The role of the OECD in the development of global policies for migrant education

Hajisoteriou, Christina; Neophytou, Lefkios

doi:10.1080/20004508.2020.1863632

Cited by 5 publications

(2 citation statements)

References 45 publications

(40 reference statements)

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“…Indeed, education systems play a role in forecasting the development of competencies due to their responsibility in preparing students for the labour market. Considering globalization processes, the subject of competency seems to have undergone a transformation" (Hajisoteriou & Neophytou, 2020;Ortiz-Marcos et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Documentary of Covid-19 Education Journey

sarbunan¹

2021

AIoES

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To the present day, Covid19 has become the star of phenomena. Many of the gaps in education, colourful stories, have emerged as a consequence of the pandemic education; research and innovation as the eyes of the educational body; on the one side, modern countries have been successful in pandemic education, but sad stories come from developing countries, and underdevelopment countries have been terrified by pandemic education until I have written this article. Thousands of papers on science and innovation have had a significant effect on scientific results, but this is just a snapshot of a narrative on the distorted trajectory of pandemic education. However, in-depth analyses of whether and how to continue education in the midst of the pandemic also had an impact on the pandemic education. In addition; digital, internet, synchronized, Asynchronize, distance learning, remote learning has been used as an approach that underpins the policies of each country's current global circumstances. Technology, social and humaniora are in the process of research and have shown a measurable path for pandemic education. The primary focus of pandemic education research was meaningful visionary education; what, when, where, or which measurable approach [is and would be] to solve local and global challenges. So, through this article, I conducted narratively to leverage educational society insight in order to achieve a visionary education system. I concluded that visionary education would establish significant education from a local and global viewpoint.

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Section: Discussionmentioning

confidence: 99%

Documentary of Covid-19 Education Journey

sarbunan¹

2021

AIoES

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“…Global policies of Organization for Economic Co-Operation and Development (OECD), World Trade Organization (WTO), and World Bank have been shaping higher education in a variety of subjects such as public funding, rankings, knowledge economy, economic growth, internationalization, governance, human capital, etc. (Deuel, 2021;Hajisoteriou and Neophytou, 2020). In this study, the institutionalization of the universities has been analyzed from a sociological perspective regarding its culture and organizational elements that include structure and processes.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Institutionalization at Universities: Case Study of the Focal Institution and the Spawning Institutions

Öztürk¹,

Balcı²

2021

Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi

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The purpose of this study is to analyze the institutionalization of Gazi University Faculty of Education as a focal institution, and Ahi Evran University Faculty of Education and Kastamonu University Faculty of Education as spawning institutions where the faculty members serve. The common feature of these academics is that they graduated from any doctoral program of Gazi University in the past. In this context, the views of faculty members on the institutionalization of universities have been presented. Case study was employed in the research. The study group of this research is comprised of faculty members who have been working in a focal institution Gazi University, and spawning institutions Ahi Evran University and Kastamonu University in Turkey. According to research results, faculty members create hierarchies based on academic titles. Conflicts among faculty members in spawning faculties are resolved within the department by arbitration. The dominant organizational decision-making method employed by faculty members within their own faculties was consensus. Faculty members agree that graduates from their doctorate programs should be employed at the same faculty. The culture of the spawning faculties is similar to the culture of the teacher high school and the focal institution.

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