Social inclusion in two worlds: the conceptualization of the social role of lifelong learning in the education policy of Brazil and the UK since the mid 1990s

Drodge, Stephen; Shiroma, Eneida Oto

doi:10.1080/0305792042000214001

Cited by 5 publications

(4 citation statements)

References 7 publications

(6 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, the four countries vary according to the extent and areas of focus of these efforts. Brazil's government is emphasizing the need for transitioning from traditional, agriculture and industry-based model of development to a knowledge-based economy (Drodge and Shiroma, 2004). A major emphasis in this transition is on the development of the educational system.…”

Section: Hc Development Indicesmentioning

confidence: 99%

“…The main components of employability, according to the plan, are professional competence in high-demand areas, disposition to learn, and entrepreneurial attitude. In 1998, a National Plan of Education and National Curriculum Guidelines were adopted by the Ministry of Education, along with guidelines for the reform of the Vocational and Technical Education system (Drodge and Shiroma, 2004).…”

Section: Hc Development Indicesmentioning

confidence: 99%

See 1 more Smart Citation

Human capital development: comparative analysis of BRICs

Ardichvili

Zavyalova

Minina

2012

European Journal of Training and Development

View full text Add to dashboard Cite

Purpose -The goal of this article is to conduct macro-level analysis of human capital (HC) development strategies, pursued by four countries commonly referred to as BRICs (Brazil, Russia, India, and China). Design/methodology/approach -This analysis is based on comparisons of macro indices of human capital and innovativeness of the economy and a review of related academic literature and government publications. Findings -The study results suggest that in terms of present human capital capacity Russia and Brazil are ahead of China and India. However, during the last decade the governments of the latter two countries have initiated impressive national programs of HC development, which include significant investment and targeted government regulation in such areas as primary and secondary education, vocational education and training, and higher education, especially in science and technology fields. Russia and Brazil have targeted programs in some of the above areas, but lack comprehensive long-term strategies, covering all the above areas and coordinating effort of various agencies and constituencies.Research limitations/implications -It is recommended to expand the scope of analysis to include other fast growing developing economies (e.g. Mexico, Indonesia, and Turkey). Originality/value -The article provides, for the first time, a comparison of human capital development indices and strategies of the four largest developing economies. The original feature of the article is a combination of the analysis of macro-level indices with an in-depth analysis of policy documents and academic literature.

show abstract

Section: Hc Development Indicesmentioning

confidence: 99%

Section: Hc Development Indicesmentioning

confidence: 99%

Human capital development: comparative analysis of BRICs

Ardichvili

Zavyalova

Minina

2012

European Journal of Training and Development

View full text Add to dashboard Cite

show abstract

“…Later on, in 2001, UNESCO facilitated the Cochabamba Declaration committing Latin American governments to universalising basic education and improving its quality (Coben and Llorente, 2003: 102). During that period, the United Nation’s Economic Commission for Latin America and the Caribbean (CEPAL) and UNESCO emphasised a combination of equity and competitiveness as the key objective of the educational reforms (Drodge and Shiroma, 2004). UNESCO and CEPAL, and to some extent the World Bank, supported the reforms of the 1990s regarding school autonomy and teacher professionalisation in Brazil (Derqui, 2001: 567).…”

Section: The Rapid Growth Of Large-scale Assessmentmentioning

confidence: 99%

The emergence of quality assessment in Brazilian basic education

Kauko

Centeno

Candido

et al. 2016

European Educational Research Journal

View full text Add to dashboard Cite

The focus in this article is on Brazilian education policy, specifically quality assurance and evaluation. The starting point is that quality, measured by means of large-scale assessments, is one of the key discursive justifications for educational change. The article addresses the questions of how quality evaluation became a significant feature of Brazilian education, and how international organisations are related to this. The notion of measurement emerged at the beginning of the 20th century among an active educational community, strongly inspired by US educational thinking and supported by instrumental educational cooperation with US agencies and universities. Largescale assessment became more and more popular in the 1960s-1980s, mainly within this setting. Educational indicators have been under development since the 1990s, alongside the educationrelated programmes of international organisations. Drawing on earlier research and documents, the article analyses historical and political influences from both international and national actors on the emergence of quality assessment in Brazilian basic education. The authors also point out

show abstract

“…There is a strong Eurocentric dimension to this (Preece, 2006), with key documents produced by the European Union (EU) and the Organisation for Economic Cooperation and Development (OECD) framing much of the conceptualisation of lifelong learning policy globally (Commission of the European Communities, 1999Communities, , 2000OECD, 2001). The influence of these regional and global agencies appears to be producing a great degree of policy alignment around the economic function of lifelong learning and the necessary education reforms to bring that about whether in Asia (Hemmi, 2006;Kennedy, 2004;Kumar, 2004), Africa (Aitcheson, 2004;Preece, 2006;Wallis, 1999), Australia and Aotearoa, New Zealand (Chapman et al, 2005;Tobias, 2004), or the Americas (Drodge and Shiroma, 2004;Fenwick, 2004). The implementation of these 'borrowed' policies reflects the particularities of national states.…”

Section: Introductionmentioning

confidence: 99%

Challenging lifelong learning policy discourse: Where is structure in agency in narrative-based research?

Warren¹,

Webb²

2007

Studies in the Education of Adults

View full text Add to dashboard Cite

Can adult educational research on learning and identity counter the individualising of neoliberal government policy that seeks to constrain educational 'choices' to those that contribute to government economic agendas? This article notes the recent move within post-compulsory education research towards an engagement with Bourdieu because of perceived limitations in the research and analysis of learner identities. In particular, Bourdieu is drawn upon as a conceptual resource in order adequately to account for the influence of social structure as well as agency. We contextualise our exploration of this conceptual move by outlining the way hegemonic policy discourses work to economise the field of UK education and training, specifically the cultivation of particular dispositions towards learning -the 'responsible learner'. We focus on a strand of work that has engaged with Bourdieu's conceptual framework in order to provide a social-structural account of learner experiences. We do this through a brief exploration of the development of the concepts of 'learning career' and 'learning culture'. We ask to what extent the concepts of learning 'career' and 'culture' have worked, and argue that analysis of social structure deployed through these concepts, particularly the immanence of structure in the practices of adult learners, is less well developed. The article concludes with an outline of some new research questions to understand how adults engage with formal learning, specifically whether or not they are responsible learners and reflexive agents and what are the forms and meanings of these notions of responsibility and reflexivity. In setting out this research agenda we hope to contribute to furthering counter-hegemonic research on adults' learning in a context of social and economic structural change, and to avoid being 'captured by the discourse'.

show abstract

Social inclusion in two worlds: the conceptualization of the social role of lifelong learning in the education policy of Brazil and the UK since the mid 1990s

Cited by 5 publications

References 7 publications

Human capital development: comparative analysis of BRICs

Human capital development: comparative analysis of BRICs

The emergence of quality assessment in Brazilian basic education

Challenging lifelong learning policy discourse: Where is structure in agency in narrative-based research?

Contact Info

Product

Resources

About