Index
Cross-nationally Comparative, Evidence-based Educational Policymaking and Reform
ISBN: 978-1-78743-768-5, eISBN: 978-1-78743-767-8
ISSN: 1479-3679
Publication date: 3 July 2018
This content is currently only available as a PDF
Citation
(2018), "Index", Wiseman, A.W. and Davidson, P.M. (Ed.) Cross-nationally Comparative, Evidence-based Educational Policymaking and Reform (International Perspectives on Education and Society, Vol. 35), Emerald Publishing Limited, Leeds, pp. 329-344. https://doi.org/10.1108/S1479-367920180000035014
Publisher
:Emerald Publishing Limited
Copyright © 2018 Emerald Publishing Limited
INDEX
AAFAQ
, 257–258
objectives
, 258f
Abstract nouns, usage
, 245
Abu Dhabi Chamber of Commerce and Industry
, 209
Abu Dhabi Education Council (ADEC)
, 201, 209
Academic freedom/research, restriction
, 65
Achievement gaps, reasons
, 222–223
Adequate Yearly progress (QYP)
, 14
Agenda-setting activities
, 25
Al Saad Al Sabah, Fadya (11th Scientific Contest)
, 284–285
Annual National Assessments (ANAs)
, 73
implications
, 92–95
preparation/administration
, 88–92
Annual National Assessments (ANAs) policy
analysis
, 71, 87–95
context
, 82–84
description
, 81–87
implementation process
, 73
process
, 86–87
stakeholders, impact
, 84–85
top-down approach
, 79–81
Arab Bureau of Education for the Gulf States
, 279
Arabic
books/journals, USAID donations
, 62
importance
, 250
Arab League Education, Cultural, and Scientific Organization
, 278
Arab region, higher education
assessment tools
, 50–51
Egypt
problem, statement
, 57–58
public/private universities
, 51–54
literature review
, 59–65
private universities
public universities, contrast
, 58
strengths/weaknesses
, 56–57
quality
, 47
research questions
, 59
Arab Republic of Egypt, strategic location
, 47–48
Arab Spring
, 49
Assessment infrastructure
, 8
Attrition rate
, 212
Backward mapping model
, 80f
Bahrain
GCC country status
, 49
international comparison
, 229t
Bangladesh
analysis
, 133
coordination, absence
, 136
corruption
, 136–137
focus, shift
, 133–135
input control, emphasis (reduction)
, 135–136
inspection systems, challenges
, 153t
management reforms
, 133–135
Benchmarking
, 75–76, 213
communities
, 12–13
process
, 220–222, 233
Big data for development (BD4D)
, 25
Big data, UN approach
, 26–28
Big international nongovernmental organizations (BINGOs)
, 162
Branding
, 33
decentralization, impact
, 308
Brazil
federal budget funds for state and municipal schools (FUNDEF)
, 308
OECD perspective
, 312–313
student performance
, 308
System for Basic Education Assessment (SAEB)
, 308
World Bank cooperation
, 307
Brazil, China, and Russia (BCR)
political power/economic resources
, 303
school education, quality assurance/evaluation
, 301
Cambodia
, 142–144
educational reforms, coordination (absence)
, 142–144
inspection, opposing view
, 144
inspection systems, challenges
, 153t
Canonical learning, cross-national shift
, 167
Capacity building
, 8
Career decisions
, 177
Central Agency for Public Mobilization and Statistics (CAPMAS)
, 54, 66
Central social turn
, 181–182
Centre for Higher Education Data and Statistics (CHEDS)
, 207–208
CHEDS Project
, 208–210
creation
, 197–199
decree
, 215–216
data elements
, 211t
impact
, 208
indicators
, 208, 212
jurisdictional question
, 213
variables/indicators
, 210–212
China.
, See Brazil, China, and Russia
OECD perspective
, 313–314
World Bank, impact
, 309–310
Coercive isomorphism
, 105–106
Cognitive Development Program.
, See Oman
Commission for Academic Accreditation (CAA)
branch campuses
, 202
data requests, comparison
, 203t
KHDA, overlap
, 203
statement verification
, 207
Common Data Set (CDS) Initiative
, 200–201, 209
Commonwealth of Independent State (CIS), educational assistance
, 306
Communicate competence
, 257
Competences
, 179t
attention, shift
, 174–175
skills/motivation/attitudes, relationship
, 177
Core curriculum, emergence
, 174
Countries, TIMSS participation
, 279–280
Country-specific information, cross-country/international average comparisons (empirical study)
, 228–231
Critical Discourse Analysis
, 241–242
Cross-country comparative analysis, methodology
, 222
Cross-curriculum competences
, 174, 175t
Cultural transformations
, 164–165
Cultures, conscious interaction
, 250
Curriculum
attention, shift
, 174–175
de-territorialization/denationalization
, 166–167
Curriculum Department Centre for Development (CDCD)
, 245
ELT Section, examples
, 246f
Data-based policy
, 13
Data collection
arrangement, weaknesses
, 205–207
methods (UAE), diversity
, 203–205
Data-driven policy, path
, 13–14
Data-informed policy
, 16
Data, legitimacy
, 6–7
Decentralization
domains
, 115t
impact
, 308
trend
, 105
Department of Basic Education (DBE)
performance information provision
, 75–76
policy authority
, 79
teacher unions, coalition
, 73
Developing countries
comparison
, 103
education quality, maintenance
, 137–138
NPM practice, growth
, 129
participation, growth
, 74
primary social attainment
, 110
SBM/autonomous school management system, application
, 132
school effects
, 224
Developing economies, analysis
, 127
country cases, analysis
, 133–152
inspection system, challenges
, 153t
methodology
, 129–130
Developing Skills for Innovative Growth in the Russian Federation report
, 306–307
Development assistance
, 305
Digital policy networks/language functions
, 23–25
Discourse
analysis
, (See Critical Discourse Analysis)
meta-communicational aspects
, 23
Dubai Health Care City (free zone)
, 202
Dubai International Academic City (DIAC)
, 202
data requests
categories, overlap
, 205t
comparison, 2013t
example, calculation exercise
, 205t
management, data submissions
, 204
survey
, 206
Dubai International Financial Centre (free zone)
, 202
Dubai Knowledge Park
, 202
Economic development, complexity/dynamics
, 173
Editorial competitions
, 282, 283–284
Education
achievement gaps, accounting
, 223–225
big data
, 26–27
decentralization
domains
, 115t
trend
, 105
empowerment/equality, relationship
, 31
empowerment, relationship
, 176
evidence-based decision making, usage
, 103
international organizations (IOs), involvement
, 162
IO perspective
, 164
policy
discourse
, 24
documents
, 7
lobbyists, financial contributions
, 10–11
social media, usage
, 31
sector, organizational culture (reform)
, 131
statistics, UOE database
, 199
supervision, reforms (theoretical overview)
, 130–132
universality
, 174
Educational agenda
change
, 171f
phases, shift
, 167–171
Educational assessment
, 169
discussion
, 178–183
findings
, 172–178
international organizations, psychological turn
, 161
methodology
, 171–172
Educational data mining (EDM)
, 6–7
Educational district offices (EDOs)
, 115t
functions, scope/depth
, 117
policies, realities (contrast)
, 116–117
structure, functions (contrast)
, 116
Educational equipment, UNICEF development
, 62
Educational expansion
, 172–174
rationales
, 164–167
waves
, 182
Educational goals
, 179t, 305
Educational intervention, target
, 173
Educational quality
, 305
assurance instruments
, 128
benchmarking
, 225–226
control, absence
, 149
quantitative measures
, 5, 15
Educational resource centers (ERCs)
, 115t
functions, scope/depth
, 117
policies, realities (contrast)
, 116–117
structure, functions (contrast)
, 116
Education Enhancement Project, faculties
, 63
Education for all (EFA)
indicators
, 168
initiative
, 162, 178
Education policymaking, globalization (impact)
, 303
Egypt
Arab Republic of Egypt, strategic location
, 47–48
brain drain
, 62
job market, high tech competent labor (absence)
, 64–65
Ministry of Higher Education, Strategic Planning and Project Management Unit projects
, 62–63
public/private Egyptian universities, historical background
, 51–53
United States Agency for International Development (USAID), Arabic book/journal donations
, 62
universities, academic freedom/research (restriction)
, 65
Egypt, higher education
literature
gap
, 65
review
, 59–65
problem, statement
, 57–58
quality
, 59
research
data collection
, 66–67
methodology
, 66–67
questions
, 59
sector, evolution/history
, 59
Egyptian-Swiss Fund for Development, primary education amelioration
, 62
Egyptian Technical Colleges Project
, 63
Emerging economies, analysis
, 127
country cases
analysis
, 133–152
inspection system, challenges
, 153t
methodology
, 129–130
Enacted curriculum
, 242
English language teaching (ELT)
21st Century for All School Levels, policy
, 254f
policy
, 241
school levels Post-21st Century
, 253–257
school levels Pre-2001
, 245–247
role
, 254
Section (CDCD), examples
, 246f
teachers, impact
, 258–260
teaching/learning identities
, 242
English policy
, 258
Environmental geography, concepts
, 281–282
Equality of Educational Opportunity (Coleman)
, 223
Equivalent full-time student load (EFTSL)
, 212
European Union (EU), cross-curriculum competences
, 174, 175t
Evaluation and assessment
, 128
phase
, 50
practice
, 150
Evidence-based decision making, usage (reason)
, 103
Evidence-based policy, rhythmic application
, 1
External comparison, institutionalization
, 9–11
Externally driven internal accountability, problem
, 11–13
Faculty Leadership Development Project, concentration
, 63
Family socioeconomic status (SES), impact
, 223
Fast Track Initiative
, 168
Federal budget funds for state and municipal schools (FUNDEF)
, 308
Flagship publications
, 172
Flying visits
, 148
Free zones, creation
, 201–202
GCI sample, performers
, 65
General Agency for the Eradication of Illiteracy and Adult Education Overseas, illiteracy extermination campaign
, 61
Georgia
decentralization
domains
, 115t
trend
, 105
education
international indicators
, 110–111
reforms
, 103–104
education-related indicators
, 110
regional administrative units
, 115
school boards of trustees (SBTs)
, 118
school decentralization process
comparison
, 101
context
, 109
discussion
, 113–114
qualitative overview
, 111–112
quantitative overview
, 110–111
theoretical framework
, 105–108
school governance
, 118–120
South Africa, comparison
, 109t
Girls, education
, 21
agenda
, 35–36
policy discourses, production
, 24
Global assessment initiatives
, 233
Global Campaign for Education Millennium Development Goals
, 171
Global Competitiveness Index
, 64–66
Global education
event
, 172
governance/effects
, 180
IOs, impact
, 163
Globalization, impact
, 303
Global Partnership for Education
, 168
Global policies, application (feasibility)
, 226
Global Pulse
, 27–28
visualization description
, 30
Global society, individual (cult)
, 182
Governance
, 179–180
reforms
, 127
GRM
, 293–294
Gulf Cooperation Council (GCC)
Al Saad Al Sabah, Fadya (11th Scientific Contest)
, 284–285
comparison
, 281
countries, defining
, 49
education quality, improvement
, 47
Middle East/North Africa, comparison
, 49–50
Gulf countries
performance, problems
, 222
TIMSS results
, 229
Hashtags, cognitive/interactional framing functions
, 24
Heyneman-Loxley Effect
, 224
Hierarchical Linear Modeling (HLM) method, usage
, 222
Higher education
data collection
, 201–202
indicators, development
, 197
large-scale databases, overview
, 199–201
problem, statement (Egypt)
, 57–58
quality
, 47
sector, reform efforts
, 62
Higher Education Enhancement Project Fund
, 62
Higher Education Landscape in Dubai, The (KHDA)
, 206
Higher Education Reform Strategy (HERS)
, 62–63
Human capital
individual empowerment, relationship
, 166–167
nation-state building, relationship
, 165–166
Human Sciences Research Council (HSRC) tests
, 81
Importance-performance (I-P) analysis, usage
, 66
India
, 137–142
goals, problems
, 137–140
inspection system, inefficiency
, 140–141
inspection systems, challenges
, 153t
inspector-school ratio
, 139t
private-aided secondary schools, supervision (inspector-school ratio)
, 139t
schools
consequences
, 141–142
inspectors, inspection/duties duration (comparison)
, 138t
senior secondary schools, supervision (inspector-school ratio)
, 139t
teachers, perceptions
, 141
Individual cult
, 182
Individual empowerment
, 161
human capital, relationship
, 166–167
Individual psychosocial development/empowerment
, 170–171
Information and communications technology (ICT)
, 48–49
Information and Decision Support Center (IDSC)
, 54, 66
Information Communication Technology Project
, 62
In-service teachers, communication
, 281
Inspection systems, challenges
, 153t
Institute of International Education (IIE), large-scale international study
, 200
Institutional framework
, 3–5
Institution of higher education (HEI)
, 207–208, 215
Integrated large-scale assessments (ILSAs), proliferation
, 169f
Integrated Postsecondary Education Data System (IPEDS)
comparison
, 209
national level collection process
, 200
Inter-faith dialogue, King Juan Carlos chairmanship
, 256
Intergovernmental organizations (IGOs)
, 162
International assessments
, 75–76
aims/goals
, 220–222
challenges/problems
, 231–232
understanding/addressing
, 232–234
data/methodology
, 222–223
discussion
, 232–234
findings
, 231–232
local testing, examples
, 220
theoretical/conceptual framework
, 223–226
International Association for the Evaluation of Educational Achievement (IEA)
, 279
PIRLS
, 228
Third International Mathematics and Science Study
, 227–228
International best practice, messages
, 302–303
International branch campus
, 198, 202, 213
International education projects, usage
, 226
International LSAs
, 179–180
International Monetary Fund (IMF), employee role
, 181
International nongovernmental organizations (INGOs)
, 171, 199
International organizations (IOs)
documents, sample
, 187–195
educational agenda
change
, 171f
phases, shift
, 167–171
educational documents
, 179t
education involvement
, 162
psychosocial aspects
, 179t
psychosocial turn
, 182
structural educational expansion, resonance
, 163
International Standard Classification of Education
, 168
IRBD loans, usage
, 309
Islamic faith, spread
, 250
Islamic Sciences, concept (discourse)
, 245
Islamic State, notion
, 243
Islamization
consistency
, 246
position, weakness
, 250
weaknesses
, 247
ISO-9000, usage
, 60
Isomorphism.
, See Coercive isomorphism; Mimetic isomorphism
Jandriah festival
, 259
Job market, high tech competent labor (absence)
, 64–65
KAU, pedagogy
, 258–260
Key competences
, 174
Kingdom of Saudi Arabia (KSA)
context
, 241, 242
curriculum development program, Tatweer general objectives
, 251f
education
, 242–243
Ministry of Education (MoE)
10-Year Plan (2004-2014)
, 248f
ELT policies
, 245–246
general policy documents
, 247–253
General Policy, vision/perspectives/aspirations (2007-2013)
, 249f
Policy Document
, 244f
policy document (AAFAQ) 2007-2032
, 257–258
Policy Document Post-2001, analysis (Ten-Year Plan)
, 247–253
network of practices
, 245
policy documents, analysis
, 243–247
unified curriculum initiative
, 252
Knowledge and Human Development Agency (KHDA)
, 201
CAA, overlap
, 203
data requests, comparison
, 203t
Higher Education Landscape in Dubai, The,
, 206
requirements
, 204
student enrollment
, 204t
Knowledge bank
, 304
Kuwait
GCC country status
, 49
PIRLS/TIMSS score
, 230
Labor market
, 252
demand
, 68
entry/integration
, 48, 54, 177
outcomes
, 111
Large-scale achievement testing
, 161
Large-scale assessment (LSA) systems
, 2
assessment infrastructure
, 8
capacity building
, 8
conceptual framework
, 3–6
data-driven policy, path
, 13–14
external comparison, institutionalization
, 9–11
externally driven internal accountability, problem
, 11–13
institutional framework
, 3–5
transhumanist framework
, 5–6
Large-scale assessment (LSA) testing
, 161
Large-scale databases, overview
, 199–201
Large-scale data, usage
, 75
Learner-centered curriculum
, 247
Learning, intrinsic value
, 196
Lebanese Association of Educational Studies (LAES)
, 200
Lifelong learning (LLL)
concept
, 166
context
, 163, 170
expansion
, 172–174
Loose coupling, example
, 107
Marginalization
, 173–174
Mass educational expansion, rationales (shift)
, 164–167
Meta-competences
, 175
Meta-curriculum, competences
, 180
Micro-blogging, usage
, 25
Micro-policy discourse
, 21, 22–23
discussion/implications
, 41–42
dominant discourse
, 36
girls, education (impact)
, 31–41
parallel pathway
, 37–38
path
, 38–41
Middle East and North Africa (MENA), ranking
, 49
Middle East, GCC (comparison)
, 49–50
Middle Technical Institutes (MTIs), improvement
, 63
Millennium Development Goal (MDG)
, 21
Mimetic isomorphism
, 119–120
Ministry of Education (MoE).
, See Kingdom of Saudi Arabia
Ministry of Education and Science (MES)
strategic management
, 111
Ministry of Education Policy Document
, 244f
Ministry of Higher Education and Scientific Research (MOHESR)
Federal Law No. 4/yr 1992
, 215
mandate, 2016
representatives
, 209
Ministry of Higher Education, Strategic Planning and Project Management Unit projects
, 62–63
Models schools, setup
, 253
Modernization
presence
, 55
proponents
, 256
My World Survey
, 28–31
SMS Responses
, 29f
National Assessment of Educational Progress (NAEP)
, 12
National Authority for Quality Assurance and Accreditation of Education (NAQAAE)
, 63
National balanced vision
, 251–252
National Centre for Education Statistics (NCES) surveys
, 200
National economic development, measures
, 224
National educational systems, evidence-based policy (rhythmic application)
, 1
conceptual framework
, 3–6
National education systems, trickle-down effect (UNESCO)
, 200
National higher education indicators, development
, 197
National Integrated Assessment Framework (NIAF)
, 71–73
opportunities
, 95–97
National reporting/assessment, OECD (impact)
, 179–180
National Research Foundation (Buhooth Al Emirates), data collection
, 209
National score
response
, 277
TIMSS average, relationship
, 280–281
National Senior Certificate (NSC)
, 74
Nation-state building
, 164–165
human capital, relationship
, 165–166
Network of practices
, 256
emphasis
, 247
New media
data
, 34
incorporation/impact
, 21–22, 25–26
usage
, 40–41
New Public Management (NPM)
approach, targeted results (achievement)
, 129
elements
, 127
implementation
, 128
situating
, 128
Noble lie
, 78
Nongovernmental organizations (NGOs)
, 162, 199
Nongovernmental organizations (NGOs) tests
, 74
North Africa, GCC (comparison)
, 49–50
Not-for-profit organizations
, 199
Oman
competitions
, 282–284
education system, overview
, 278–279
GCC country status
, 49
Ministry of Education, workshop (results)
, 290f
national remedial program
, 277
study, purpose
, 279
PISA participation
, 278–279
TIMSS participation
, 278–281
TIMSS score
, 230
Winners Award
, 285
Oman, Cognitive Development Program
, 281–282
attitudes
, 288–290
competition
, 290–291
documents/interviews
, 286
objectives, achievement
, 291–292
practicality
, 286–287
program tools
, 282–286
questionnaire
, 287
questionnaire, teacher completion
, 287t
recommendations
, 292–293
school atmosphere, relationship
, 289f
students, questionnaire
, 287
studies
, 293
support, extra activities
, 285–286
survey results/discussion
, 288–292
teacher questionnaire
, 295–300
tools
, 288
Oral competitions
, 282, 283
Ordinary Least Squares regression, usage
, 224–225
Organization for Economic Cooperation and Development (OECD)
cross-curriculum competences
, 174, 175t
education standards
, 47
policy, advice
, 301
Review for National Policies for Education
, 311
role
, 179–180
societies
, 180
World Bank, comparison
, 310–314
Outcome-based education (OBE)
, 121
curriculum framework
, 103
Persistence rate
, 212
Personality, focus
, 175–178
Policy
borrowing
, 2, 9
reform
, 304
Policy-making
evidence
, 34
positions, direction
, 80
Post-2015 agenda
advocacy/branding
, 33
development
, 31–34
policy, WID approach
, 31–34
digital policy networks/language functions
, 23–25
discussion/implications
, 41–42
engagement
, 33–34
girls, education
, 21
micro-policy discourse
, 31–34
micro-policy discourse
, 21, 22–23
pathways, construction
, 32f
policy constructs, relationship
, 31
Post-2015 girls’ education agenda, tweeting
, 35–36
Post-apartheid South Africa, policy making
, 76–77
Private universities
public universities, contrast
, 58
strengths/weaknesses
, 56–57
Program data request, KHDA student enrollment
, 204t
Program for International Student Assessment (PISA)
, 11, 74, 121
Brazilian student performance, improvement
, 308
country rankings
, 75
data
collection
, 228
concern
, 228–230
Programme for International Student Assessment (PISA)
, 169, 220
international education projects, role/significance
, 221
Oman participation
, 278–279
projects, overview
, 226–228
Progress in International Reading Literacy Study (PIRLS)
, 12, 121, 219
data
, 228–230
international education projects, role/significance
, 221
projects, overview
, 226–228
Progression rate
, 212
Provincial education departments (PEDs)
, 80
EDO operation
, 115–116
Psychologicalization
, 178
Psychological turn
, 161, 181–182
Psychosocial capacities, focus
, 175–178
Psychosocial development/empowerment
, 170–171
Public domain, micro-policy discourse
, 34
Public governmental tertiary education, strengths/weaknesses
, 54–56
Public/private Egyptian universities
analytical comparison
, 53–54
historical background
, 51–53
Public universities, private universities (contrast)
, 58
Qatar
GCC country status
, 49
PIRLS/TIMSS scores
, 230–231
Quality Assurance and Accreditation Project
, 63
Quality assurance and evaluation (QAE)
, 301, 305
mechanisms
, 308
practices
, 311
problematization
, 305
proposal
, 307
World Bank approach
, 309–310
Quality function deployment (QFD) methodology
, 61
Quality of service, provision (assessment)
, 65
Reforming Education in the Regions of Russia report
, 306–307
Regional administrative units
, 115–117
policies, realities (contrast)
, 116–117
structure, functions (contrast)
, 116
Religious/cultural issues
, 260t
Religious indoctrination
, 164–165
Road Not Travelled, The,
, 49–50
Rochester Institute of Technology Dubai (RIT Dubai)
, 202
Russia.
, See Brazil, China, and Russia
development assistance
, 305
external assistance, importance
, 306
OECD Review of National Policies for Education
, 311
QAE practices
, 311
World Bank, impact
, 305–307
Saudi Arabia.
, See Kingdom of Saudi Arabia
GCC country status
, 49
international comparisons
, 231t
Tatweer policy, positivist analysis
, 241
Schematic knowledge, reliance
, 259
School boards of trustees (SBTs)
, 112, 121
School education, quality assurance and evaluation (QAE)
, 301, 305
School governing body (SGB)
, 121
comparison
, 114
establishment
, 118–119
School levels Post-21st Century, ELT policy
, 253–257
School Levels Pre-2001, ELT policy
, 245–247
Schools
basic competency standards
, 14
decentralization process
, 101
governance
, 118–120
modernization
, 111
supervision, governance reforms (effects)
, 127
Scientific experiments, aims
, 284
Scientific management theory (SMT)
, 130–132
Secular nation-state identity, diffusion (consequences)
, 165
Service Quality (SERVQUAL)
, 60–61
problems, mitigation
, 66
questionnaire
, 66
Silicon Oasis (free zone)
, 202
Skills Toward Employment and Productivity (STEP) program
, 169
Social development, complexity/dynamics
, 173
Social media
portfolio
, 45
usage
, 31
Social media sites (SMS)
inclusion
, 29
responses
, 29f
usage
, 25–26
Social networking, usage
, 25
Social studies model
, 166
Socioeconomic criteria
, 173
Socioeconomic status (SES)
impact
, 223
level parent, desire
, 224
South Africa
, 150–152
analysis, backward mapping model (policy making hierarchy)
, 80f
conceptual framework
, 77–79
decentralization
domains
, 115t
trend
, 105
Department of Basic Education (DBE), teacher unions (coalition)
, 73
education
international indicators
, 110–111
reforms
, 103–104
education-related indicators
, 110
Georgia, comparison
, 109t
inspection systems, challenges
, 153t
inspection, teacher opposition
, 151–152
international assessments
, 74–75
National Senior Certificate (NSC)
, 74
New Public Management (NPM), developmental level/institutional capacity (combination)
, 150–151
post-apartheid South Africa, policy making
, 76–77
provincial education departments (PEDs), authority
, 80
regional administrative units
, 115–116
school decentralization process
comparison
, 101
context
, 109
discussion
, 113–114
qualitative overview
, 111, 112–113
quantitative overview
, 110–111
theoretical framework
, 105–108
school governance
, 118–120
school governing boards
, 118–120
top-down approaches, bottom-up approaches (contrast)
, 77–79
South African Schools Act (SASA)
, 104
basis
, 118–119
loose coupling, example
, 107
South Africa tests
policy context
, 82–84
policy description
, 81–87
South East Primary Learning Metrics
, 169
Southern African Consortium for Monitoring Education Quality (SACMEQ)
, 12, 74
regional cross-national assessment
, 82
SACMEQ 3 results
, 82–83
Soviet Union, fall
, 305
Structural educational expansion
, 168
Students
achievements, IO focus
, 170
attainment
, 212
Cognitive Development Program
, 281–282
information sources
, 253
projects
, 282, 284–285
schematic knowledge, usage
, 259
Success rate
, 212
Sustainable Development Goal (SDG)
, 21
System for Basic Education Assessment (SAEB)
, 308
Systems Approach for Better Education Results (SABER)
, 10–11
Tanzania
, 144–147
inspection systems, challenges
, 153t
teachers, resistance
, 147
Tatweer
discourse (modernization)
, 256
emphasis
, 257–258
general objectives (curriculum development program)
, 251f
modernization
, 256
practice
, 252
project
, 253
religious/cultural issues
, 260
Tatweer policy
MoE general policy, vision (2007-2013)
, 249f
positivist analysis
, 241
Teachers
training, UNESCO support
, 62
weak Islamization role
, 252
Teaching English, general objectives
, 255f
Teaching English to Speakers of Other Languages (TESOL)
, 247
Teaching resources/materials, absence
, 225
Technical and Vocational Education and Training (TVET)
, 176
TECOM Investments
, 202
Third International Mathematics and Science Study (TIMSS)
, 227
data
, 228–230
tests, development
, 234
Total quality management (TQM)
, 60
Transhumanist framework
, 5–6
Travelers’ tales
, 13
Trends in International Mathematics and Science Study (TIMSS)
, 11, 74, 121, 220, 279–280
international education projects, role/significance
, 221
Oman participation
, 278–281
projects, overview
, 226–228
response, Omani national remedial program
, 277
scores
, 281
usage
, 224
Twitter
impact
, 26–27
policy tool
, 25–31
usage
, 22
use features
, 23t
Uganda
, 147–150
flying visits
, 148
follow-up inspection
, 148
inspection systems, challenges
, 153t
national full inspection
, 148
routine/short inspections, partial inspections (equivalence)
, 148
teachers, perspective
, 149–150
UNESCO/OECD/EUROSTAT (UOE) database, compilation
, 199
United Arab Emirates (UAE)
, 49
free zones, creation
, 201–202
graduates, destinations
, 206
higher education
data collection
, 201–205
sector, challenge
, 198–199
institution of higher education (HEI)
, 207–208
lessons/opportunities
, 197
TIMSS/PISA indicators
, 231
United Nations (UN)
new media, relationship
, 25–26
social media portfolio
, 45
Twitter consumption, contextualization
, 25
Twitter usage
, 22
United Nations Department of Public Information (UNDPI)
, 25–26
United Nations Educational, Scientific and Cultural Organization (UNESCO)
, 47, 278
cross-curriculum competences
, 175t
definitions, trickle-down effect
, 200
early childhood care/education conference
, 168
teacher training support
, 62
United Nations Girls’ Education Initiative (UNGEI)
girls (education), policy discourse (production)
, 24
policy interest areas
, 29
Twitter, usage
, 22
United Nations International Children’s Emergency Fund (UNICEF), educational equipment development
, 62
United States Agency for International Development (USAID), Arabic book/journal donations
, 62
Universal Annual National Assessments (U-ANAs)
, 73
User-generated social media content, creation/diffusion
, 22
Verification Annual National Assessments (V-ANAs)
, 73
Visualizations, description
, 30
Whole-school evaluation (WSE)
, 151
Women in Development (WID) approach
, 31–32
Woodhouse, David
, 208
World Bank
, 47, 304–310
OECD, comparison
, 310–314
policy, advice
, 301
“Russia—Education in the Transition” report
, 306
tests
, 74
vision
, 310–311
World Development Report (2015)
, 170
World culture theory, impact
, 101
World Education Forum (2016), global education event
, 172
World Education Indicators
, 168
- Prelims
- The Rhythmic Application of Evidence-Based Policy in National Educational Systems Worldwide
- Part I: Preparing for National Education Reform
- Micro-Policy Discourse and Girls’ Education in the #Post-2015 Agenda
- The Quality of Higher Education in the Arab Region: Which Tools of Assessment to Use
- A Policy Analysis of the Annual National Assessments in South Africa
- The School Decentralization Process in Georgia and South Africa through the Lens of World Culture Theory: A Comparative Analysis
- Part II: Implementing National Education Reform
- The Effects of Governance Reforms on School Supervision: An Analysis of Six Developing and Emerging Economies
- Beyond Large-Scale Achievement Testing – The ‘Psychological Turn’ in International Organizations’ Work on Educational Assessment
- Developing National Higher Education Indicators: Lessons and Opportunities from the UAE
- Part III: Evaluating National Education Reform
- Learning from Successful Examples: From Local Testing to International Assessments
- A Critical “Positivist” Analysis of Tatweer Policy in Saudi Arabia
- An Omani National Remedial Program in Response to Trends in International Mathematics and Science Study (TIMSS) 2007 Results: Impact and Challenges
- One Size for All? Policy Advice of the World Bank and the OECD on Quality Assurance and Evaluation of School Education in Russia, Brazil and China
- About the Authors
- Index