Session Information
23 SES 04.5 PS, General Poster Session
General Poster Session
Contribution
Education policy has become a good available for sale and purchase, creating a global market. Analysing the results of standardized assessments, such as the Programme for International Student Assessment (PISA), Trends in International Mathematics and Science Study (TIMSS) and each country’s national tests, now makes it possible to compare the efficiency of each policy in improving educational performance, and from this innovation has emerged a hierarchical ranking of educational quality. Based on this ranking, high-performing countries offer to export their know-how and systems overseas to foster greater achievement. This trend is booming in many countries, including Australia, Finland, New Zealand and Singapore. The Australian Bureau of Statistics, for example, shows that international education exports reached a record high of AUS$18.1 billion (US$13.14 billion) for the 2014/15 fiscal year (ICEF Monitor, 2015-08-12). The Japanese Ministry of Education also plans to join this new market in April 2017 (Nikkei Asian Review, 2015-09-21).
This research intends to analyse the trends of the education export phenomenon and to clarify its characteristics from the perspective of comparative education study. The development of comparative education is distinguished by three historical phases: a period of borrowing, a period of prediction and a period of analysis (Bereday, 1964). But recently, as Auld and Morris (2013) discuss concerning the ‘New Paradigm’, comparative education faces a remarkable metamorphosis of its object. Diffusion of the practice of importing and exporting education calls into question the originality of each country’s educational policy, perhaps you mean ‘despite the fact that originality is the core asset used to specify the appeal of a country’s export goods.
This research is intended to create an arena for discussion on this new and complicated phenomenon, which all of the European countries are deeply involved.
Method
Expected Outcomes
References
1) Euan Auld, Paul Morris, ‘Comparative education, the ‘New Paradigm’ and policy borrowing constructing knowledge for educational reform’, Comparative Education, 50:2, 2013, pp. 129-155. 2) Stephen J. Ball, Global Education Inc.: New Policy Networks and the Neoliberal Imaginary, Routledge, 2012. 3) Bereday, G Z F., Comparative method in Education, 1964. 4) Michael Fullan, ‘Choosing the wrong drivers for whole system reform’, Seminar series 204, Centre for Strategic Education, 2011. 5) GEMS Education Solutions, ‘The Efficiency Index 2014’. 6) The Guardian, ‘OECD and Pisa tests are damaging education worldwide-academics’, 2014-05-06. 7) The Guardian, ‘Pisa programme not about short-term fixes’, 2014-05-08. 8) ICEF Monitor, ‘Australian education exports reach AUS$18 billion in 2014/15’, 2015-08-12. http://monitor.icef.com/2015/08/australian-education-exports-reach-aus18-billion-in-201415/ 9) Kampei Hayashi, ‘The Emergence of a Global Education Policy Market‘, Paper presented at NERA 2015, Gothenburg, 2015. 10) Kampei Hayashi, ‘An Analysis of the Global Education Policy Market – Its Rise and Impact’, Poster presented at ECER 2015-ERC, Budapest, 2015. 11) Anna Hogan, Sam Sellar, Bob Lingard, ‘Pearson, Edu-business and New Public Policy Spaces in Education’, Paper presented at European Conference on Educational Research 2014, University of Porto, Portugal, 2014. 12) Håkan Löfgren, Ragnihild Lörgren, Héctor Pérez Prieto, ‘Performative pressure and identity formation in Swedish students’ stories about national tests’, Paper presented at European Conference on Educational Research 2014, University of Porto, Portugal, 2014. 13) Nikkei Asian Review, ‘Japan education ministry to export methods to developing world’, 2015-09-21. http://asia.nikkei.com/Politics-Economy/International-Relations/Japan-education-ministry-to-export-methods-to-developing-world 14) OECD, ‘PISA in Focus 5, How do some students overcome their socio-economic background?’, 2011. 15) Pasi Sahlberg, Finnish Lessons: What Can the World Learn from Educational Change in Finland?, Teachers College Press, 2010, pp. 99-106. 16) Skolverket, ‘Redovisning av uppdrag om fristående skolor för elever i särskilt stöd eller anpassad utbildning, Härmed redovisas uppdraget om fristående skolor för elever i behov av särskilt stöd eller anpassad utbildning givet i regleringsbrevet för budgetåret 2014‘, Dnr 2013:00023, 2014-08-29. 17) Joel Spring, Globalization of Education: An Introduction, Routledge, 2010.
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