Literaturnachweis - Detailanzeige
Autor/in | Regmi, Kapil Dev |
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Titel | Global Construction of Literacy Policies for "Least Developed Countries": Focus on Ethiopia, Nepal, and Sierra Leone |
Quelle | In: Adult Education Quarterly: A Journal of Research and Theory, 69 (2019) 3, S.225-246 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Regmi, Kapil Dev) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0741-7136 |
DOI | 10.1177/0741713619837350 |
Schlagwörter | Developing Nations; Policy Formation; Foreign Countries; Educational Policy; Global Approach; Indigenous Knowledge; Position Papers; International Organizations; Educational History; Knowledge Economy; Standardized Tests; Competition; Lifelong Learning; Educational Objectives; Equal Education; Adult Literacy; Ethiopia; Nepal; Sierra Leone Developing country; Developing countries; Entwicklungsland; Politische Betätigung; Ausland; Politics of education; Bildungspolitik; Globales Denken; Positionspapier; International organisation; International organisations; International organization; Internationale Organisation; History of education; Bildungsgeschichte; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Standadised tests; Standardisierter Test; Wettkampf; Life-long learning; Lebenslanges Lernen; Educational objective; Bildungsziel; Erziehungsziel; Äthiopien |
Abstract | In the context of educational globalization and increasing dominance of supranational organizations in educational governance, least developed countries (LDCs) have faced a new level of tension about whether their educational policies should follow the global educational models or seek solutions of their multifarious problems by promoting local indigenous literacy practices. This article critically analyzed key educational policy documents produced by major supranational organizations and selected LDCs and argues that the deficit perspective in education started in the colonial period and institutionalized during the structural adjustment period has shaped literacy policies and practices even after the 1990s. The article concludes with an appeal for developing contextually relevant literacy policies and programs through an asset perspective; and provides directions for further research for exploring LDCs' literacy policies. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |