International handbook on globalisation, education and policy research : global pedagogies and policies

The aim of this Handbook is to present a global overview of developments in education and policy change during the last decade. It has the objective of providing both a strategic education policy statement on recent shifts in education and policy research globally and offers new approaches to further exploration, development and improvement of education and policy making. The Handbook attempts to address some of the above issues and problems confronting educators and policy makers globally. Different articles seek to conceptualize the on-going problems of education policy formulation and implementation, and provide a useful synthesis of the education policy research conducted in different countries, and practical implications. The Handbook, by focusing on such issues as - the OECD (2001) model of the knowledge society, and associated strategic challenge and 'deliverable goals' (OECD 2001:139) - UNESCO-driven lifelong learning paradigm, and its relevance to education policy makers, globally - different models of policy planning, and equity questions that are raised by centralization/decentralization, diversity/uniformity and curriculum standardization issues - the 'crises' of educational quality, the debate of standards and excellence, and good and effective teaching. - will contribute to a better and more holistic understanding of the education policy and research nexus; offering possible strategies for the effective and pragmatic policy planning and implementation at the local, regional and national levels. Table of Contents......Page 6 Dedication......Page 5 Foreword......Page 10 Preface......Page 13 Acknowledgements......Page 15 Overview and Introduction......Page 17 Contributors......Page 31 1. Globalisation, Education and Policy: Changing Paradigms......Page 43 2. Policy Borrowing in Education: Frameworks for Analysis......Page 65 3. Comparative Education Policy and Globalisation: Evolution, Missions and Roles......Page 77 4. The Education and Training of Knowledge Workers......Page 91 5. Tacit Skills and Occupational Mobility in a Global Culture......Page 107 6. Development, Globalisation and Decentralisation: Comparative Research towards a Theory for Managing Diversity......Page 126 7. Globalisation and the Governance of National Education Systems......Page 134 8. Rethinking Globalisation and the Future Role of Education in Africa......Page 149 9. Neoliberalism, Globalisation, and Latin American Higher Education: The Challenge to National Universities......Page 170 10. Globalisation and Higher Education Policy Changes......Page 185 11. Globalisation and Education Reforms in Hong Kong: Paradigm Shifts......Page 203 12. The Impact of Globalisation on the Mission of the University......Page 226 13. Globalisation, Cultural Diversity and Multiculturalism: Australia......Page 243 14. Globalisation and Higher Education in Chile and Romania: The Roles of the International Monetary Fund, World Bank, and World Trade Organization......Page 257 15. Globalisation and Educational Policy Shifts......Page 271 16. Convergence or Divergences? Comparing Education Reforms in Hong Kong and Singapore......Page 289 17. Globalisation and Its Effects on Educational Leadership, Higher Education and Educational Policy......Page 315 18. The New Partnership for African Development: Implications for Skills Development......Page 329 19. Globalisation and Pre-Service Teacher Education in Australia: A New Dimension......Page 351 20. PISA in Germany: A Search for Causes and Evolving Answers......Page 363 21. Globalisations, Research and Policies Regarding Gender Issues......Page 373 22. Employment Equity and Higher Education: Policy Borrowing and the Politics of Language......Page 387 23. Minorities and Indigenous Groups in Education......Page 402 24. Islamic Education......Page 412 25. National Initiatives in Human Rights Education: The Implementation of Human Rights Education Policy Reform in Schools......Page 424 26. The Educational Reform and Transformation in Russia......Page 440 27. Globalisation and Public Education Policies in Latin America: Challenges to and Contributions of Teachers and Higher Education Institutions......Page 466 28. Educational Reform: Who are the Radicals?......Page 477 29. The GATS and Trade in Educational Services: Issues for Canada in the Pan-American Context......Page 490 30. Education and Globalisation......Page 513 31. Inside but Below: The Puzzle of Education in the Global Order......Page 533 32. Globalisation, Education Reforms and Policy Change in Africa: the Case of Nigeria......Page 549 33. The Interaction of Human Development, Economic Development and Nation-Building on the Industrial Staircase......Page 569 34. Language-in-Education Policies and Practices in Africa with a Special Focus on Tanzania and South Africa – Insights from Research in Progress......Page 580 35. Reinventing English: Text Lists and Curriculum Change in Ireland and Australia......Page 597 36. Decentralisation of Education Policies in a Global Perspective......Page 613 37. Educational Decentralisation: Rhetoric or Reality......Page 629 38. Education as a Fault Line in Assessing Democratisation: Ignoring the Globalising Influences of Schools......Page 643 39. The Edge of Chaos: Explorations in Education and Conflict......Page 661 40. Current Reforms in Special Education: Delusion or Solution?......Page 673 41. School and University Partnerships in Australia: Tentative Beginnings......Page 689 42. Addressing the Challenge of Principalship in Australian Catholic Schools......Page 701 43. Education for Democracy: Some Basic Definitions, Concepts, and Clarifications......Page 714 44. The Politics of Rewriting History: New School History Textbooks in Russia......Page 722 45. Change and the “Lapsed Reforms”: Senior Secondary Education in Italy......Page 746 46. Globalisation and Policy Reforms: Science Education Research......Page 761 47. Cultural and Social Capital in Global Perspective......Page 773 A......Page 784 B......Page 785 C......Page 786 E......Page 787 G......Page 788 H......Page 789 K......Page 790 L......Page 791 M......Page 792 O......Page 793 R......Page 794 S......Page 795 T......Page 796 W......Page 797 Z......Page 798 A......Page 799 B......Page 802 C......Page 803 D......Page 810 E......Page 812 F......Page 817 G......Page 818 H......Page 821 I......Page 822 J......Page 825 L......Page 826 M......Page 828 N......Page 831 O......Page 834 P......Page 835 R......Page 840 S......Page 842 T......Page 848 U......Page 850 W......Page 852 Z......Page 853

The aim of this Handbook is to present a global overview of developments in education and policy change during the last decade. It has the objective of providing both a strategic education policy statement on recent shifts in education and policy research globally and offers new approaches to further exploration, development and improvement of education and policy making.

The Handbook attempts to address some of the above issues and problems confronting educators and policy makers globally. Different articles seek to conceptualize the on-going problems of education policy formulation and implementation, and provide a useful synthesis of the education policy research conducted in different countries, and practical implications.

The Handbook, by focusing on such issues as
- the OECD (2001) model of the knowledge society, and associated strategic challenge and 'deliverable goals' (OECD 2001:139)
- UNESCO-driven lifelong learning paradigm, and its relevance to education policy makers, globally
- different models of policy planning, and equity questions that are raised by centralization/decentralization, diversity/uniformity and curriculum standardization issues
- the 'crises' of educational quality, the debate of standards and excellence, and good and effective teaching.
- will contribute to a better and more holistic understanding of the education policy and research nexus; offering possible strategies for the effective and pragmatic policy planning and implementation at the local, regional and national levels.