Educational research, policy and practice in an era of globalisation

Abstract

Globalisation includes not only the changes brought about by the opening up of markets and communication technology, but also those set in motion by shifts in policy relating to the responsibilities of government and the role of research and innovation in development. This paper examines the impact of globalisation on education research, policy and practice, and the ways in which reforms and priorities in the education systems of the Asia-Pacific region are being shaped by the interaction between the global and the local. It is argued that educational reforms should not be left to global forces or powerful global organizations to decide for us, but should stem from deliberate and considered choices based on the best-available research. Closing the gaps between research, policy and practice demands that we rethink our research priorities and practices, as well as the ways in which we develop and implement policy. The paper examines some of the rethinking underway, and how organizations like APERA, UNESCO and Eidos promote the sharing of knowledge and experience and collaboration between educational researchers, policy makers and practioners in the Asia-Pacific region.

Retaining Early Childcare Educators

“…With an increasing demand for LDC services, Australia has seen the proliferation of for-profit provision although both not-for-profit and for-profit LDC fees are subsidized equally. The social and political power that each type of LDC service has is far less balanced in this country (Power, 2007).…”

Information and communication technology in teacher education in Vietnam: from policy to practice

“…In their technology plans, TEIs touched upon important operational components of the ICT integration process and reflected on issues, approaches and solutions. As suggested by Power (2007), there is an important role for educators and educational researchers. In a knowledge-based society, educational policy needs to be 'evidence-based' or 'research informed' if it is to be credible.…”

“…In a knowledge-based society, educational policy needs to be 'evidence-based' or 'research informed' if it is to be credible. We have to learn for example the optimal combinations of teacher and technology for different learning tasks and types of students (Power 2007).…”

“…Policymakers increasingly have come to place enhanced emphasis on the role of higher education in national economic competiveness (Clegg et al 2003;Keeves et al 2003;Shin and Harman 2009). ICT is the most visible symbol of globalization (Power 2007), and in this discourse, ICT is both presented as cause and a consequent driver for change within higher education (Clegg et al 2003). The result is a great pressure on Ministries of Education to develop policies on ICT in education.…”

“…It can be argued moreover that in the region, education reform is not based on the knowledge-in-practice of educators. One of the consequences of the dominance of economic globalism has been the sidelining of educators and educational researchers in the development of educational policy (Power 2007). At the same time, educators are often not aware of the specifics of policies or their goals (Kozma 2008).…”