Reforming Education in Developing Countries: From Neoliberalism to Communitarism By: Izhar Oplatka

Year 2019, , 451 - 459, 15.11.2019

Khalid Arar

https://doi.org/10.30828/real/2019.2.8

Abstract

Copious literature has been published concerning
educational reforms and the factors that influence and challenge their success
in improving education systems in developed states (see: Cuban, 2013; Green & Luehrmann, 2007; Hargreaves and
Shirley, 2009; Levin, 2001; Riggs, 2006;). Scholars have discussed this issue
from a comparative viewpoint, relating to the effect of reform on
administration, and policy-making and even examined psychological aspects of
the education staff who perform the reforms. However, there has been very
little scholastic consideration of reform in developing countries, despite the
growing evidence that culture, context and regime shape the appearance of an
education system.

Keywords

reform, education, Developing Countries, Neoliberalism to Communitarism

References

• Cuban, L. (2013). Why so many structural changes in schools and so little reform in teaching practice? Journal of Educational Administration, 41(2), 109-125. Green, D., & Luehrmann, L. (2007). Comparative politics of the third world: Linking concepts and cases. Boulder, CO: Lynne Rienner Publishers. Hargreaves, A., & Shirley, D. (2009). The fourth way. Thousand Oaks, CA: Corwin Press. Levin, B. (2001). Reforming education: From origins to outcomes. London: Routledge. Philips, D., & Schwiesfurth, M. (2014). Comparative and international education (2nd ed.). London: Bloomsbury. Riggs, F.W. (2006). The prismatic model: Conceptualizing transitional societies. In Eric E. Otenyo & Nancy S. Lind (eds.). Comparative public administration, Research in Public Policy Analysis and Management, 15, 17-60. Bingley: Emerald Publishing Limited. Wrigley, T., Thomas, P., & Lingard, B. (2012). Changing schools: Alternative ways to make a world difference. London: Routledge.