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Global Education Policies versus local realities. Insights from Uganda and Mexico

Compare, 2021-04, Vol.51 (3), p.356-374 [Peer Reviewed Journal]

2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2019 ;2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This work is licensed under the Creative Commons Attribution – Non-Commercial – No Derivatives License http://creativecommons.org/licenses/by-nc-nd/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 0305-7925 ;EISSN: 1469-3623 ;DOI: 10.1080/03057925.2019.1616163

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Title:
Global Education Policies versus local realities. Insights from Uganda and Mexico
Author: Tromp, Rosanne Elisabeth ; Datzberger, Simone
Subjects: Access to Education ; Comparative Education ; Competency Based Education ; Cross Cultural Studies ; Cultural Context ; Education policy ; Education reform ; Educational Change ; Educational inequality ; Educational Policy ; Educational Practices ; Elementary Education ; Equal Education ; Fieldwork ; Foreign Countries ; Global Approach ; Global Education Policies ; Mexico ; Policy Analysis ; Political Influences ; Social Differences ; Uganda ; universal primary education
Is Part Of: Compare, 2021-04, Vol.51 (3), p.356-374
Description: 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.
Publisher: Oxford: Routledge
Language: English
Identifier: ISSN: 0305-7925
EISSN: 1469-3623
DOI: 10.1080/03057925.2019.1616163
Source: Taylor & Francis Open Access

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Global Education Policies versus local realities. Insights from Uganda and Mexico

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