Global Education Policies versus Local Realities. Insights from Uganda and Mexico

Autor/inn/en	Tromp, Rosanne Elisabeth; Datzberger, Simone
Titel	Global Education Policies versus Local Realities. Insights from Uganda and Mexico
Quelle	In: Compare: A Journal of Comparative and International Education, 51 (2021) 3, S.356-374 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tromp, Rosanne Elisabeth) ORCID (Datzberger, Simone)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2019.1616163
Schlagwörter	Foreign Countries; Social Differences; Educational Policy; Educational Change; Competency Based Education; Elementary Education; Equal Education; Access to Education; Cross Cultural Studies; Comparative Education; Policy Analysis; Educational Practices; Cultural Context; Global Approach; Political Influences; Uganda; Mexico + Suchen Sie Ihr Suchwort? Ausland; Sozialer Unterschied; Politics of education; Bildungspolitik; Bildungsreform; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Elementarunterricht; Access; Bildung; Zugang; Bildungszugang; Cultural comparison; Kulturvergleich; Vergleichende Erziehungswissenschaft; Politikfeldanalyse; Bildungspraxis; Globales Denken; Political influence; Politischer Einfluss; Mexiko
Abstract	National education policies often emerge from the global arena. These global policy norms hold the promise that reforms will produce similar education and development outcomes in different contexts. However, research on "how" and "why" global education reforms are practised 'on the ground' and with "what effects" is still scant. In this paper, we investigate how two global education agendas, namely Universal Primary Education (UPE) and Competency-Based Education (CBE), are enacted and re-contextualised in Uganda and Mexico. By drawing on data obtained from extensive field research in both countries, we explore how these global policies were translated into practice within their situated, professional, material and external contexts. Our research shows that in both cases the enactment of global policies differed widely from universal agendas. We, therefore, argue that global education norms in education can also reproduce existing inequalities or even lead to new forms of inequalities at the local level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01