Cross-nationally comparative, evidence-based educational policymaking and reform / edited by Alexander W. Wiseman, Petrina M. Davidson.

Format:

Book

Contributor:

Wiseman, Alexander W., 1968- editor.

Davidson, Petrina M., editor.

Series:

International perspectives on education and society ; 1479-3679 v. 35.

International perspectives on education and society, 1479-3679 ; v. 35

Language:

English

Subjects (All):

Educational evaluation.

Education and state.

Physical Description:

1 online resource (361 pages).

Edition:

1st ed.

Place of Publication:

United Kingdom : Emerald Publishing, 2018.

Summary:

This book in the International Perspectives on Education and Society (IPES) series describes, synthesizes, and forecasts how large-scale assessments and quantitative data impact evidence-based policymaking worldwide. This volume pays particular attention to the Middle East and North African (MENA) region and surrounding countries. The chapters provide and explain policymaking examples from national educational systems and international organizations in the United Arab Emirates, South Africa, Russia, Brazil and China, providing a forum for scholars and policymakers to identify how large-scale assessments and quantitative data can be used to inform policymaking at all levels of education, and how these data can be used to better understand specific country- and regional-level educational challenges. Emphasizing that quantitative research evidence is often the most legitimized among national educational policymakers and international organizations influencing national educational policymaking due to its perceived accuracy and trustworthiness, authors discuss how this data is not always used to its full potential by policymakers or educators because of the predominant focus on student achievement and rankings systems. While student achievement data can offer great insight on educational systems, the unique country-level background data available through large international datasets provides opportunity for scholars and policymakers to develop greater insight into the social and cultural factors that influence education systems around the world.

Contents:

Intro

CROSS-NATIONALLY COMPARATIVE, EVIDENCE-BASED EDUCATIONAL POLICYMAKING AND REFORM

Contents

List of Contributors

About the Volume Editors

Preface

The Rhythmic Application of Evidence-Based Policy in National Educational Systems Worldwide

Conceptual Framework

Institutional Framework

Transhumanist Framework

The Legitimacy of Data

Assessment Infrastructure and Capacity Building

The Institutionalization of External Comparison

The Irony of Externally Driven Internal Accountability

The Path to Data-Driven Policy

Conclusion

References

Part I: Preparing for National Education Reform

Micro-Policy Discourse and Girls' Education in the #Post-2015 Agenda

Introduction

Micro-Policy Discourse

Digital Policy Networks and Language Functions

Part 1. Twitter as a Policy Tool

The United Nations and New Media

Twitter and the UN's Approach to Big Data for (Education) Development

Global Pulse

The My World Survey

Part 2. Micro-Policy Discourse in Girls' Education Policy and Development in the Post-2015 Agenda

Advocacy and Branding

Engagement

Micro-Policy Discourse in the Public Domain

Girls' Education in Micro-Policy Discourse

Tweeting the Post-2015 Girls' Education Agenda

The Dominant Discourse

The Parallel Pathway

Staying on the Path

Discussion and Implications

Notes

The Quality of Higher Education in the Arab Region: Which Tools of Assessment to Use

Indicative Figures Comparing the GCC with Middle East and North Africa

Which Tools of Assessment to Use?

I. Historical Background of Public Versus Private Egyptian Universities

II. Analytical Comparison of Public with Private Egyptian Universities

III. Public Governmental Tertiary Education: Strengths and Weaknesses.

IV. Private Universities: Strengths and Weaknesses

Statement of the Problem

Private and Public Universities in Contrast

Research Questions

What is the Evolution/History of the Egyptian Higher Education Sectorfrom 1990 to 2010?

What is the Quality of Higher Education in Egypt?

Literature Review

Egyptian Higher Education System Is Capable of Improving its Quality

Lack of High Tech Competent Labor for the Job Market

Gap in Literature

Methodology

Data Collection

A Policy Analysis of the Annual National Assessments in South Africa

Overview of the Annual National Assessments

South Africa in International Assessments

The Age of International Assessments

Policy Making in Post-Apartheid South Africa

Conceptual Framework: Top-Down Versus Bottom-Up Policy Making

Top-Down Approach in Making the ANA Policy

Part I: Policy Description

Policy Context

Stakeholders

Policy Process

Part II: Policy Analysis

Preparation and Administration of the ANAs

Implications of the ANAs

Conclusion: Opportunities for the National Assessment Framework

The School Decentralization Process in Georgia and South Africa through the Lens of World Culture Theory: A Comparative Analysis

Why Evidence-Based Decision-Making?

Education Reforms in Georgia and South Africa

Decentralization as a Trend

Theoretical Framework

Context

Quantitative Overview

General Indicators

Education-Related Indicators

International Indicators

Qualitative Overview

Georgia

South Africa

Discussion

Regional Administrative Units

Structure Versus Functions

Well-formulated Policies Versus Realities

Scope and Depth of Functions

School Governance

SBT in Georgia.

School Governing Boards in South Africa

Abbreviations

Part II: Implementing National Education Reform

The Effects of Governance Reforms on School Supervision: An Analysis of Six Developing and Emerging Economies

Reforms in Education Supervision: A Theoretical Overview

Analysis of Country Cases

Bangladesh

Management Reforms and Shifting Focus

Less Emphasis on Input Control

Lack of Coordination

Corruption

India

Unrealistic Goals

Inefficient Inspection System

Teachers' Views

The Consequences

Cambodia

Uncoordinated Educational Reforms

Opposing View Toward Inspection

Tanzania

Teachers' Resistance

Uganda

NPM Together with Developmental Level and Institutional Capacity

Teachers are Still Against Inspection

Discussion and Conclusion

Beyond Large-Scale Achievement Testing -The 'Psychological Turn' in International Organizations' Work on Educational Assessment

Shifting Rationales of Mass Educational Expansion

From Religious Indoctrination to Modern Nation-State Building

From Nation-State Building to Human Capital

From Human Capital to Individual Empowerment

Shifting Phases in IOs' Educational Agenda

First Phase: Structural Educational Expansion

Second Phase: Educational Assessment

Third Phase: Individual Psychosocial Development and Empowerment

Findings

The First Phase: Expanding Education and LLL For All

The Second Phase: Shifting Attention Toward Curriculum and Competences

The Third Phase: Focusing on Personality and Psychosocial Capacities

Appendix: Organization and Document Sample.

Developing National Higher Education Indicators: Lessons and Opportunities from the UAE

General Overview of Large-Scale Databases for Higher Education

Higher Education Data Collection in the UAE: Diverse Jurisdictions

Higher Education Data Collection in the UAE: Diverse Data Collection Methods

Weaknesses of the Current Arrangement: Inputs

Weaknesses of the Current Arrangement: Output

The Cheds: Introduction

The Cheds: The Cheds Project

The Cheds: Variables and Indicators

Appendix: Decree Creating Cheds

Part III: Evaluating National Education Reform

Learning from Successful Examples: From Local Testing to International Assessments

Aims and Goals

Data and Methodology

Theoretical and Conceptual Framework

Accounting for Achievement Gaps in Education

Benchmarking Education Quality through TIMSS, PISA, and PIRLS

A Short Overview of TIMSS, PISA, and PIRLS Projects

Empirical Study: Country-Specific Information with Cross-Country and International Average Comparisons

Some TIMSS, PIRLS, and PISA Data for Concern

Bahrain

Kuwait

Oman

Qatar

Saudi Arabia

United Arab Emirates (UAE-Dubai)

Challenges and Problems Identified

Discussion: Suggestions to Understand and Address the Identified Challenges and Problems

Suggestion One: Moving from Local Testing Procedures to Global Assessment Initiatives

Suggestion Two: Do We Teach What We Ask and Do We Teach the Way We Ask?

Suggestion Three: Open Up Data and Make It Available on a Global Level

Conclusions

A Critical "Positivist" Analysis of Tatweer Policy in Saudi Arabia

Analysis of KSA Policy Documents

Ministry of Education (MoE) General Documents Pre-2001

Policy for ELT for all School Levels Pre-2001.

Ministry of Education General Policy Documents Post-2001

Analysis of MoE Policy Document Post-2001: Ten-Year Plan (2004-2014)

Policy for ELT for all Schools Levels Post-21st Century

Ministry of Higher Education Policy Document (AAFAQ) 2007-2032

Impact on EFL Teachers and Pedagogy at KAU

An Omani National Remedial Program in Response to Trends in International Mathematics and Science Study (TIMSS) 2007 Results: Impact and Challenges

Overview of the Education System in Oman

Purpose of the Study

Trends in International Mathematics and Science Study

Oman's Participation in TIMSS 2007

The Cognitive Development Program for Students in Science, Mathematics, and Concepts of Environmental Geography

Program Tools

Oral Competitions

Editorial Competitions

Students' Projects

Programs in Support

The Winners Award

Extra Activities to Support the Program

The Practical Part

Research Methods

Documents

Interviews

Questionnaire

Teachers' Questionnaire

Students' Questionnaire

Survey Results and Discussion

The Program Tools

Attitudes Toward the Program

The Program is a Competition

Have the Objectives of the Program been Achieved?

Recommendations

Further Studies

After GRM 2012

Appendix

One Size for All? Policy Advice of the World Bank and the OECD on Quality Assurance and Evaluation of School Education in Russia, Brazil, and China

The World Bank

Russia

Brazil

China

The OECD

About the Authors

Index.

Notes:

Includes index.

Includes bibliographical references.

Print version record

ISBN:

9781787439726

1787439720

9781787437678

1787437671