Edited By Sandra Bohlinger, Thi Kim Anh Dang and Malgorzata Klatt
This book maps recent developments in the landscape of education policy in higher and vocational education, the returns of education, curriculum design and education reforms, driven by social, economic, political and cultural factors. Contributed by over twenty authors from five continents, this collection provides diverse, innovative and useful perspectives on the ways education policy is researched, implemented and enacted. It helps researchers, policy makers, students and practitioners to better understand processes of policy making, its theory, practice and outcomes. Despite national differences, many shared features and challenges emerge from this book as education systems face the common need to reinvent their existing systems and processes.
Echoes of Europeanisation? Education for development and international integration in Mongolia
‘Echoes of Europeanisation?’ is an expository of policy-level change in Mongolia’s education system, with an emphasis on the role of foreign relations and development partnerships. As Mongolia spent almost seven decades as a satellite state to the USSR (1924–1991), this chapter focuses on three elements of post-1990 educational reforms: language policy, standards, and post-compulsory education and training. Collectively, these fields frame an inquiry into whether the focal reform projects signal partial convergence towards Europe-derived norms and standards, as well as whether ‘European’ terms (concepts), products and services might have been appropriated selectively–and on a limited scale–in a manner which supports conveying convergence or comparability to domestic and international target audiences. The chapter begins with a deconstruction of ‘Europeanisation’ before introducing Mongolia and conceptual frameworks of ‘development’, ‘liberal democracy’, policy ‘indigenisation’ and foreign policy. Next, language policy, secondary school curricular standards, and post-compulsory education and training are historically contextualised, and their contemporary forms outlined, before the chapter culminates in a discussion about whether Mongolia’s recent educational reforms might indeed reflect processes of Europeanisation. This chapter highlights the role of public-private partnerships and international organisations in the adoption of foreign educational policies and products in transitioning markets. Inspired by Silova (2002), the author implicitly makes a case for policy learners to analyse education reform work within the compounding qualifiers of foreign policy priorities, conditionality attached to governmental grants or loans, and contemporary identity politics.
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