Sharing Best Practices in Barbados and Trinidad and Tobago: Patterns of Policy Implementation and Resistance

Autor/in	Lam, Elaine
Titel	Sharing Best Practices in Barbados and Trinidad and Tobago: Patterns of Policy Implementation and Resistance
Quelle	In: Compare: A Journal of Comparative and International Education, 41 (2011) 1, S.25-41 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
Schlagwörter	Foreign Countries; Developing Nations; Program Implementation; Resistance to Change; Best Practices; Educational Policy; Policy Analysis; Interviews; Political Attitudes; Knowledge Management; International Educational Exchange; Foreign Culture; Change Strategies; Educational Change; Comparative Education; Barbados; Trinidad and Tobago + Suchen Sie Ihr Suchwort? Ausland; Developing country; Developing countries; Entwicklungsland; Politics of education; Bildungspolitik; Politikfeldanalyse; Interviewing; Interviewtechnik; Political attitude; Politische Einstellung; Wissensmanagement; Internationaler Austausch; Fremdes; Lösungsstrategie; Bildungsreform; Vergleichende Erziehungswissenschaft; Trinidad und Tobago
Abstract	This article outlines policies from multilateral organisations that advocate sharing best practices between developing nations. The article discusses the degree to which these best practices are implemented by small states as indicated by teachers, academics and policymakers in Barbados and Trinidad and Tobago. For the purpose of this article, a best practice refers to pedagogy, curriculum or programme that contributes to student achievement. Currently, a number of influential multilateral organisations advocate that developing nations should share their best practices in education with each other. Despite encouragement by multilaterals however, best practices are not shared. At best, foreign ideas are used to legitimise local policies. While these policies are intended to help countries reach their Education for All (EFA) goals, they do not account for the differences between islands and their vulnerability towards larger countries. Attempts to innovate the curriculum by implementing foreign ideas failed due to the forces of tradition. It can thus be concluded that resistance--non-compliance or opposition--to sharing educational best practices, as well as to the implementation of new curricula, stems from echoes of colonialism and globalisation. Although this study focuses on two islands, there are implications for other developing countries and small states as they fall under the same policy auspices of UNESCO and the Commonwealth Secretariat. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10