Aspects of Inclusion and Exclusion
I. Global Trends in Education andVocational Education and Training
I. Global Trends in Education and Vocational Education and Training GITA STEINER-KHAMSI Education Policy in a Globalized World We are currently witnessing a busy creation of reforms that are initi- ated across national boundaries at all levels of educational systems. Policy transfer in vocational-technical and continuing education is no exception. This has been reflected in relevant scholarly research. An early book on policy transfer, Something Borrowed? Something Learned? (Finegold, McFarland & Richardson, 1993), was published in the field of vocational-technical education. Yet another example is Gonon’s 1998 work on policy reception, which is a seminal treat- ment of why vocational-technical reforms of one country have been emulated by others (Gonon, 1998). The fact that educational reforms were increasingly adopted across national boundaries has been a cause for celebration for some and a source of anxiety for others. The idea that countries are aban- doning efforts to realize local and idiosyncratic conceptions of “good education” or “effective school reforms” in favor of converging around an international model of education has generated a heated academic debate. One of the most frequently offered explanations is the fol- lowing: once the barriers for global trade are eliminated, we will import and export anything, including educational models. Since the trajectory of global trade tends to be unidirectional – transporting educational reforms from high-income to low-income countries, but rarely the other way around – educational systems in different parts of the world are increasingly becoming similar. Whether we label policy borrowing as the transfer of “best practices” (which in...
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