Global Education Policy Directives: Impact on Teachers from the North and SouthReport as inadecuate




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International Education Journal, v5 n4 p488-501 2004

Education policies from international organisations such as the World Bank and OECD are restructuring education to promote a utilitarian vision of education. By examining the experiences and opinions of teachers from countries representing north-south global regions, it is possible to identify the social and political implications of education reform as it impacts on teachers as not only practitioners, but also as social and political agents. As global communities are more inexorably linked through global, macro policies, an outcome of this trend is a growing political and social divide between the global north and south. The paper aims to identify and discuss the significant concerns of teachers from the global north and south in relation to education reform. (Contains 1 table, 2 figures, and 2 footnotes.)

Descriptors: Global Education, Educational Change, Foreign Countries, Educational Policy, International Education, International Organizations, Policy Analysis, Student Attitudes, Regional Characteristics, Teaching Experience, Comparative Education

Shannon Research Press. Available from: Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail: editor[at]iejcomparative.org; Web site: http://www.iejcomparative.org





Author: Vongalis, Athena

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=5849&id=EJ903873







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