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Development education is a radical form of learning that addresses the structural causes of poverty and injustice in the global North and South. This volume debates development education practice and the policy environment in which it is delivered. It affirmatively points to the transformative power of education as a means toward social change.
Development education is much more than learning about development; it is a pedagogy for the globalised societies of the twenty-first century that incorporates discourses from critical pedagogy and postcolonialism, and a mechanism for ensuring that differing perspectives are reflected within education, particularly those from developing countries. Learning about development and global issues is now part of the school curriculum in a number of countries, and terms such as global citizenship, sustainable development and cultural understanding are commonplace in many educational contexts. Development education has been recognised as one of the educational discourses that has influenced the acceptance of these terms, for both policy-makers and practitioners. This ground-breaking volume addresses the history, theoretical influences, practices and impact of development education in Europe, North America, Australia and Japan. Chapters include how development education evolved, the influence of theorists such as Paulo Freire, the practices of aid and development agencies, and the impact of governments seeking evidence of public understanding of and engagement with development. The Theory and Practice of Development Education provides essential reading for anyone engaged in re-thinking and reflecting upon the educational needs of a globalised society, and seeking approaches towards learning that place social justice at the heart of that practice. It will be of particular interest to academics and postgraduate students in the fields of development education, international education and globalisation.
Development education is a radical form of learning that addresses the structural causes of poverty and injustice in the global North and South. This volume debates development education practice and the policy environment in which it is delivered. It affirmatively points to the transformative power of education as a means toward social change.
Exploring the interplay between globalization, education and international development, this book surveys the impact of global education policies on local policy in developing countries. With chapters written by leading international scholars, drawing on a full range of theoretical perspectives and offering a diverse selection of case studies from Africa, Asia and South America, this book considers such topics as: How are global education agendas and policies formed and implemented? What is the impact of such policy priorities as public-private partnerships, child-centred pedagogies and school-based management? What are the effects of political and economic globalization on educational reform and change? How do mediating institutions affect the translation of global policies to particular educational contexts? What are the limitations of globalised policy solutions and what problems do they encounter at local levels? From students of education, development and globalization to practitioners working in developing contexts, this book is an important resource for those seeking to understand how global forces and local realities meet to shape education policy in the developing world.
This book combines analysis of policy and empirically based studies on gender, education, and development.
Teachers, as life-long learners, engage in professional development to deepen their understanding of content and instructional methods. Teacher professional development is a form of adult education, and adults learn best if they are actively involved in their own learning and see it relative to their own needs. Grounding professional development in actual classroom practice is a highly powerful means of fostering effective teachers. Research has shown that, for professional development to be effective, several components of instruction should be considered: reflection on practice, problems arising in practice, subject matter content, and principles of adult learning. Practice-Based Professional Development in Education is a cutting-edge research publication that explores both effective and ineffective professional development practices and presents arguments for why adult learning theory should be considered when designing a professional development session. Highlighting a range of topics including social media, education reform, and teacher learning, this book is essential for teachers, academicians, education professionals, policymakers, curriculum designers, researchers, and students.
This book explores how curriculum reform is interconnected with policy, practice and society. Curriculum reform is increasingly associated with efforts to better the lives of citizens and provide a competitive edge to national prosperity. Educational policy and practice have been the subject of unprecedented convergence worldwide in the quest for so-called 21st century skills. This book offers a case study of curriculum reform within the Republic of Ireland, focusing on antecedents, processes and outcomes of government efforts to evoke fundamental curriculum realignment at lower secondary level. Set against a backdrop of fluctuating economic fortunes and concerns about academic standards and educational equity, this volume has wider relevance beyond Ireland for any system undertaking education reform at scale.
Part of the well-known Staff and Educational Development Series, this practice oriented book brings together leading research and evaluation approaches and supporting case studies from leading educational researchers and innovative teachers. With much emphasis on change, innovation and developing best practice in higher education, it is essential that those involved in actually developing, researching or implementing approaches to teaching, learning or management, are informed by the experiences of others. The emphasis of this book is on changing practice in HE; how developments come about; what research underpins desirable development; and the impact of development of student learning, staff expertise and institutional practice and policy. Specifically, the book is developed in two themed parts: Part A, Supporting change within subjects and departments. Part B, Supporting change within institutions and the wider environment.
This book explores what specialists are saying about system leadership for school improvement. Case studies examine innovative approaches to sharing leadership and to leadership development programmes for system improvement.
Every year, the World Bank’s World Development Report (WDR) features a topic of central importance to global development. The 2018 WDR—LEARNING to Realize Education’s Promise—is the first ever devoted entirely to education. And the time is right: education has long been critical to human welfare, but it is even more so in a time of rapid economic and social change. The best way to equip children and youth for the future is to make their learning the center of all efforts to promote education. The 2018 WDR explores four main themes: First, education’s promise: education is a powerful instrument for eradicating poverty and promoting shared prosperity, but fulfilling its potential requires better policies—both within and outside the education system. Second, the need to shine a light on learning: despite gains in access to education, recent learning assessments reveal that many young people around the world, especially those who are poor or marginalized, are leaving school unequipped with even the foundational skills they need for life. At the same time, internationally comparable learning assessments show that skills in many middle-income countries lag far behind what those countries aspire to. And too often these shortcomings are hidden—so as a first step to tackling this learning crisis, it is essential to shine a light on it by assessing student learning better. Third, how to make schools work for all learners: research on areas such as brain science, pedagogical innovations, and school management has identified interventions that promote learning by ensuring that learners are prepared, teachers are both skilled and motivated, and other inputs support the teacher-learner relationship. Fourth, how to make systems work for learning: achieving learning throughout an education system requires more than just scaling up effective interventions. Countries must also overcome technical and political barriers by deploying salient metrics for mobilizing actors and tracking progress, building coalitions for learning, and taking an adaptive approach to reform.