Abstract
National education policies often emerge from the global arena. These global policy norms hold the promise that reforms will produce similar education and development outcomes in different contexts. However, research on how and why global education reforms are practised ‘on the ground’ and with what effects is still scant. In this paper, we investigate how two global education agendas, namely Universal Primary Education (UPE) and Competency-Based Education (CBE), are enacted and re-contextualised in Uganda and Mexico. By drawing on data obtained from extensive field research in both countries, we explore how these global policies were translated into practice within their situated, professional, material and external contexts. Our research shows that in both cases the enactment of global policies differed widely from universal agendas. We, therefore, argue that global education norms in education can also reproduce existing inequalities or even lead to new forms of inequalities at the local level.
| Original language | English |
|---|---|
| Pages (from-to) | 356-374 |
| Number of pages | 19 |
| Journal | Compare : A Journal of Comparative and International Education |
| Volume | 51 |
| Issue number | 3 |
| Early online date | 5 Jun 2019 |
| DOIs | |
| Publication status | Published - 2021 |
Bibliographical note
Funding Information:This work was supported by the Marie Sk?odowska-Curie Individual Fellowship (European Commission Horizon 2020 programme) [702880]; PhD studentship from the University of East Anglia, School of International Development; UNICEF Learning for Peace and PBEA (Peacebuilding Education Advocacy) programme. The study on Mexico (Rosanne Elisabeth Tromp) was funded by a PhD studentship from the School of International Development at the University of East Anglia. This paper was partly written during a research position at the Department of International Development Studies of the University of Amsterdam. I am responsible for the choice and presentation of views within this paper and for opinions expressed therein. I would especially like to thank Sheila Aikman, Bryan Maddox, Mieke Lopes Cardozo and all of my interviewees in Mexico. The study on Uganda (Simone Datzberger) was funded in the scope of a Marie Sk?odowska-Curie Individual Fellowship (European Commission Horizon 2020 programme) and under the UNICEF Learning for Peace and PBEA (Peacebuilding Education Advocacy) programme. I am responsible for the choice and presentation of views within this paper and for opinions expressed therein, which are not necessarily those of the European Commission or UNICEF and do not represent these organisations. I would like to thank all of my interviewees in Uganda. A first version of this paper was originally prepared of a panel convened by both authors at the EADI Nordic Conference in Bergen, Norway, 20?23 August 2017.
Publisher Copyright:
© 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Copyright:
Copyright 2021 Elsevier B.V., All rights reserved.
Funding
This work was supported by the Marie Sk?odowska-Curie Individual Fellowship (European Commission Horizon 2020 programme) [702880]; PhD studentship from the University of East Anglia, School of International Development; UNICEF Learning for Peace and PBEA (Peacebuilding Education Advocacy) programme. The study on Mexico (Rosanne Elisabeth Tromp) was funded by a PhD studentship from the School of International Development at the University of East Anglia. This paper was partly written during a research position at the Department of International Development Studies of the University of Amsterdam. I am responsible for the choice and presentation of views within this paper and for opinions expressed therein. I would especially like to thank Sheila Aikman, Bryan Maddox, Mieke Lopes Cardozo and all of my interviewees in Mexico. The study on Uganda (Simone Datzberger) was funded in the scope of a Marie Sk?odowska-Curie Individual Fellowship (European Commission Horizon 2020 programme) and under the UNICEF Learning for Peace and PBEA (Peacebuilding Education Advocacy) programme. I am responsible for the choice and presentation of views within this paper and for opinions expressed therein, which are not necessarily those of the European Commission or UNICEF and do not represent these organisations. I would like to thank all of my interviewees in Uganda. A first version of this paper was originally prepared of a panel convened by both authors at the EADI Nordic Conference in Bergen, Norway, 20?23 August 2017.
| Funders | Funder number |
|---|---|
| European Commission Horizon 2020 programme | 702880 |
| Peacebuilding Education Advocacy | |
| UNICEF Learning for Peace | |
| H2020 Marie Skłodowska-Curie Actions | |
| University of East Anglia | |
| Universiteit van Amsterdam |
Keywords
- competency-based education
- Global Education Policies
- Mexico
- Uganda
- universal primary education
