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The Politics of Education Reforms

:	Macleans A. Geo-JaJa, Joseph Zajda
:	Joseph Zajda, Macleans A. Geo-JaJa
:	The Politics of Education Reforms
:	Springer-Verlag
:	9789048132188
:	1
:	CHF 85.90
:

:	Bildungswesen
:	English

:	226
:	Wasserzeichen/DRM
:	PC/MAC/eReader/Tablet
:	PDF

The Politics of Education Reforms, which is the ninth volume in the 12-volume book series Globalisation, Comparative Education and Policy Research, presents scholarly research on major discourses concerning the politics of education reforms globally. It provides an easily accessible, practical yet scholarly source of information about recent developments in globalisation, comparative edu- tion and education reforms. Above all, the book offers the latest findings to the critical issues concerning major discourses surrounding education reforms in the global culture. It is a sourcebook of ideas for researchers, practitioners and policy makers in education, and schooling around the world. It offers a timely overview of current policy issues affecting research in comparative education of education reforms. It provides directions in education, and policy research, relevant to p- gressive pedagogy, social change and transformational educational reforms in the twenty-first century. The book critically examines the overall interplay between the state, ideology and current discourses of education reforms in the global culture. It draws upon recent studies in the areas of globalisation, academic achievement, standards, equity and the role of the State (Carnoy 1999; Zajda 2008a, b). It explores c- ceptual frameworks and methodological approaches applicable in the research covering the State, globalisation, and quality-driven education reforms. It dem- strates the neo-liberal ideological imperatives of education and policy reform, affecting schooling globally (see also Zajda 2005). Various book chapters critique the dominant discourses and debates pertaining to comparative education d- courses on reforms and neo-liberal ideology in education.

	Preface	7
	References	8
	Acknowledgements	9
	Globalisation and the Politics of Education Reform	13
	Globalisation, Marketisation and Quality/Efficiency Driven Reforms	13
	The Role of the State in Education	14
	The Politics of Education Reforms: Russia	14
	Education Reforms in the Global Economy	15
	Neoliberalism, the New Imperialism, and the Disappearing Nation-State: A Case Study	23
	Globalisation, Nation-States, and Neoliberalism	23
	State Power Within the Global Order	25
	Globalisation Reconsidered	27
	The State and the University	28
	Case Study: The USAID Global University Collaboration	30
	Formation of the CCDN Program	32
	Program Goals and Expected Outcomes	33
	Analysis	34
	Conclusion	35
	References	36
	How Educational Systems Form and Reform	38
	The Origins of Basic Education	38
	Six Core Ideas Lead to Six Distinctive Patterns	38
	The First Steps to Systematizing Education	41
	The Political and Administrative Settings	42
	Vertical Differentiation	43
	Horizontal Differentiation of Segments and Tracks	45
	Horizontal Segmentation to Serve Different Groups	47
	Vertical Integration of Level	50
	Vertical Integration of School and Economy	52
	Private Sector or Not	53
	Evaluation	56
	Conclusion	57
	References	57
	Academic Capitalism in Japan: National University Incorporation and Special Zones for Structural Reform	59
	The Impact of Globalisation on Education: Introduction	59
	The Construction of the Competitive University in Japan	61
	Neoliberal Ideology and University Restructuring in Japan	64
	Opposition to National University Reforms	67
	Academic Capitalism and the Social Contract	69
	Conclusion	70
	References	70
	Globalisation and Higher Education Policy Changes	72
	Globalisation, Education and Society	72
	Political Globalisation	73
	Economic Globalisation	73
	Cultural Globalisation	73
	Higher Education Purposes Prior to 1970s	75
	Europe	75
	USA	76
	Sub-Saharan Africa	76
	Policy Changes Since Early 1980s	78
	Increased User-Charges	79
	Demands for Students	81
	Distance Education	83
	The Growth of Private Universities	84
	Enrollment	84
	Ideology	85
	Employment	85
	Finance	86
	Quality Assurance Issues	87
	Conclusion	88
	References	89
	The Emergence of the Local Management of Schools (LMS) in Israel: A Political Perspective1	91
	The Emergence of the Self-managing School in Israel	91
	The Study Methodology	92
	The Israeli Educational System: Background	93
	Toward Decentralization: Changing Trends in the Israeli Educational Policy	94
	The Emergence of the Self-managing Schools	95
	The Politics of Reform Implementation	98
	Discussion	99
	Conclusion	100
	References	101
	Alternative Approaches on Society, State, Educational Reform, and Educational Policy	103
	Introduction	103
	Main Assumptions of Critical Theory	103
	The Role of Education and State	106
	Understanding the Nature and Goals of Educational Reform and Its Rhetoric	109
	When Can an Educational Reform Be Considered Successful?	111
	Why Do Educational Reforms Fail?	113
	Clarifying the Concept of Policy, Public Policy, and Educational Policy: Implications for Doing Policy	114
	Analysis	114
	Alternative Trends in the Educational Policy Field	116
	Conclusion	119
	References	119
	Social Exclusion, Poverty, and Educational Inequity in the Niger Delta Region of Nigeria: Which Development Framework1	126
	Social Exclusion, Poverty, and Educational Inequity in the Niger Delta Region of Nigeria: Introduction	126
	The Niger Delta Problematique	128
	The State and Ideology: Rhetoric Versus Reality for the Niger Delta	131
	State and Markets and Education and Development Challenges in the Niger Delta	132
	Poverty and Social Inequalities in the Niger Delta	132
	Education in the Niger Delta: No Teacher Guide, No Textbooks, and No Students	134
	Other Roles for Education in the Niger Delta	135
	Understanding Development Approaches: Market or Non-market Approach	136
	NDDC s Market Approach and Niger Delta Development	137
	The Fund s Non-market Approach: A New Framework for the Niger Delta	139
	The IFAD/UNDP Design	139
	The Fund s Context and Conceptualization	140
	Trends in Access to Education: Inputs from Communities, and Services from IFAD/UNDP	141
	Increase Access to Education with Community Participation	141
	Evidence from the IFAD/UNDP Non-market Approach	143
	Evaluation	145
	Lessons Learned from Non-market Framework	147
	Conclusion	148
	References	149
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