The challenges of globalisation and the new policy paradigms for educational effectiveness and improvement research
The challenges of globalisation and the new policy paradigms for educational effectiveness and improvement research
This chapter discusses the challenges that school systems face as a result of globalisation and sustainability. It considers how the development of policy and effectiveness research in the new emerging paradigm will in future be tied to the process of translating global trends to national and local contexts. This realignment (in many ways a reverse) of earlier approaches anticipates micro-level intervention alongside macro-level socio-political and environmental innovation. Whereas policy-makers around the world have up to now driven education in large measure using industrially derived economic imperatives and have devolved liability for ineffective outcomes to communities, the emergent ecological sustainability paradigm points towards metrics that establish connections between different parts of systems, and assesses how these connections can be changed so that systems can work more harmoniously, global-to-local and back again.
9780415534437
365-377
Kelly, Anthony
1facbd39-0f75-49ee-9d58-d56b74c6debd
Clarke, Paul
962f7c73-1c1e-4719-bfc4-9e5e8ac1fe9c
August 2015
Kelly, Anthony
1facbd39-0f75-49ee-9d58-d56b74c6debd
Clarke, Paul
962f7c73-1c1e-4719-bfc4-9e5e8ac1fe9c
Kelly, Anthony and Clarke, Paul
(2015)
The challenges of globalisation and the new policy paradigms for educational effectiveness and improvement research.
In,
Chapman, Christopher, Muijs, Daniel, Reynolds, David, Sammons, Pam and Teddlie, Charles
(eds.)
The Routledge International Handbook of Educational Effectiveness and Improvement.
(Routledge International Handbooks of Education)
Abingdon, GB.
Routledge, .
Record type:
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Abstract
This chapter discusses the challenges that school systems face as a result of globalisation and sustainability. It considers how the development of policy and effectiveness research in the new emerging paradigm will in future be tied to the process of translating global trends to national and local contexts. This realignment (in many ways a reverse) of earlier approaches anticipates micro-level intervention alongside macro-level socio-political and environmental innovation. Whereas policy-makers around the world have up to now driven education in large measure using industrially derived economic imperatives and have devolved liability for ineffective outcomes to communities, the emergent ecological sustainability paradigm points towards metrics that establish connections between different parts of systems, and assesses how these connections can be changed so that systems can work more harmoniously, global-to-local and back again.
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Published date: August 2015
Organisations:
University of Southampton
Identifiers
Local EPrints ID: 387219
URI: http://eprints.soton.ac.uk/id/eprint/387219
ISBN: 9780415534437
PURE UUID: 231277da-627b-4540-8dbc-44520d12a07c
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Date deposited: 17 Feb 2016 16:55
Last modified: 15 Mar 2024 03:14
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Contributors
Author:
Paul Clarke
Editor:
Christopher Chapman
Editor:
Daniel Muijs
Editor:
David Reynolds
Editor:
Pam Sammons
Editor:
Charles Teddlie
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