Aspects of Inclusion and Exclusion
Edited By Stefanie Stolz and Philipp Gonon
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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