Mind the gap: global quality norms, national policy interpretations and local praxis in Timor-Leste

Shah, Ritesh; Quinn, Marie

doi:10.1080/03057925.2014.952930

Cited by 14 publications

(14 citation statements)

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“…Furthermore, it has been elaborated that "the main obstacle seems to have been the unclear nature of the understanding and the actual application of learner-centered education and the scope of the intended change that focused on the high pedagogical ideal" (Chisholm and Leyendecker 2008, p. 201). This notion implies that the learnercentered approach has proved challenging to translate into practice (Schweisfurth 2011;Shah and Quinn 2014) and that a structured approach may be more viable (Altinyelken 2010;Mascolo 2009).…”

Section: Factorsmentioning

confidence: 99%

Learning by coding: A sociocultural approach to teaching web development in higher education

et al. 2019

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As information technology continues to evolve rapidly in society, coding skills become increasingly essential to develop. The purpose of this article is to examine differences between the learner-centered and sociocultural approaches when teaching and learning coding in higher education. A quasi-experiment was applied over six academic semesters evaluating the mentioned approaches in terms of students' explicit attitudes, grades, and course evaluations. The findings indicated that the sociocultural approach may be a viable alternative to the learner-centered approach. More specifically, students indicated a preference for the sociocultural approach over the learner-centered approach, a greater number of students who passed the courses were educated via the sociocultural approach, and overall satisfaction was significantly higher for this approach as well. While the sociocultural approach has demonstrated to be advantageous, its integration in courses must concurrently be carefully balanced against constraints that teachers continuously experience in higher education, such as time and resources, which presents a challenge to the design of courses and to academia at large.

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Section: Factorsmentioning

confidence: 99%

Learning by coding: A sociocultural approach to teaching web development in higher education

et al. 2019

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“…Increasingly, accessible and intertwined webs of offline and online traffic create entangled networks that proffer an abundance of information, as well as accelerating the speed and expanding the range of circulating desires and imaginations of what makes a good life, and how to attain it. Often, childhood education becomes an early discussion point for parents, caretakers, governments, and nongovernmental organizations when discussing the present and future of societies (Shah & Quinn, 2016). As the saying goes, “children are our future” and how they are prepared with the knowledge and skills necessary for aspiration-filled lives is key to shaping the kind of world we inhabit.…”

mentioning

confidence: 99%

Worlding Permaculture School Gardens: Translocal Connectivities and Minor Utopias in Timor Leste

Stodulka

2020

American Behavioral Scientist

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In times of accelerated globalization, with the overheated circulation of lifestyle desires and future imaginaries of the good life, children’s education has become a site of contested governmental, activist, and entrepreneurial assemblages that connect translocal actors and communities. The literature on transnational education has demonstrated that knowledge circulation prompts the production of “mobile worlds”—the movement of bodies, ideas, and finances. This article extends this well-established body of research and focuses on the connectivities of “minor utopias” emerging from within and across borders. It builds on past ethnographic work in Indonesia as a route into a discussion of recent observations of the emerging national permaculture curriculum pertaining to primary school education in Timor Leste. To theorize the relations and processes that connect translocal actors and communities, I draw on the concept of “worlding”—the continual process of emplacing translocal ideas and assemblages.

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“…Despite the fact the language policy decision may have strengthened ties between Portugal and Timor-Leste, some individuals (Shah & Quinn, 2014;Macalister, 2013;Appleby, 2006;& The Lao Hamutuk Bulletin, 2002) 108 argued that the decision to use Portuguese as Timor-Leste's official language has been and continues to be controversial, particularly among younger Timorese. These individuals further say that the younger generations concerned about their cultures have been ignored and undermined, and that their national language -Tetumhas been devalued.…”

Section: The Disadvantages Of Portuguese In Timor-lestementioning

confidence: 99%

“…In the past couple of decades there has been a proliferation of literature aimed at highlighting the problems intrinsic in donor practices. Partially in response to this, in recent years donor countries have put considerably more emphasis on educational aid in their official development assistance programmes (Shah & Quinn, 2014;Winthrop & Matsui, 2013;Cassity, 2011;Benavot, 2010;Browne, 2006;& Tilak, 1988) 1 . Timor-Leste, a relatively young country which gained its independence in 2002, has become a primary target for donor countries to deliver aid.…”

Section: Introductionmentioning

confidence: 99%

“…on foreign aid or development aid in general and particularly how it affects both donors and recipients. In various studies, Shah & Quinn, (2014) 7 , Shah (2012) 8 , Riddell (2007) 9 , Lancaster (2007) 10 , Hudson (2004) 11 ;and King (1992) 12 for example, among others, have argued that aid practices matter because on the one hand some donor countries want recipients to reform their internal sectors based on donor wishes. On the other hand, some indicators suggested that ODA has contributed to the recipient countries' development progress through imparting skills and providing for improvement and development in physical infrastructure and health and education sectors (Riddell, 201213 & Riddel, 2007 ).…”

Section: Introductionmentioning

confidence: 99%

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The Difficult Choices of a Post-Colonial State: Timor-Leste and International Educational Aid

Almeida¹

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<p>Timor-Leste is still a newly independent country, obtaining full independence in 2002. The new Constitution gives all citizens a right to education, showing how important education is for Timor-Leste. Educational aid has accounted for around 10% of the aid budget (and has been as high as 28%) over the three years from 2011 to 2014. This thesis explores the emerging relationship between Timor-Leste and its two largest aid donors: Australia and Portugal, through the lens of educational aid. Although there are currently some studies on Timor-Leste’s education policy, there is no current study which explores the relationship between donor foreign policy and educational aid. The thesis builds on secondary literature and interviews with important figures in the Timorese government. It argues that donors’ political priorities have had an important impact on shaping education policy in Timor-Leste and that the provision of educational aid can help to highlight Timor-Leste’s position as a highly dependent nation in the world system. Portuguese aid has been strongly driven by Portugal’s attempts to maintain political relationships with its former colonies and promote Portuguese language worldwide. Portuguese funding for Portuguese language education has had an impact on language policy, cementing the position of Portuguese as an official language and promoting a Portuguese-influenced position in Timor-Leste’s foreign policy. Australian aid, meanwhile, has emphasised Tetum and English as appropriate languages and is connected with Australian attempts to minimise Timorese discontent over oil politics in the Timor Gap (or Timor Sea). Coordination between these two different donors with different interests has been weak. Timor-Leste finds itself in a difficult position of dependency whereby it needs foreign aid but cannot trust that aid is being given in a disinterested and functional way.</p>

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Mind the gap: global quality norms, national policy interpretations and local praxis in Timor-Leste

Cited by 14 publications

References 26 publications

Learning by coding: A sociocultural approach to teaching web development in higher education

Learning by coding: A sociocultural approach to teaching web development in higher education

Worlding Permaculture School Gardens: Translocal Connectivities and Minor Utopias in Timor Leste

The Difficult Choices of a Post-Colonial State: Timor-Leste and International Educational Aid

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