Migration is one of the most significant domestic, development and foreign policy issues in the world today. According to the International Organization for Migration, 1 out of every 35 persons worldwide is an international migrant. This chapter discusses the complex issue of international teacher migration, and reports findings from empirical research conducted in the UK to illuminate the socio-cultural and economic contexts of teacher migration in both industrialized nations and in developing countries. This research, commissioned by the Commonwealth Secretariat, served to inform development of a Commonwealth Teacher Recruitment Protocol, which was adopted by 53 countries in late 2004. This chapter serves to disseminate the results of this research to a larger international audience. It also provides an analysis of the process in which educational research informs international policy development.
Ochs, K. (2008), "The centrality of context in the development of the commonwealth teacher recruitment protocol: Relevance for international teacher migration", Hopson, R., Camp Yeakey, C. and Musa Boakari, F. (Ed.) Power, Voice and the Public Good: Schooling and Education in Global Societies (Advances in Education in Diverse Communities, Vol. 6), Emerald Group Publishing Limited, Bingley, pp. 455-477. https://doi.org/10.1016/S1479-358X(08)06017-8Download as .RIS
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