Global education reform: understanding the movement

Fuller, Kay; Stevenson, Howard

doi:10.1080/00131911.2019.1532718

Cited by 85 publications

(41 citation statements)

References 3 publications

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“…The GERM is an education reform approach that broadly follows the tenets of New Public Management and Neoliberalism. It is structured around a common set of policy ideas including standards-based management, performance evaluation, and accountability (Fuller & Stevenson, 2019).…”

Section: Significance Of the Global Testing Culture And Its Antecedentsmentioning

confidence: 99%

Historical Roots of the Global Testing Culture in Education

Ydesen

Andreasen

2020

nse

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Contemporary education is characterised by a global testing culture, reflecting the fact that students’ learning outcomes and standards are the focus of policymakers worldwide. It therefore plays a significant role in educational policies in different national contexts. We offer a brief outline of the precursors and preconditions that have facilitated the rise of today’s global testing culture. The article notes two chronological stages: the first encompasses a confluence of comparative education, the rise of applied psychology, and the formation of transnational organisational structures prior to World War II. The second stage features the emergence of international organisations immediately after World War II. We argue that these developments subsequently conflated into a trajectory fostered by Cold War policies and became dominant from the 1990s onwards.

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Section: Significance Of the Global Testing Culture And Its Antecedentsmentioning

confidence: 99%

Historical Roots of the Global Testing Culture in Education

Ydesen

Andreasen

2020

nse

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“…a) En primer lugar, pues en el contexto de GERM Chile se erige como uno de los países pioneros en neoliberalización educativa tras la forzosa implementación de reformas pro-mercado en contexto de dictadura cívico-militar (1973 -1990) y la consecutiva profundización en el modelo mercantil que han liderado los gobiernos civiles post-dictatoriales hasta la actualidad Fuller & Stevenson, 2019;Montecinos, Ahumada, Galdames, Campos & Leiva, 2015;Reyes & Akkari, 2017). b) En segundo lugar, porque la tendencia descentralizadora/privatizadora en este país, a contracorriente de lo observado en el contexto global y particularmente en Latinoamérica, involucra una reforma estructural del Estado que evidencia un tránsito desde su rol garante del derecho a la educación hacia un mero regulador y financiador de alianzas público -privadas que imparten el servicio educativo, hecho que, amparado en aspectos constitucionales, dificulta de forma importante su reversión (Parcerisa & Falabella, 2017;Verger, Zancajo & Fontdevila, 2016).…”

Section: Evaluación Argumental -Anuncio De Alternativasunclassified

“…Este nuevo régimen de políticas educativas ha emergido en 1980 en Inglaterra, Estados Unidos y Chile, a propósito de las respuestas de la Nueva Derecha y su laboratorio ideológico a la crisis del modelo keynesiano (Harvey, 2007(Harvey, , 2015, y a su apuesta por la creación de un orden de libre mercado que opere como mecanismo regulador de la vida social (Fuller & Stevenson, 2019;Kaptzon & Yemini, 2018). El proceso de diseminación, transferencia y recontextualización de estas ideas globales en escenarios nacionales específicos ha recibido el nombre de Movimiento Global de Reforma Educativa, o GERM por sus siglas en inglés.…”

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Análisis Político de Discurso: Herramientas conceptuales y analíticas para el estudio crítico de políticas educativas en tiempos de reforma global

Díaz

Kawada

Chávez

et al. 2019

EPAA

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In the context of a global educational reform movement, the principles and policies of the New Public Management (NPM) have become hegemonic to address the educational change in different countries of the world. Despite the critics received, there is a widespread perception that NPM programs are the most suitable to solve the problems that urge contemporary educational systems, which explains the massive adoption of their guidelines in different contexts. Recognizing that discursive and ideational aspects play an important role in this positioning, in this article we offer a set of conceptual and analytical tools to read critically educational policies in times of global reform. To fulfill this purpose, we examine the Norman Fairclough’s Critical Discourse Analysis (CDA) approach and we link it with the Political Analysis of Discourse (PDA), a complementary analytical model to the CDA that distinguishes the specificities of the genre of public policies. Subsequently, and through an analytical exercise, we deployed a methodological – practical sequence for critical reading of texts and discourses of educational policy. Finally, we value the conceptual and analytical tools and emphasize on the need to integrate complaints and calls of hope through critical study of the discursive aspects of educational policy.

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“…Dynamics of policy "borrowing" and "lending" take place, resulting in specific forms of "reception" and "translation" of global policies in national contexts and their related policy spaces (Steiner-Khamsi, 2004, 2014. In this context, education reform paradigms, such as the so-called Global Education Reform Movement (GERM) (Fuller & Stevenson, 2019;Sahlberg, 2016) or School Autonomy with Accountability (SAWA) policies, have spread and moved across countries.…”

Section: Introductionmentioning

confidence: 99%

The instrumentation of global education reforms: an analysis of school autonomy with accountability policies in Spanish education

Pagès

Egido

2020

Educational Review

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This paper analyses, from the perspective of the political sociology of policy instruments, the adoption and re-contextualisation of School Autonomy with Accountability (SAWA) reforms in Spain, with a particular focus on the region of Madrid. Over the last few decades, Madrid has adopted a wide range of education policies that have contributed to consolidate a market-oriented approach in the governance of the educational system. This paper analyses the instrumentation and complex interaction between standardised tests, test-based accountability, school choice and school autonomy in advancing this governance shift. The main objective of the paper is twofold: first, to trace the policy trajectory of SAWA reforms in Spain and Madrid, and second, to identify the rationale of the reform and its related policy ontology in relation to the selection and articulation of different policy instruments as well as the governance implications of these choices. Methodologically, we have conducted a policy analysis case study, analysing data from a set of 35 original interviews with education policymakers and key policy actors, combined with document analysis. The results of our research show how the policy preferences of domestic political actors and the legacies of the politico-administrative regimes mediate the final form and uses of the SAWA policy instruments. These policy instruments can be conceptualised as 'life objects' whose development and uses are attached to context specific-and sometimes contradictory-political objectives and rationales.

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Global education reform: understanding the movement

Abstract: This article has been republished with minor changes. These changes do not impact the academic content of the article.

Cited by 85 publications

References 3 publications

Historical Roots of the Global Testing Culture in Education

Historical Roots of the Global Testing Culture in Education

Análisis Político de Discurso: Herramientas conceptuales y analíticas para el estudio crítico de políticas educativas en tiempos de reforma global

The instrumentation of global education reforms: an analysis of school autonomy with accountability policies in Spanish education

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