Global Construction of Literacy Policies for "Least Developed Countries": Focus on Ethiopia, Nepal, and Sierra Leone

Autor/in	Regmi, Kapil Dev
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01