educational Administration at Department of Educational Sciences in Marmara University, Turkey. Between 2003 and 2014, he worked as a school counselor in the educational institutions of the Ministry of National Education. During this period, He took part in various research and education projects, including curriculum, material development and formator training projects of the Family Training Program (AEP) of the Ministry of Family and Social Policies, Government of Turkey. He also actively works with various NGOs operating in the field of education and science. He was one of the founders of the Scientific Studies Association (ÇILEM) and served as the president for a term. He served as a board member and chairperson in the Association of Non-Formal Education and Culture Preface Contents List of Contributors List of Figures List of Tables Political Actors and Education Policy The Transformation of the Nation-States and Education Transformation of the Nation-State From Modernism to Postmodernism From Nationalism to Multiculturalism From Unity to Multi-Centrality The Nation-State and Its Aftermath Education is the Substance of Society Education Teaches One How to Live in a City Employment Through Education The Transition Stages to the Post-Nation-State Period Stage of Nationalization Stage of the Nation-State The Stage of the Open Society Stage of Connectivity Effects of the Post-Nation-State Period on Education Initiatives Taken to Transform Education in the Post-Nation-State Period Reform of the Whole System Curriculum Teacher Qualifications School Autonomy Educational Environments Educational Outputs Lifelong Learning Conclusion References When Models Become Monopolies: The Making of Education Policy at the World Bank Background: The Dilemma of Manpower Planning How the World Bank Makes Education Policy Act Two: The Acquisition of George Psacharopoulos Act Three: The Monopoly of Rate-of-Return Evidence Act Four: The Struggle Over Higher Education Policy The Final Act: The Bank Rights Itself Implications Has the Bank Learned a Lesson: A Brief Commentary on the Education Paper of 2011 Has the Bank Learned a Lesson? A Brief Comment on the World Development Report 20183 References Comparing Educational Reforms in Turkey and Brazil Through Prospects for the Twenty-First Century Educational Reform and Development Nexus Educational Systems in Turkey and Brazil Historical Background of Educational Reforms Educational Reform in Contemporary Turkey and Brazil Conclusion References New Political Economy and Education So Equal yet so Different: Comparison of Accountability Policies in the Global Education Reform Movement—The Case of England and Spain The Interpretative Approach and Method The Educational Context of England Trajectory of Accountability Policies in England The Educational Context of Spain Trajectory of Accountability Policies in Spain Comparative Conclusions References Improving the Transition from Higher Education to Employment: A Review of Current Policies Enhancing Employment Opportunities and Employment Conditions Increasing the Capacity of Higher Education Institutions for the Acquisition of Employability Skills Monitoring and Developing Prominent Skills in Working Life Conclusion References General Education Versus Vocational Education: Vocational Education and Its Future International Standard Classification of Education (ISCED) General or Vocational Technical Education The Cost of General Education and Vocational and Technical Education Future Projections in Vocational and Technical Education Structural Status of Vocational and Technical Education Institutions in the Future Content and Process Results and Suggestions References Internationalization in Education International Schools in the Context of Cultural Diplomacy: Actors and New Approaches Culture and Education as a Foreign Policy Argument International Education and International Schools State-Supported International Schools The Agency for French Education Abroad (AEFA) The Central Agency for German Schools Abroad (ZfA) British Schools Overseas (BSO) Confucius Classrooms Turkish Maarif Foundation The Political and Cultural Effects of International Schools: Cultural Diplomacy Promotion of the Country of Origin, Nation Branding Teaching Language and Culture Training of Local Elites Forgetting the Traces of the Colonialism and Negative Past Conclusion References New Trends in International Education: Impact of COVID-19 and Digitalization on Higher Education and Student Mobility International Student Mobility and Equality Digitalization and Its Costs on Higher Education The COVID-19 Pandemic, Education, and International Education Mobility The Digital Revolution in Higher Education Conclusions and Implications References International Schools and Educational Programs: A Critical Analysis from a Cultural Perspective International Education Programs International Baccalaureate (IB) Council of International Schools (CIS) Agency for French Education Abroad (AEFE) Central Agency for German Schools Abroad (ZfA) Global Education and Global Hegemony Education in Foreign Language and Cultural Alienation International Education and Brain Drain Conclusion References Exploring International Joint and Dual Degree Programs and Transnational Higher Education: Ideas and Possibilities During COVID-19 Transnational Higher Education (TNHE) TNHE and Chinese Higher Education Landscapes International Joint and Dual Degree Programs Case Study: The Joint/Dual Degree Programs Partnership for IUPUI and SYSU Indiana University-Purdue University Indianapolis Sun Yat-Sen University IUPUI-SYSU: Overview of International Joint/Dual Degree Programs Perspectives, Issues, and Opportunities Conclusion Recommendations: Policies and Applications References The International Transfer of Education Models: Crafting the Neoliberal Citizen Through Regionalization and Rewesternization in Trinidad and Tobago Introduction Overview of Trinidad and Tobago’s Education System Reframing Educational Transfer OECD as an Actor and Its PISA Transfer Mechanism Regionalism or Internationalization: Tracing Educational Transfer in the Caribbean Concluding Thoughts References This open access book explores the agenda of education policies in the 21st century. In the first part of the book, education is handled from a historical and political framework, and the effects of the change of states and policies on education are examined. In the second part, the effects of changes in the economy on education policies and economies’ demands from educational institutions are examined. In the last section, current policies in the international education sector, which is growing day by day as a result of increasing globalization and internationalization, are examined and future trends are tried to be revealed. In articles written by academics from different universities all over the world, the topics are presented in a comparative perspective. Birol Akgün is president of Board of Trustees of Turkish Maarif Foundation and works as an academic member at Department of International Relations in Ankara Y ̧ld ̧r ̧m Beyaz ̧t University, Turkey. He has also taught at Selcuk University and Necmettin Erbakan University. Between 2004 and 2010, he served as Advisory Board Member for the Republic of Turkish Ministry of Foreign Affairs, Strategic Research Center. He was president of Strategic Thought Institute between 2014 and 2016. He is a member of the editorial board of many scientific journals. He took part in research projects about education, youth and social problems. His current research interests are international education, developing countries, international organizations and migration policies. Yusuf Alpaydın is working as a faculty member in the field of Educational Administration at Department of Educational Sciences in Marmara University, Turkey. Between 2003 and 2014, he worked as a school counselor in the educational institutions of the Ministry of National Education. During this period, He took part in various research and education projects, including curriculum, material development and formator training projects of the Family Training Program (AEP) of the Ministry of Family and Social Policies, Government of Turkey. He also actively works with various NGOs operating in the field of education and science. He was one of the founders of the Scientific Studies Association (çILEM) and served as the president for a term. He served as a board member and chairperson in the Association of Non-Formal Education and Culture This open access book explores the agenda of education policies in the 21st century. In the first part of the book, education is handled from a historical and political framework, and the effects of the change of states and policies on education are examined. In the second part, the effects of changes in the economy on education policies and economies' demands from educational institutions are examined. In the last section, current policies in the international education sector, which is growing day by day as a result of increasing globalization and internationalization, are examined and future trends are tried to be revealed. In articles written by academics from different universities all over the world, the topics are presented in a comparative perspective. Birol Akgün is president of Board of Trustees of Turkish Maarif Foundation and works as an academic member at Department of International Relations in Ankara Yıldırım Beyazıt University, Turkey. He has also taught at Selcuk University and Necmettin Erbakan University. Between 2004 and 2010, he served as Advisory Board Member for the Republic of Turkish Ministry of Foreign Affairs, Strategic Research Center. He was president of Strategic Thought Institute between 2014 and 2016. He is a member of the editorial board of many scientific journals. He took part in research projects about education, youth and social problems. His current research interests are international education, developing countries, international organizations and migration policies. Yusuf Alpaydın is working as a faculty member in the field of Educational Administration at Department of Educational Sciences in Marmara University, Turkey. Between 2003 and 2014, he worked as a school counselor in the educational institutions of the Ministry of National Education. During this period, He took part in various research and education projects, including curriculum, material development and formator training projects of the Family Training Program (AEP) of the Ministry of Family and Social Policies, Government of Turkey. He also actively works with various NGOs operating in the field of education and science. He was one of the founders of the Scientific Studies Association (ÇILEM) and served as the president for a term. He served as a board member and chairperson in the Association of Non-Formal Education and Culture