The Experts below are selected from a list of 291153 Experts worldwide ranked by ideXlab platform
Antoni Verger - One of the best experts on this subject based on the ideXlab platform.
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the growth and spread of large scale assessments and test based accountabilities a political sociology of Global Education reforms
Educational Review, 2019Co-Authors: Antoni Verger, Lluis Parcerisa, Clara FontdevilaAbstract:The Global Education Reform Movement (GERM) is expanding internationally and reaching countries that seemed to be immune to this Education reform approach until quite recently. Accordingly, more an...
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the emerging Global Education industry analysing market making in Education through market sociology
Globalisation Societies and Education, 2017Co-Authors: Antoni Verger, Gita Steinerkhamsi, Christopher LubienskiAbstract:ABSTRACTThis paper addresses the rise and consequences of an emerging Global Education industry (GEI), which represents new forms of private, for profit involvement in Education across the globe. The paper explores the emergence within the GEI of new and varied, largely transnational, markets in Education by focusing on three examples of the GEI at work. The first example addresses the issue of Charter Schools, what they have come to represent, how they have been implemented, and, especially, the impact they have had on public schooling more broadly. While they have taken different forms in different places, they have succeeded in installing the idea of quasi-markets in Education, which has been directly instrumental in opening up opportunities for private investment in Education. The second example concerns the ways that the increasingly Global standardisation of Education policies, provision and practices, presents lucrative opportunities for investment and profit. The forms and consequences of such sta...
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the emergence and structuring of the Global Education industry towards an analytical framework
2016Co-Authors: Antoni Verger, Christopher Lubienski, Gita SteinerkhamsiAbstract:In an era characterized by Globalization across myriad sectors, industries, technologies and social movements, it may come as no surprise that we are also seeing the rise of an Education industry on a Global scale. Of course, the participation of private interests in Education is hardly a new phenomenon. Parents and students seek individuals’ advantage through Education, and their interests are evident in activities such as paying tuition and fees, fundraising, or taking up residence near a ‘better’ school. Yet, even as a largely state-maintained sector, schools are not run on the philanthropic impulses of teachers, administrators, Education software developers, or textbook publishers, since each also seeks some personal return in exchange for his or her efforts at educating children. One is reminded that Adam Smith’s famous observation — ‘It is not from the benevolence of the butcher, the brewer, or the baker that we expect our dinner, but from their regard to their own interest’ — applies to the Education sector as well. But what is new here is the conception of Education as a sector that is increasingly Globalized and managed by private organizations. That is, we are seeing the emergence of the idea of Education as a sector for investment and profit-making, where organizations, practices and networks engaged in these endeavors take on an increasingly Global scale. Even though — or perhaps, because — Education is often funded through public resources, substantial avenues are available for penetration by private actors and organizations. Now we are witnessing the emergence of whole trade associations dedicated to optimizing opportunities for investors looking to capitalize on the Education sector.
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new public management as a Global Education policy its adoption and re contextualization in a southern european setting
Critical Studies in Education, 2014Co-Authors: Antoni Verger, Marta CurranAbstract:In the Education sector, new public management (NPM) has crystallized in policies such as school autonomy, professionalization of school principals, standardized evaluation and teachers’ accountability, and it has been widely disseminated by international organizations, such as the OECD, which enjoy a great prestige when it comes to frame Education reforms in European countries.This article analyses the way NPM has been constructed as a Global Education policy, and its adoption and re-contextualization into the Spanish Education context. This article shows that the reasons for adopting NPM are not so different from those prevailing in other countries where these policies have been implemented before. Counter-intuitively, although NPM is a reform programme traditionally initiated by conservative governments, in the Spanish Education field, as also happened in other Central and Northern European countries, it has been adopted and regulated with social democratic governments. In all these countries, social d...
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framing and selling Global Education policy the promotion of public private partnerships for Education in low income contexts
Journal of Education Policy, 2012Co-Authors: Antoni VergerAbstract:Public–private partnerships in Education (ePPP) are acquiring increasing centrality in the agendas of international organizations and development agencies dealing with Educational affairs. They are designed as an opportunity to correct inefficiencies in the public delivery of Education and to mobilize new resources to increase the access to and cost-effectiveness of Education in low-income contexts. This article explores the emergence of ePPP as a ‘programmatic idea’ and, in particular, the semiotic strategies by means of which this idea has been located in the Global Education agenda and promoted internationally among practice communities by a network of policy entrepreneurs. The analysis is supported by extensive fieldwork and by a new approach to the analysis of the framing and mobilization of new policy ideas, which incorporates literature on agenda setting, policy entrepreneurs, and policy frame analysis. The approach reveals the complex way in which policy ideas, political actors, institutions, and ...
Anja P Jakobi - One of the best experts on this subject based on the ideXlab platform.
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Global Education policy in the making international organisations and lifelong learning
Globalisation Societies and Education, 2009Co-Authors: Anja P JakobiAbstract:In recent years, policy scholars have increasingly turned towards the international level as a source for national policy change. This article conceptualises this development as the emergence of a Global policy field of Education. The example of lifelong learning is given to illustrate this Global policy process. In the first part, I introduce Global public policy, focussing on the process of internationalised policy‐making and international organisations as important actors in Global policy fields. In the second part, I present the case study of lifelong learning, showing its worldwide diffusion, actors, instruments and policies involved in this process. I conclude with a brief summary and an outlook for further research.
Brent D Edwards - One of the best experts on this subject based on the ideXlab platform.
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the suspect statistics of best practices a triple critique of knowledge production and mobilisation in the Global Education policy field
Globalisation Societies and Education, 2020Co-Authors: Brent D Edwards, Jeana Morrison, Stephanie HallAbstract:The present article addresses the production and Global dissemination of ‘policy relevant knowledge’. It not only unpacks the methodological assumptions of a particular type of knowledge production...
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organizational legitimacy in the Global Education policy field learning from unesco and the Global monitoring report
Comparative Education Review, 2018Co-Authors: Brent D Edwards, Taeko Okitsu, Romina B Da Costa, Yuto KitamuraAbstract:In the field of Global Education policy, it is common for scholars to reflect on the progress made toward internationally agreed-upon agendas, such as Education for All (EFA). However, scant research has turned the gaze back on the major multilateral institutions that commit to taking the lead in meeting these agendas in order to ask, what implications do such agendas have for these organizations? We respond in this article by investigating the way in which UNESCO used its position as the coordinator of EFA to help it regain some of the legitimacy it lost in the preceding decades. To do so, the article first elaborates a tripartite conceptualization of organizational legitimacy and then applies it to the two prongs of UNESCO’s strategy—EFA coordination and the production of the Global Monitoring Reports (GMRs) during a key period, 2000–2014, that were at the forefront of UNESCO’s efforts to rebrand and reposition itself in the context of multilateralism.
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the educo program impact evaluations and the political economy of Global Education reform
Education Policy Analysis Archives, 2016Co-Authors: Brent D Edwards, Claudia Elizabeth Loucel UrquillaAbstract:During the 1990s and 2000s, a policy known as Education with Community Participation (EDUCO) not only became the cornerstone of Education reform in El Salvador but also became a Global Education policy, one which is known for decentralizing to rural families the responsibility for hiring and firing teachers. As is shown in this paper, its rise to fame was not only a product of the particular political-economic context in which it was borne, but was also a product of the impact evaluations produced by the World Bank, which served as the evidence base through which this and other international institutions could legitimately promote the neoliberal model of community involvement represented by EDUCO. Problematically, however, a reappraisal of these impact evaluations reveals, first, that their findings and conclusions around significant effects were not warranted and, second, that the entire impact evaluation enterprise is fundamentally flawed due to the financial-political-intellectual complex out of which these studies emerged and back into which they fed as they were used to advocate for market-oriented policy solutions around the world. Thus, in addition to explaining the reform dynamics that gave rise to EDUCO, this paper (a) systematically reviews the findings and limitations of each of the six impact studies that constitute the international knowledge base around this policy, (b) reconsiders what we can reasonably claim to know about EDUCO, (c) reflects on the national and international implications of the critical review presented here, and (d) remarks on the shortcomings of—and the alternatives to—impact evaluations as a means to produce policy-relevant findings.
Christopher Lubienski - One of the best experts on this subject based on the ideXlab platform.
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the emerging Global Education industry analysing market making in Education through market sociology
Globalisation Societies and Education, 2017Co-Authors: Antoni Verger, Gita Steinerkhamsi, Christopher LubienskiAbstract:ABSTRACTThis paper addresses the rise and consequences of an emerging Global Education industry (GEI), which represents new forms of private, for profit involvement in Education across the globe. The paper explores the emergence within the GEI of new and varied, largely transnational, markets in Education by focusing on three examples of the GEI at work. The first example addresses the issue of Charter Schools, what they have come to represent, how they have been implemented, and, especially, the impact they have had on public schooling more broadly. While they have taken different forms in different places, they have succeeded in installing the idea of quasi-markets in Education, which has been directly instrumental in opening up opportunities for private investment in Education. The second example concerns the ways that the increasingly Global standardisation of Education policies, provision and practices, presents lucrative opportunities for investment and profit. The forms and consequences of such sta...
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the emergence and structuring of the Global Education industry towards an analytical framework
2016Co-Authors: Antoni Verger, Christopher Lubienski, Gita SteinerkhamsiAbstract:In an era characterized by Globalization across myriad sectors, industries, technologies and social movements, it may come as no surprise that we are also seeing the rise of an Education industry on a Global scale. Of course, the participation of private interests in Education is hardly a new phenomenon. Parents and students seek individuals’ advantage through Education, and their interests are evident in activities such as paying tuition and fees, fundraising, or taking up residence near a ‘better’ school. Yet, even as a largely state-maintained sector, schools are not run on the philanthropic impulses of teachers, administrators, Education software developers, or textbook publishers, since each also seeks some personal return in exchange for his or her efforts at educating children. One is reminded that Adam Smith’s famous observation — ‘It is not from the benevolence of the butcher, the brewer, or the baker that we expect our dinner, but from their regard to their own interest’ — applies to the Education sector as well. But what is new here is the conception of Education as a sector that is increasingly Globalized and managed by private organizations. That is, we are seeing the emergence of the idea of Education as a sector for investment and profit-making, where organizations, practices and networks engaged in these endeavors take on an increasingly Global scale. Even though — or perhaps, because — Education is often funded through public resources, substantial avenues are available for penetration by private actors and organizations. Now we are witnessing the emergence of whole trade associations dedicated to optimizing opportunities for investors looking to capitalize on the Education sector.
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teach for america and teach for all creating an intermediary organization network for Global Education reform
Education Policy Analysis Archives, 2015Co-Authors: Priya Goel La Londe, Jameson T Brewer, Christopher LubienskiAbstract:Locally and Globally among policymakers and edupreneurs, what constitutes “good teaching and learning” is highly contested, and prototypes that seem to embody “what works” are highly valued. In the United States, many accept Teach For America (TFA) as an exemplar of “what works.” As its U.S. operations continue to grow, TFA has recalibrated and expanded into Teach for All, an international organization with extensive reach. Teach For All not only finds historic roots in TFA, but it reflects TFA’s intentional expansion of its theory of change and implementation on a Global scale. This exploratory essay investigates the linkages between TFA and TFAll, focusing on theory and implementation of Education reform by comparing domestic TFA ideology and practices with those of TFAll. Also, we conceptualize the dimensions and anatomy of a Global network of IOs engaged in Global Education reform. In addition to providing insight on TFAll, our broader goal is to build the knowledge base around what we are calling Global Intermediary Organization Networks (IONs).
Bob Lingard - One of the best experts on this subject based on the ideXlab platform.
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the Global Education industry data infrastructures and the restructuring of government school systems
2019Co-Authors: Bob LingardAbstract:This chapter focuses on a largely hidden dimension of the privatization and commercialization of public schooling systems, namely the role of edu-businesses in relation to the creation of data infrastructures that are indispensable to the structuring of government schooling systems today. Large, private ed-tech companies are an important element of the Global Education Industry (GEI) and have been important in the creation of interoperability standards and the provision of these structuring data infrastructures. The chapter shows how the move to network governance with the involvement of edu-businesses and philanthropies alongside state actors in all aspects of the policy cycle has facilitated this work of ed-techs as an example of ‘extrastatecraft’. The chapter documents two case studies: one Australian and the other in the USA of the work of ed-techs, in relation to data infrastructures. The Australian case analyses the development of the National Schools Interoperability Program (NSIP), which functions in a networked governance mode through collaboration between governments and ed-tech companies. The second case documents the InBloom data infrastructure initiative across nine US states funded by the Gates Foundation (2011–2014). InBloom sought to provide a single platform for the sharing of data about schooling across these states and was set against President Obama’s Race to the Top legislation that demanded school systems develop ‘data systems to support instruction’. Parental and teacher union opposition around data privacy to InBloom and to NSIP developments in Australia will also be outlined.
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looking east shanghai pisa 2009 and the reconstitution of reference societies in the Global Education policy field
Comparative Education, 2013Co-Authors: Sam Sellar, Bob LingardAbstract:This paper examines the outstanding performance of Shanghai, China on PISA 2009 and its effects on other national systems and within the Global Education policy field. The OECD's PISA is helping to create this field by constituting the globe as a commensurate space of school system performance. The effects of Shanghai's success are considered in three other national contexts: the USA, England and Australia. We combine (a) analysis of data from more than 30 research interviews with senior policy actors at the OECD, the IEA and within Australia and England; and (b) document analysis of policy speeches, commissioned research reports and media coverage from the three national contexts. Shanghai's performance in PISA 2009 produced a Global ‘PISA-shock’ that has repositioned this system as a significant new ‘reference society’, shifting the Global gaze in Education from Finland to the ‘East’ at the beginning of the so-called ‘Asian century’.