Buying, selling and outsourcing educational reform: the Global Education Industry and ‘policy borrowing’ in the Gulf

Mohamed, Maryam; Morris, Paul

doi:10.1080/03057925.2019.1607255

Cited by 23 publications

(9 citation statements)

References 43 publications

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“…Participation in these assessments helps countries to benefit from expert advice in order to improve students' performance (Elliott et al, 2019;Nóvoa & Yariv-Mashal, 2003). Countries also selectively borrow from reference societies that score high on international assessments (e.g., Singapore and Finland) to ameliorate their education systems (Mohamed & Morris, 2021;Steiner-Khamsi, 2003).…”

Section: Introductionmentioning

confidence: 99%

A systematic review of STEM education research in the GCC countries: trends, gaps and barriers

et al. 2022

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Abundant research conducted in many countries has underlined the critical role of Science, Technology, Engineering, and Mathematics (STEM) in developing human capital in fields important to a nation’s global competiveness and prosperity. In the Gulf Cooperation Council (GCC) States, recent long-term policy plans emphasize the ever-increasing need of transition to a knowledge-based economy and preparing highly qualified nationals with credentials in STEM fields to meet the current and future needs of the labor market. Yet, despite multiple educational reforms and substantial resources, national and international indicators of student performance still demonstrate insignificant improvement in GCC students’ achievement in STEM subjects. Demonstrably, the GCC youth still lack interest in STEM careers and represent low enrollment rates in STEM fields. This paper presents the results of a systematic review conducted on STEM education research in GCC countries. The review seeks to contribute to the body of the existing STEM literature, explore the factors influencing student participation in STEM, and identify the gaps in STEM education research in those countries.

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Section: Introductionmentioning

confidence: 99%

A systematic review of STEM education research in the GCC countries: trends, gaps and barriers

et al. 2022

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“…Based on ILSA results, countries can borrow best practices from those demonstrating higher performance. This borrowing and lending of practices can be between developed and developing countries, or a developed country may adapt practices from others (Chung, 2016;Mohamed & Morris, 2021;Pettersson et al, 2017). It is argued that secondary analysis of ILSA data is more beneficial for the countries pertaining to their participation with the Rationale choice or Policy diffusion models (Torney-Purta & Amadeo, 2013), as it would provide more evidence for justifying their decisions of policy revision or borrowing.…”

Section: What Motivates Countries To Partake In Ilsa?mentioning

confidence: 99%

Pakistan’s First ever Participation in International Large-Scale Assessment (TIMSS): Critique and Implications

Ahmad¹,

Rodrigues²,

Bhutta³

2022

JoEED

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The International Large-Scale Assessment (ILSA) is a rapidly growing field in education which has gained considerable attention of stakeholders across the globe. Historically, ILSA emerged from the developed context which has drifted to the developing contexts in a short span of time due to globalisation. Pakistan has participated in ILSA (i.e., TIMSS) for the first time in the 2019 cycle. In light of the global critique on ILSA, this paper presents a critical analysis on Pakistan’s participation in TIMSS by raising questions embedded in contextual realities. The discussion adds to the understanding of ILSA in terms of historical developments, theoretical underpinnings towards participation in ILSA, and the general as wellas context-specific critique on ILSA. The paper ends with the argument in favour of strengthening national LSA instead of relying only on ILSA.

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“…Qatar is one of the six Gulf monarchies studied by Mohammed and Morris (2019). They note how the major educational reforms were generated by 'policy borrowing' in a very specific sense.…”

Section: Pisa Datamentioning

confidence: 99%

Standards in education: reforms, stagnation and the need to rethink

Bolden

Tymms

2020

Oxford Review of Education

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Countries around the world are striving to improve their educational systems with a view to improving their economy and society. In this global competition national and international test results are of considerable interest. In this paper, we show that national testing in England and the USA have shown little or no improvement over the years. This finding is not isolated; it appears to be a global phenomenon. Data from large-scale international assessments such as PISA, TIMSS and PIRLS are remarkably stable over time. This paper reviews the trends from country-specific and international data and explores some of the reasons which have been offered for such stability. We argue that these explanations are insufficient and ways forward are discussed.

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Buying, selling and outsourcing educational reform: the Global Education Industry and ‘policy borrowing’ in the Gulf

Cited by 23 publications

References 43 publications

A systematic review of STEM education research in the GCC countries: trends, gaps and barriers

A systematic review of STEM education research in the GCC countries: trends, gaps and barriers

Pakistan’s First ever Participation in International Large-Scale Assessment (TIMSS): Critique and Implications

Standards in education: reforms, stagnation and the need to rethink

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