A contrasting case - the U. S.A. and its weak response to internationalization processes in education policy.

Autor/inn/en	Dobbins, Michael; Martens, Kerstin
Titel	A contrasting case - the U. S.A. and its weak response to internationalization processes in education policy.
Quelle	Aus: Martens, Kerstin (Hrsg.); Nagel, Alexander-Kenneth (Hrsg.); Windzio, Michael (Hrsg.); Weymann, Ansgar (Hrsg.): Transformation of education policy. Basingstoke u.a.: Palgrave Macmillan (2010) S. 179-195Verfügbarkeit
Reihe	Transformations of the state
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	0-230-24634-6; 978-0-230-24634-8
Schlagwörter	Bildungspolitik; Bildungssystem; Bildungssystem; USA; Bildungspolitik; Internationalisierung; Wirkung; Bologna-Prozess; Internationale Zusammenarbeit; Internationalisierung; Bologna-Prozess; Dezentralisierung; Wirkung; PISA (Programme for International Student Assessment); USA
Abstract	In this chapter, the authors explore the U.S.A. as a contrasting case to the previous chapters. Unlike other countries explored in this volume, the country's reactions to these internationalization processes in education policy are rather insignificant. This is astonishing in the sense that the U.S.A. is a prime destination for international students. However, its education system is very decentralized, at both secondary and tertiary levels, and a national policy for education is almost nonexistent. As a result, dealing with education policy as an internationalized field of policy presents a problem to the U.S.A. Although the U.S.A. finds itself at the lower end of the PISA rankings, there has been little discussion about improving the quality of schools or teaching after such disastrous results. The European Bologna Process, however, is increasingly attracting the interest of, and posing new problems for, policymakers. The paradox is therefore that the U.S.A. has taken little notice of the large-scale PISA Study in which it has taken part, while the geographically irrelevant Bologna Process is increasingly attracting the attention of the affected policy community and has already inspired some U.S. states to harmonize their qualifications frameworks better. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2014/4