Building on Basics: A Report on the Global Education Crisis and U.S. Foreign Aid to Basic Education

1990 ◽  
Author(s):  
Eric N. Lindblom
Keyword(s):  
Foreign Aid ◽  
Global Education ◽  
Basic Education ◽  
Education Crisis

scholarly journals O impacto da economia de educação global nos processos de ensino e de aprendizagem: uma análise das políticas públicas e perspectivas das práticas educacionais / The Impact of Global Education Economy in the Teaching and Learning: an Analysis of Public Policies and Perspectives of Educational Practices

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Verônica Gesser ◽  
Valéria Silva Ferreira
Keyword(s):  
Global Education ◽  
Multinational Enterprises ◽  
Teaching And Learning ◽  
Basic Education ◽  
Public Policies ◽  
Third Sector ◽  
Educational Practice ◽  
Political Influence ◽  
State Reduction ◽  
The Impact

ABSTRACTThis paper aims to characterize current public policies and educational practice perspectives, which principles are based on the logic of global education economy, aiming to reflect on possible impacts on processes of teaching and learning within the local educational contexts. This model reflects the neoliberal political influence and economic logic, which features a context governed by the laws of the market and the democratic Social Welfare State mischaracterization; that is, state reduction and “market and quasi-market” enhancement. Example of this is what is happening in Brazil with the expansion of educational services and outsourced products. This idea has been applied by Basic Education responsibility decentralization for the municipalities. Thus, the budget for the services, products and continuing education is being transferred to specialized national and multinational enterprises, often under the label of nonprofits entities (new philanthropies, associated companies, that is, the third sector). Therefore, the Brazilian education has been suffering state denationalization impact, which is causing profound changes in how educational public policies are being practiced within each Brazilian municipality. Consequently, Brazilian education is being conceived as commodity.RESUMOEste trabalho tem como objetivo caracterizar as atuais políticas públicas e perspectivas de práticas educacionais, cujos princípios fundamentam-se na lógica da economia de educação global, visando refletir sobre possíveis impactos nos processos de ensino e de aprendizagem no âmbito dos contextos educacionais locais. Esse modelo reflete a influência da lógica política e econômica neoliberal, o qual caracteriza um contexto governado pelas leis de mercado e pela descaracterização do Estado de Bem-estar Social democrático; ou seja, a redução do Estado e a valorização do “mercado e quase-mercado”. Exemplo disso é o que está acontecendo no Brasil com a expansão dos serviços e dos produtos educacionais terceirizados. Essa idéia vem sendo aplicada pela descentralização da responsabilidade da Educação Básica para os municípios brasileiros. Dessa forma, o orçamento para os serviços, os produtos e a formação continuada está sendo transferido para empresas nacionais e multinacionais especializadas, muitas vezes sob o rótulo de entidades sem fins lucrativos (novas filantropias; empresas associadas; ou seja, a terceira via). Assim sendo, a educação brasileira vem sofrendo o impacto da desnacionalização do Estado, o que está provocando profundas mudanças em como as políticas públicas educacionais vêm sendo praticadas no âmbito de cada município brasileiro. Consequentemente, a educação brasileira está sendo concebida como um comodity.

Subtle convergence?

2017 ◽  
Vol 25 (2) ◽  
pp. 146-160 ◽  
Author(s):  
Olli Suominen ◽  
Johanna Kallo ◽  
Risto Rinne ◽  
Yihong Fan
Keyword(s):  
Education System ◽  
Global Education ◽  
Basic Education ◽  
Policy Instruments ◽  
Research Literature ◽  
Content Type ◽  
Global Trends ◽  
Global Quality ◽  
Starting Point ◽  
Basic Features

Purpose Different aspects of the globalisation of Chinese basic education have been examined in recent studies. This paper aims to contribute to this research base by examining the relationship between global quality assurance and evaluation (QAEVAL) trends and reforms in the Chinese basic education system. Design/methodology/approach Relevant research literature in English and Chinese was reviewed to assesses whether a movement of increasing convergence with global QAEVAL policy contents and policy instruments has taken place in China following the introduction of the so-called “equality education”. A guiding theory regarding the basic features of QAEVAL was used to conceptually structure the findings of the authors. Findings The findings indicate that several subtle convergences are evident in China with global trends in QAEVAL, but a few notable exceptions are also evident. Research limitations/implications Albeit the research indicates certain convergence, the authors acknowledge that further research is still needed to examine causal mechanisms of QAEVAL policy convergences and the processes and logic through which global trends are localised. Originality/value Both the importance of QAEVAL in global education governance as well as China’s importance to world affairs are increasing. However, so far, the effects of QAEVAL policies on China’s education system have not been thoroughly examined. This paper can serve as a concise starting point for examining the topic more deeply.

scholarly journals Apakah Jenjang Pendidikan Dasar Tenaga Kerja Berperan dalam Mengurangi Kemiskinan di Indonesia?

2015 ◽  
Vol 16 (1) ◽  
pp. 15-30 ◽  
Author(s):  
Rofiq Nur Rizal
Keyword(s):  
Panel Data ◽  
Global Education ◽  
Basic Education ◽  
Education Level ◽  
Labor Education ◽  
Education Levels ◽  
Development Goals ◽  
Basic Level

Is Basic Education Level of Labor have a role in Reducing Poverty in Indonesia?Improving the quality of human resources through education is believed as one of the solutions to reduce poverty. World attention to education in global ’Education For All program’ and the ’Millennium Development Goals’, suggests that basic education become central program in reducing poverty. If there was a linear relationship between education and income, improved education at basic level would not increase revenues substantially. This study aim is analyzing the role of labor education level toward poverty. Using panel data, this study found that basic education level of labor has a significant role to increase poverty, whereas higher education levels of labor significantly reduce poverty in Indonesia. Keywords: Labor Education; Poverty; Indonesia; Panel Data AbstrakMeningkatkan kualitas sumber daya manusia melalui pendidikan diyakini sebagai salah satu solusi untuk mengurangi kemiskinan. Kepedulian dunia internasional terhadap pendidikan dalam gerakan global ’Pendidikan Untuk Semua’ dan ’Tujuan Pembangunan Milenium’, menegaskan bahwa pendidikan dasar menjadi pusat untuk mengurangi kemiskinan. Ketika terdapat hubungan linier antara pendidikan dan pendapatan, maka meningkatkan pendidikan hanya pada tingkat pendidikan dasar tidak akan meningkatkan pendapatan secara substansial. Studi ini bertujuan untuk menganalisis peran jenjang pendidikan tenaga kerja terhadap kemiskinan. Menggunakan data panel, studi ini menunjukkan bahwa secara signifikan jenjang pendidikan dasar tenaga kerja berperan meningkatkan kemiskinan, sedangkan tenaga kerja dengan jenjang pendidikan lebih tinggi signifikan mengurangi kemiskinan di Indonesia.

scholarly journals Modernizing schools in Mexico: The rise of teacher assessment and school-based management policies

2017 ◽  
Vol 25 ◽  
pp. 90 ◽  
Author(s):  
Jaime Echávarri ◽  
Cecilia Peraaza
Keyword(s):  
Education Reform ◽  
Global Education ◽  
Basic Education ◽  
Monitoring And Evaluation ◽  
Teacher Assessment ◽  
High Stakes ◽  
Documentary Analysis ◽  
School Based ◽  
Management Policies ◽  
School Based Management

In this paper we analyze the evolution of the teacher assessment policy and the origins of school-based management initiatives in the Mexican education context from the late 1980s until the last 2012 – 2013 Education Reform (RE2012–2013). Mexico joined the Global Education Reform Movement during the 1990s through the National Agreement for the Modernization of Basic Education, under which the program Teachers Career Services was created to increase teacher quality. Later, the Quality School Program was implemented in order to decentralize school management and increase school accountability. Lastly, the institutionalization of Monitoring and Evaluation in the Mexican Education System gave birth to the National Institute for the Evaluation of Education. Using a documentary analysis, we review the origins of such accountability policies in order to map out the involved stakeholders, and identify how these influenced and effected the development and implementation of last 2012-2013 Education Reform’s teacher high-stakes assessments. Finally, we outline the results and consequences of such policies as they have been implemented and provide a contextual analysis of the implementation and resistance to the latest reform in some regions of Mexico. 

The Problem of Education Quality in Developing Countries

2019 ◽  
pp. 1-21
Author(s):  
Naomi Hossain ◽  
Sam Hickey
Keyword(s):  
Twentieth Century ◽  
Developing Countries ◽  
Global Education ◽  
Basic Education ◽  
Social Groups ◽  
Education Quality ◽  
The Political ◽  
Policy Agenda ◽  
Distribution Of Power ◽  
Political Settlement

The universalization of basic education was set to be one of the great policy successes of the twentieth century, yet millions are still unenrolled, and many of those who attended school learned little. The ‘learning crisis’ now dominates the global education policy agenda, yet little is understood of why education quality reforms have had so little success compared to earlier expansionary reforms. This chapter sets out the rationale for this book, which is to explore how the nature of the political settlement or distribution of power between contending social groups in a given country shapes efforts to get learning reforms on the policy agenda, how they are implemented, and what difference they make to what children learn. It discusses debates about the sources and determinants of the learning crisis, examining its extent and nature and providing a rationale for the key themes the book takes up in subsequent theoretical, empirical, and comparative chapters.

Teacher Education and the Global Impact of Teach For All

2018 ◽  
Author(s):  
Katherine Crawford-Garrett ◽  
Matthew A.M. Thomas
Keyword(s):  
Teacher Education ◽  
Education Reform ◽  
Global Education ◽  
Global Scale ◽  
University Graduates ◽  
Underperforming Schools ◽  
Policy Makers ◽  
Policy Problem ◽  
Elite University ◽  
Education Crisis

Over the past two decades, teacher education has been increasingly conceptualized as a policy problem in response to what school reformers, policy-makers, and philanthropists have depicted as a global education crisis necessitating national and international solutions. Teach For All (TFAll), an organization that has sought to respond to global achievement disparities by recruiting elite university graduates to teach in underperforming schools has a presence in more than 45 countries and is a key player in education reform worldwide. In enacting its vision of educational change, TFAll has reshaped notions of teaching at the classroom level by positioning teachers as saviors, leaders, and social engineers; reconfigured city school systems through promoting privatization and deregulation; and contributed to the rapid neoliberalization of education internationally by fundamentally altering educational policies and discourses on a global scale.

Investigating the use of communities of practice to implement global education in Finnish basic education

2012 ◽  
Vol 4 (2) ◽  
pp. 23-43
Author(s):  
Anna-Kaisa Pudas
Keyword(s):  
Best Practices ◽  
Communities Of Practice ◽  
Global Education ◽  
Basic Education ◽  
Education Policies ◽  
National Education ◽  
Research Findings ◽  
Good Potential ◽  
The Moment ◽  
Real Challenge

This article investigates the possibilities of implementing global education in national education by means of an often referred-to social learning theory 'communities of practice'. The argumentation is supported by research conducted in Finnish comprehensive schools lower level (the first six years of education). The research findings suggest that at the moment in Finland, global education is perceived as a real challenge for practitioners. In conclusion, it is argued that the use of communities of practice as a basis to implement global education perspectives in basic education has good potential to succeed in developing national education policies and in finding best practices for global education.

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