A Policy Transfer Response to Education Outcomes & Information and Communication Technology Challenges in Liberia

Autor/in	Kaloostian, Damita
Titel	A Policy Transfer Response to Education Outcomes & Information and Communication Technology Challenges in Liberia
Quelle	(2023), (321 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Arizona State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-3172-0
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; Policy Formation; Information Technology; Telecommunications; Barriers; Outcomes of Education; Educational Policy; Influences; Program Effectiveness; Elementary Education; Access to Education; Educational Quality; Control Groups; Access to Information; Access to Computers; Liberia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Politische Betätigung; Informationstechnologie; Telekommunikationstechnik; Lernleistung; Schulerfolg; Politics of education; Bildungspolitik; Influence; Einfluss; Einflussfaktor; Elementarunterricht; Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität
Abstract	Effective policy development will be critical to address educational challenges within the Global South. To accelerate economic, political, and social goals, the Global South is under increasing pressure to mimic policy development from other countries. In 2016, the Liberian Ministry of Education leveraged policy transfer to address systemic primary education challenges. Originally known as Partnership Schools for Liberia (PSL) and later renamed the Liberian Education Advancement Program (LEAP), the education policy outsourced the management of primary schools through a public private partnership inclusive of eight organizations. As part of the pilot, 185 schools were randomly selected in the policy pilot; 93 operating under the new public private partnership and 92 remaining under government operations. However, the sample schools did not represent the country. Rather, LEAP schools were selected based on infrastructure standards, proximity to major roads, and cell phone capabilities. This research creates a new conceptual framework related to education borrowing, incorporating existing theories and new concepts into a single explanatory mixed-methods case study design. It aims to examine stakeholders in the education borrowing process, factors influencing the adoption of LEAP, and the process of establishing policy transfer. The research also explores whether differences exist in education access, the availability of information and communication technologies, and education quality between LEAP and non-LEAP schools. The quantitative component of the research includes secondary data analysis, through semi-structured interviews with 19 participants with direct knowledge and experience related to LEAP. The quantitative approach utilizes Pearson's Chi-Square Test for Independence, Fisher's Exact Test, and independent sample t-tests. The qualitative component of the research employs Braun and Clarke's (2006) thematic framework to analyze the process components of policy transfer. The findings suggest improvements in some elements of education, support existing research on education borrowing, and notes persistent challenges in these areas and the cultivation of new obstacles due to LEAP. Through the addition of new conceptual and contextual research, the study contributes new knowledge to global development and intersecting disciplines regarding how countries like Liberia navigate the successes and challenges of education borrowing. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01