International Education Policy Transfer--Borrowing Both Ways: The Hong Kong and England Experience

Autor/inn/en	Forestier, Katherine; Crossley, Michael
Titel	International Education Policy Transfer--Borrowing Both Ways: The Hong Kong and England Experience
Quelle	In: Compare: A Journal of Comparative and International Education, 45 (2015) 5, S.664-685 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2014.928508
Schlagwörter	International Education; Educational Policy; Case Studies; Educational Change; Teaching Methods; Confucianism; Technology Transfer; Foreign Countries; Academic Achievement; Economic Factors; Educational Practices; Student Centered Curriculum; Lifelong Learning; National Curriculum; Decision Making; Cooperation; Policy Formation; Secondary Education; Asian Culture; Western Civilization; Cultural Differences; Cultural Context; Hong Kong; United Kingdom (England); Program for International Student Assessment; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Internationale Erziehung; Politics of education; Bildungspolitik; Case study; Fallstudie; Case Study; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Konfuzianismus; Technologietransfer; Ausland; Schulleistung; Ökonomischer Faktor; Bildungspraxis; Life-long learning; Lebenslanges Lernen; Decision-making; Entscheidungsfindung; Co-operation; Kooperation; Politische Betätigung; Sekundarbereich; Kultureller Unterschied; Hongkong
Abstract	This paper analyses how the impact of international student achievement studies and the recent economic crisis in Europe are influencing the development of educational policy transfer and borrowing, from East to West. This is contrasted with education reform movements in East Asia, which have long legacies of borrowing from so-called "progressive" discourses in the West. England and Hong Kong are used as case studies. Since 2010, England's coalition government has prioritised its determination to look to jurisdictions like Hong Kong to inspire and justify reforms that emphasise traditional didactic approaches to teaching and learning. In contrast, Hong Kong's reforms have sought to implement practices related to less pressured, more student-centred lifelong learning, without losing sight of strengths derived from its Confucian heritage culture. Conclusions highlight factors that underpin English interest in Hong Kong education policy, values and practice and point to the need for further attention to be given to these multidirectional and often contradictory processes by researchers concerned with the study of policy transfer. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01