Table of Contents part one Preface-Peter W. Sheehan, AO xi Foreword-xiii Acknowledgements xv Globalisation, Education and Policy Research: Overview and Introduction-Joseph Zajda (Australian Catholic University, Melbourne Campus) ( xvii Contributors xivii SECTION 1: MAIN TRENDS AND ISSUES Section editors-Joseph Zajda (Australian Catholic University, Melbourne Campus) and kassie freeman (Dillard University) 1.1 Globalisation, Education and Policy Research 1. Globalisation, Education and Policy: Changing Paradigms Joseph Zajda (Australian Catholic University, Melbourne Campus) 2. Policy Borrowing in Education: Frameworks for Analysis David Phillips (Oxford University) 3. Comparative Education Policy and Globalisation: Evolution, Missions and Roles Mark Bray (University of Hong Kong) 4. The Education and Training of Knowledge Workers David Wilson (University of Toronto, OISE) 5. Tacit Skills and Occupational Mobility in a Global Culture Karen Evans (University of London, the Institute of Education) 6. Globalisation, Education and Policy Research David Turner(University of Glamorgan) 7. Globalisation and the Governance of National Education Systems Holger Daun (University of Stockholm) 1.2 Globalisation and Higher Education 8. Rethinking Globalisation and the Future Role of Education in Africa MacLeans Geo-JaJa (Brigham Young University) and Joseph Zajda (Australian Catholic University, Melbourne Campus) 9. Neoliberalism, Globalisation, and Latin American Higher Education: The Challenge to National Universities Robert A. Rhoads, Carlos A. Torres, and Andrea Brewster (University of California, Los Angeles) 10. Globalisation and Higher Education Policy Changes Kingsley Banya (Florida International University) 11.Globalisation and Education Reforms in Hong Kong: Paradigm Shifts Yin Cheong Cheng (Hong Kong Institute of Education) 12. Globalisation and the Changing Role of the University M'hammed Sabour (University of Joensuu) 13. Globalisation, Cultural Diversity and Multiculturalism: Australia Jerzy Smolicz and Margaret Secombe (University of Adelaide) 14. Globalisation and Higher Education in Chile and Romania: The Roles of the International Monetary Fund, World Bank, and World Trade Organisation Mark Ginsburg, Oscar Espinoza, Simona Popa, and Mayumi Terano(University of Pittsburgh) Section 2: Globalisation and Education Policy Reform Section Editors: Val Rust ((University of California, Los Angeles) and Joseph Zajda (Australian Catholic University, Melbourne Campus) 2.1 Globalisation, Education Policy and Change 15. Globalisation and Education Policy Shifts Val Rust and W. James Jacob (University of California, Los Angeles) 16. Convergence or Divergences? Comparing Education Reforms in Hong Kong and Singapore, Michael H. Lee (City University of Hong Kong) and S. Gopinathan (Nanyang Technological University, Singapore) 17. Globalisation and Its Effects on Educational Leadership, Higher Education and Educational Policy Duncan Waite, (Southwest Texas State University), Lejf Moos (The Danish University of Education) and Chulsub Lew (Southwest Texas State University) 18. The New Partnership for African Development: Implications for Skills Development Leon Tikly (University of Bristol) 19. Globalisation and Policy Change in Teacher Education: Australia Diane Cullen (Australian Catholic University, Melbourne Campus) 20. PISA in Germany and Implications for Education Hans Lingens (California Lutheran University) 2.2 Policy Issues: Gender, Equity, Minorities, and Human Rights 21. Globalisations,
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.
Different articles seek to conceptualize the on-going problems of education policy formulation and implementation, and provide a useful sythesis of the education policy research conducted in different countries, and practical implications
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