Education reform in the twenty-first century: declining emphases in international organisation reports, 1998–2018

Bromley, Patricia; Overbey, Lisa; Furuta, Jared; Kijima, Rie

doi:10.1080/14767724.2020.1816159

Cited by 18 publications

(12 citation statements)

References 73 publications

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“…The emergence and activities of international organisations are closely connected to the rise of globalisation and the spread of ideas and paradigms that have impacted education systems worldwide. As Bromley et al (2021) assert, international organisations are central to promoting liberal and neoliberal cultural principles and education reform in national systems. Furthermore, international actors have increasingly influenced the policymaking of nations by setting education agendas, defining reform processes, and using funding mechanisms and aid conditionality (Verger et al, 2012).…”

Section: Con Cpe Tual Fr Ame Workmentioning

confidence: 99%

The role of international cooperation in the development of vocational education in Ukraine

Borodiyenko,

Melnyk,

Nychkalo

2023

Euro J of Education

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Since gaining independence, Ukraine has recognised the need to reform its vocational education and training (VET) system to better align with new economic realities. This necessity was largely driven by the country's increasing openness to the world and its desire to integrate with the European Union, which became especially pronounced after the Euromaidan protests in 2014. As a result, the government has pursued policies that are more closely aligned with the European Union. This led to greater international cooperation in the sphere of VET in Ukraine. The study on which this article reports analyses the impact of international organisations and cooperation programmes, as well as actions, initiatives and projects, on the changes and reforms in the Ukrainian VET system from 2013 to 2022 on normative and institutional levels. We adopt a theoretical framework that explains the areas and instruments of influence on policymaking in education used by international organisations. The method applied in the study is interviews with experts from international projects and initiatives currently active in Ukraine. Our findings indicate that international cooperation programmes have had a significant impact on the development of vocational education in Ukraine, particularly in areas such as the governance of the VET system, public‐private partnerships, quality assurance, qualifications frameworks, and digitalisation.

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Section: Con Cpe Tual Fr Ame Workmentioning

confidence: 99%

The role of international cooperation in the development of vocational education in Ukraine

Borodiyenko,

Melnyk,

Nychkalo

2023

Euro J of Education

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“…Internationally legitimated ideas and policy models penetrate from the global environment down into national settings and result in “modernization.” The modern world culture usually stands for a collection of cognitive paradigms and normative frameworks, such as individualization, rationalization and scientization of social life, professionalization, human rights, liberalism, and neoliberalism (e.g. Boli, 2005; Boyle et al, 2015; Bromley et al, 2020, 2021; for review of definitions of world culture, see Lechner and Boli, 2008). This culture propagates certain social norms, such as consumerism, environmentalism, educational expansion, and democracy, along with respective policy models.…”

Section: Uses Of World Society Theory To Understand Global Childcare ...mentioning

confidence: 99%

Global out-of-home childcare and world culture

Ulybina

2022

International Journal of Comparative Sociology

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The focus of this article is the link between the modern world culture and national public policy commitments. Drawing on world society theory and using data for 193 countries between 1990 and 2020—1411 documents in total—we analyze the global pattern of policy commitments to out-of-home childcare deinstitutionalization. Deinstitutionalization refers to the policy of moving children from institutional residential care (e.g. orphanages) to family-based and family-like care in the community. Using the reports by state parties of the UN Convention on the Rights of the Child, we find that 85 percent of countries make at least some commitment to deinstitutionalization. At the same time, the data reveal significant variation in the interpretation of deinstitutionalization. We also find that similar policy commitments are underpinned by diverse motives that reflect different normative frames within the dominant world culture—human rights, scientization, and cost efficiency. This diversity does not fit the standard world society concepts of convergence, resistance, or decoupling. We argue that countries can selectively adopt specific aspects of world culture, with important policy implications.

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“…In fact, the use of digitalized knowledge is one of the changes in education that has helped educational systems to adjust to the needs and demands of the digital economy, the so-called fourth industrial revolution. These same tools have been crucial in helping educational systems meet the challenges caused by the COVID-19 pandemic (Bromley et al, 2021;Zajda and Rust, 2021). Digital knowledge can be seen as "a digital natural resource" or "digital capital" and has grown to have a world-changing influence in a rapid and unstable way (Correa et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Smart collaborative ecosystem: leading complex school systems

Benoliel

Schechter

2023

JEA

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PurposeThe need to innovate and apply alternative forms of school organization is evident as the COVID-19 pandemic has generated a need to establish new conceptualizations of schools and education management. The paradigm shift in learning inexorably necessitates a corresponding paradigm shift in educational organization, administration and management in order to build organizational resilience and capital. This study proposed framework seeks to address this issue by proposing a transformation of educational organization and management, shifting away from the unilateral, hierarchical school models and towards a unique, smart collaborative school ecosystem in which residents, industries, schools, universities and research centers can create new digital knowledge and inventive products, services and solutions by enlarging their capitals.Design/methodology/approachDrawing upon Bourdieu's theory of social capital, our theoretical contribution is to present the influence of three forms of capital (social, economic and cultural) in cultivating educational capacity and resilience in the school ecosystem, with a particular focus on the role of digital capital in reinforcing the school ecosystem capitals. The authors also argue that ecosystem leaders and principals as boundary spanners play an important role in promoting capital exchange and enlargement as they balance the permeability of organizational boundaries at times of crisis by maneuvering across fields.FindingsAchieving educational improvement and building organizational capacity and resilience through the enlargement of system (and subsystem) capitals requires that key actors develop synchronized interpretations of educational aims and functions in various contexts. The authors delineate the importance of developing a synchronization strategy in the proposed conceptualization of smart and resilient school ecosystems.Originality/valueBy integrating research from both non-educational and educational literature, the proposed framework provides a new perspective for educational administration, organization and management, shifting away from the unilateral, hierarchical school models toward a unique, smart collaborative school ecosystem in which members can create new knowledge by enlarging their capitals. Practical lessons for leaders and policymakers from our conceptual framework are proposed.

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Education reform in the twenty-first century: declining emphases in international organisation reports, 1998–2018

Cited by 18 publications

References 73 publications

The role of international cooperation in the development of vocational education in Ukraine

The role of international cooperation in the development of vocational education in Ukraine

Global out-of-home childcare and world culture

Smart collaborative ecosystem: leading complex school systems

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