Cross-Nationally Comparative, Evidence-based Educational Policymaking and Reform.
- 1st ed.
- 1 online resource (361 pages)
- International Perspectives on Education and Society Series ; v.35 .
- International Perspectives on Education and Society Series .
Intro -- CROSS-NATIONALLY COMPARATIVE, EVIDENCE-BASED EDUCATIONAL POLICYMAKING AND REFORM -- Contents -- List of Contributors -- About the Volume Editors -- Preface -- The Rhythmic Application of Evidence-Based Policy in National Educational Systems Worldwide -- Conceptual Framework -- Institutional Framework -- Transhumanist Framework -- The Legitimacy of Data -- Assessment Infrastructure and Capacity Building -- The Institutionalization of External Comparison -- The Irony of Externally Driven Internal Accountability -- The Path to Data-Driven Policy -- Conclusion -- References -- Part I: Preparing for National Education Reform -- Micro-Policy Discourse and Girls' Education in the #Post-2015 Agenda -- Introduction -- Micro-Policy Discourse -- Digital Policy Networks and Language Functions -- Part 1. Twitter as a Policy Tool -- The United Nations and New Media -- Twitter and the UN's Approach to Big Data for (Education) Development -- Global Pulse -- The My World Survey -- Part 2. Micro-Policy Discourse in Girls' Education Policy and Development in the Post-2015 Agenda -- Advocacy and Branding -- Engagement -- Micro-Policy Discourse in the Public Domain -- Girls' Education in Micro-Policy Discourse -- Tweeting the Post-2015 Girls' Education Agenda -- The Dominant Discourse -- The Parallel Pathway -- Staying on the Path -- Discussion and Implications -- Notes -- References -- The Quality of Higher Education in the Arab Region: Which Tools of Assessment to Use -- Introduction -- Indicative Figures Comparing the GCC with Middle East and North Africa -- Which Tools of Assessment to Use? -- I. Historical Background of Public Versus Private Egyptian Universities -- II. Analytical Comparison of Public with Private Egyptian Universities -- III. Public Governmental Tertiary Education: Strengths and Weaknesses. IV. Private Universities: Strengths and Weaknesses -- Statement of the Problem -- Private and Public Universities in Contrast -- Research Questions -- What is the Evolution/History of the Egyptian Higher Education Sectorfrom 1990 to 2010? -- What is the Quality of Higher Education in Egypt? -- Literature Review -- Egyptian Higher Education System Is Capable of Improving its Quality -- Lack of High Tech Competent Labor for the Job Market -- Gap in Literature -- Methodology -- Data Collection -- Conclusion -- Notes -- References -- A Policy Analysis of the Annual National Assessments in South Africa -- Overview of the Annual National Assessments -- South Africa in International Assessments -- The Age of International Assessments -- Policy Making in Post-Apartheid South Africa -- Conceptual Framework: Top-Down Versus Bottom-Up Policy Making -- Top-Down Approach in Making the ANA Policy -- Part I: Policy Description -- Policy Context -- Stakeholders -- Policy Process -- Part II: Policy Analysis -- Preparation and Administration of the ANAs -- Implications of the ANAs -- Conclusion: Opportunities for the National Assessment Framework -- References -- The School Decentralization Process in Georgia and South Africa through the Lens of World Culture Theory: A Comparative Analysis -- Introduction -- Why Evidence-Based Decision-Making? -- Education Reforms in Georgia and South Africa -- Decentralization as a Trend -- Theoretical Framework -- Context -- Quantitative Overview -- General Indicators -- Education-Related Indicators -- International Indicators -- Qualitative Overview -- Georgia -- South Africa -- Discussion -- Regional Administrative Units -- Georgia -- South Africa -- Structure Versus Functions -- Well-formulated Policies Versus Realities -- Scope and Depth of Functions -- School Governance -- SBT in Georgia. School Governing Boards in South Africa -- Conclusion -- Abbreviations -- References -- Part II: Implementing National Education Reform -- The Effects of Governance Reforms on School Supervision: An Analysis of Six Developing and Emerging Economies -- Introduction -- Methodology -- Reforms in Education Supervision: A Theoretical Overview -- Analysis of Country Cases -- Bangladesh -- Management Reforms and Shifting Focus -- Less Emphasis on Input Control -- Lack of Coordination -- Corruption -- India -- Unrealistic Goals -- Inefficient Inspection System -- Teachers' Views -- The Consequences -- Cambodia -- Uncoordinated Educational Reforms -- Opposing View Toward Inspection -- Tanzania -- Teachers' Resistance -- Uganda -- Teachers' Views -- South Africa -- NPM Together with Developmental Level and Institutional Capacity -- Teachers are Still Against Inspection -- Discussion and Conclusion -- Notes -- References -- Beyond Large-Scale Achievement Testing -The 'Psychological Turn' in International Organizations' Work on Educational Assessment -- Introduction -- Shifting Rationales of Mass Educational Expansion -- From Religious Indoctrination to Modern Nation-State Building -- From Nation-State Building to Human Capital -- From Human Capital to Individual Empowerment -- Shifting Phases in IOs' Educational Agenda -- First Phase: Structural Educational Expansion -- Second Phase: Educational Assessment -- Third Phase: Individual Psychosocial Development and Empowerment -- Methodology -- Findings -- The First Phase: Expanding Education and LLL For All -- The Second Phase: Shifting Attention Toward Curriculum and Competences -- The Third Phase: Focusing on Personality and Psychosocial Capacities -- Discussion -- Conclusion -- Notes -- References -- Appendix: Organization and Document Sample. Developing National Higher Education Indicators: Lessons and Opportunities from the UAE -- Introduction -- General Overview of Large-Scale Databases for Higher Education -- Higher Education Data Collection in the UAE: Diverse Jurisdictions -- Higher Education Data Collection in the UAE: Diverse Data Collection Methods -- Weaknesses of the Current Arrangement: Inputs -- Weaknesses of the Current Arrangement: Output -- The Cheds: Introduction -- The Cheds: The Cheds Project -- The Cheds: Variables and Indicators -- Conclusion -- Notes -- Appendix: Decree Creating Cheds -- Part III: Evaluating National Education Reform -- Learning from Successful Examples: From Local Testing to International Assessments -- Introduction -- Aims and Goals -- Data and Methodology -- Theoretical and Conceptual Framework -- Accounting for Achievement Gaps in Education -- Benchmarking Education Quality through TIMSS, PISA, and PIRLS -- A Short Overview of TIMSS, PISA, and PIRLS Projects -- Empirical Study: Country-Specific Information with Cross-Country and International Average Comparisons -- Some TIMSS, PIRLS, and PISA Data for Concern -- Bahrain -- Kuwait -- Oman -- Qatar -- Saudi Arabia -- United Arab Emirates (UAE-Dubai) -- Findings -- Challenges and Problems Identified -- Discussion: Suggestions to Understand and Address the Identified Challenges and Problems -- Suggestion One: Moving from Local Testing Procedures to Global Assessment Initiatives -- Suggestion Two: Do We Teach What We Ask and Do We Teach the Way We Ask? -- Suggestion Three: Open Up Data and Make It Available on a Global Level -- Conclusions -- Notes -- References -- A Critical "Positivist" Analysis of Tatweer Policy in Saudi Arabia -- Introduction -- Analysis of KSA Policy Documents -- Ministry of Education (MoE) General Documents Pre-2001 -- Policy for ELT for all School Levels Pre-2001. Ministry of Education General Policy Documents Post-2001 -- Analysis of MoE Policy Document Post-2001: Ten-Year Plan (2004-2014) -- Policy for ELT for all Schools Levels Post-21st Century -- Ministry of Higher Education Policy Document (AAFAQ) 2007-2032 -- Impact on EFL Teachers and Pedagogy at KAU -- Conclusion -- References -- An Omani National Remedial Program in Response to Trends in International Mathematics and Science Study (TIMSS) 2007 Results: Impact and Challenges -- Overview of the Education System in Oman -- Purpose of the Study -- Trends in International Mathematics and Science Study -- Oman's Participation in TIMSS 2007 -- The Cognitive Development Program for Students in Science, Mathematics, and Concepts of Environmental Geography -- Program Tools -- Oral Competitions -- Editorial Competitions -- Students' Projects -- Programs in Support -- The Winners Award -- Extra Activities to Support the Program -- The Practical Part -- Research Methods -- Documents -- Interviews -- Questionnaire -- Teachers' Questionnaire -- Students' Questionnaire -- Survey Results and Discussion -- The Program Tools -- Attitudes Toward the Program -- The Program is a Competition -- Have the Objectives of the Program been Achieved? -- Recommendations -- Further Studies -- After GRM 2012 -- Notes -- References -- Appendix -- One Size for All? Policy Advice of the World Bank and the OECD on Quality Assurance and Evaluation of School Education in Russia, Brazil, and China -- Introduction -- The World Bank -- Russia -- Brazil -- China -- The OECD -- Russia -- Brazil -- China -- Conclusion -- Notes -- References -- About the Authors -- Index.
In this volume scholars and policymakers examine how large-scale assessments and quantitative data are used to inform policy-making at all levels of education worldwide, and how data can be used to better understand specific national and regional educational challenges.