‘Re-imagining’ international education development? Enacting inclusive and equitable quality education policy for ethnic minorities in Laos

Research on mutual cooperation among scholars or research institutions has become more and more common. Thepurpose of this paper is to explore the current status of cooperation between scholars and research institutions in thefield of Chinese education. In this paper, we use the method of the complex network to analyze the cooperativebehavior of academic papers published by Chinese educational scholars by collecting academic papers on educationleadership, education policy, quality education, and vocational education. Our conclusions show that most of theacademic papers published by Chinese educational scholars are non-cooperative. In the authors of the co-authoredpapers, there is a significant "Matthew effect", that is, some key scholars in these fields that link the collaborators.Lastly, there is no obvious aggregation effect between the authors of the co-authored papers which indicating awidespread and extensive connection between the collaborators. The above conclusions provide valuable insightsinto our understanding of the cooperative behavior of Chinese education scholars.

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Regional Ideas in International Education Organizations: The Case of SEAMEO

10.1007/978-3-030-78885-8_8 ◽

2021 ◽

pp. 217-237

Author(s):

David Krogmann

Keyword(s):

Sustainable Development ◽

Education Policy ◽

Southeast Asia ◽

International Education ◽

Shared Values ◽

Development Agenda ◽

The Social ◽

Major Player ◽

Over Time ◽

Discursive Patterns

AbstractIn Chap. 10.1007/978-3-030-78885-8_8, on SEAMEO, David Krogman focuses the attention on regional identities in international education organizations. This IO has been a major player in education policy in Southeast Asia for decades. The chapter explores the underlying themes and ideas which inform discursive patterns produced and reproduced by SEAMEO. How does SEAMEO conceive of education? Did SEAMEO’s image of education evolve over time? The analysis by Krogmann finds that SEAMEO mostly follows the UN’s global sustainable development agenda in education policy, stressing both the social as well as the economic purposes of education. However, it does so with a distinct emphasis on the education purpose of reinforcing the collectively shared values and traditions of its member states, which it deems unique to Southeast Asia.

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ADOPTION OF INTERNATIONAL EDUCATION POLICY IN INDONESIA: Impact to Teacher Education and Professional Development

Sukma Jurnal Pendidikan ◽

10.32533/02202.2018 ◽

2018 ◽

Vol 2 (2) ◽

pp. 187-203

Author(s):

Satia Prihatni Zen

Keyword(s):

Professional Development ◽

Teacher Education ◽

Education Policy ◽

Education Reform ◽

International Education ◽

International Development ◽

Teacher Identity ◽

National Policy ◽

Development Aid ◽

International Education Policy

The paper discussed the implication of adopting international education policy in Indonesia through international development aid and funding. Specific implications to teacher education and teacher professional development was discussed by analyzing two education reforms enacted in 1980 to 1990’s. The paper describes implementation processes and challenges faced by the programs from local dynamics especially on how social, political and historical influence teacher identity as well as teaching culture. The implications to school, district as well as national policy was discussed in light of uniformity of educational system by dissemination of best practices and model of education through aid and other cooperative projects. Local responses to international education policy is increasingly relevant to ensure education reform will respond local needs and sensitive to local context.Artikel ini mendiskusikan implikasi dari mengadopsi kebijakan international di Indonesia melalui dana dan bantuan international. Khususnya, dampak pada pendidikan guru dan perkembangan professional guru dikaji melalui dua program pendidikan yang diterapkan pada tahun 1980-an hingga 1990-an. Deskripsi dari pelaksanaan dan tantangan yang dihadapi dalam implementasi program tersebut dilihat dari konteks local dimana pengaruh social, politik dan sejarah mewarnai konsepsi identitas guru serta budaya pengajaran di sekolah. Implikasi pada kebijakan sekolah, pemerintah local dan nasional dimana kecenderungan akan penyeragaman system pendidikan terjadi melalui kerjasama dan bantuan juga dijabarkan. Artikel ini menekankan pentingnya respon local yang relevan terhadap penerapan kebijakan pendidikan internasional agar sensitive terhadap kebutuhan dan konteks local itu sendiri.

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