Educational Policy Trajectories in an Era of Globalization: Singapore and Cambodia

Autor/in	Tan, Charlene
Titel	Educational Policy Trajectories in an Era of Globalization: Singapore and Cambodia
Quelle	In: Prospects: Quarterly Review of Comparative Education, 40 (2010) 4, S.465-480 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-1538
DOI	10.1007/s11125-010-9170-6
Schlagwörter	Stellungnahme; Foreign Countries; Figurative Language; Educational Technology; Technology Integration; Educational Environment; Politics of Education; Comparative Education; International Education; Educational Development; Educational Methods; Educational Policy; Policy Analysis; Global Approach; Developing Nations; Cambodia; Singapore + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational policy; Bildungspolitik; Vergleichende Erziehungswissenschaft; Internationale Erziehung; Bildungsentwicklung; Educational method; Erziehungsmethode; Politics of education; Politikfeldanalyse; Globales Denken; Developing country; Developing countries; Entwicklungsland; Kambodscha; Singapur
Abstract	This paper critically discusses the educational policy trajectories of Singapore and Cambodia in an era of globalization. Drawing upon David Johnson's five metaphors to describe the historical and political forces that shape educational policy trajectories, the paper argues that Cambodia's current educational policy trajectory is characterized by the "politics of compelling" while Singapore's situation is more akin to the "politics of selling". In Singapore, the politics of selling intersects with the politics of gelling, in which various interest groups are encouraged to work together to strengthen the new economy of knowledge. The paper raises a common challenge for Singapore and Cambodia: to shift from a traditional teacher-centred and textbook-based approach to a more student-centred and ICT-based approach in a globalized world. The last section of this paper explores the possibility of addressing this challenge through gelling, by setting a new agenda for education, one that combines foreign and indigenous sources of knowledge from various interest groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10