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WORLD EDUCATION PATTERNS IN THE GLOBAL SOUTH

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INTERNATIONAL PERSPECTIVES ON EDUCATION AND SOCIETY

Series Editor: Alexander W. Wiseman

Recent Volumes:

Series Editor from Volume 11: Alexander W. Wiseman

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INTERNATIONAL PERSPECTIVES ON EDUCATION AND SOCIETY - VOLUME 43 PART B

WORLD EDUCATION PATTERNS IN THE GLOBAL SOUTH: THE EBB OF GLOBAL FORCES AND THE FLOW OF CONTEXTUAL IMPERATIVES

EDITED BY

C. C. WOLHUTER

North West University, South Africa

ALEXANDER W. WISEMAN

Texas Tech University, USA

United Kingdom – North America – Japan – India – Malaysia – China

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Emerald Publishing Limited

Howard House, Wagon Lane, Bingley BD16 1WA, UK

First edition 2022

Editorial matter and selection: © 2022 C. C. Wolhuter and Alexander W. Wiseman

Chapters 1, 2, 7 and 9 © 2022 Emerald Publishing Limited.

Chapters 3, 4, 5, 6, 8, 10 and 11 © 2022 The authors.

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ISBN: 978-1-80382-682-0 (Print)

ISBN: 978-1-80382-681-3 (Online)

ISBN: 978-1-80382-683-7 (Epub)

ISSN: 1479-3679 (Series)

Contents

About the Authors

Vina Adriany is the Head of the Centre of Gender and Childhood Studies, Universitas Pendidikan Indonesia. Her research revolves around issues of gender and social justice in early childhood education, construction of childhood, as well as the impact of neoliberalism in early childhood education (ECE). She is now serving as an editorial board member for Policy Futures in Education, International Journal of Early Years Education, and Global Studies of Childhood.

Luis Enrique Aguilar holds a Doctor in Education and is Titular Professor of the School of Education of the State University of Campinas – UNICAMP of undergraduate, graduate, and postgraduate studies. He holds a Master in Education Technology by the University of Salamanca and Organization of Ibero-American States – OIE – Spain. He is Researcher and Leader of the Laboratory of Public Policies and Educational Planning – LaPPlanE/Unicamp – Founder of the Ibero-American Observatory of Comparative Studies in Education – OIECE. He was the Head of Department, Postgraduation Coordinator, and Vice-President of the Central Postgraduation Commission of UNICAMP, Member of the Evaluation Committee of Coordination of Improvement of Higher Level Personnel (CAPES) and consultant of many financial agencies as well as consultant and Member of the Editorial Committee of periodic scientific reports of the area. He is the President of the Brazilian Society of Comparative Education – SBEC. He acts in the design and elaboration of training plans and teaching for national teachers, managers of municipal, state and federal networks of education and scientific management (interinstitutional national and international). His scientific production is disseminated in the areas of educational systems administration, educational planning, public policy, evaluation, and comparative educational policy studies.

Guldana Akhmetova is a Researcher of the History of Kazakhstan and Social Political Disciplines Department at the Medical University of Karaganda, Kazakhstan. Her work experience in the field of education covers over 10 years as well as at the Ministry of Education and Science of the Republic of Kazakhstan. Her research interest is focused on higher education reforms in Kazakhstan, implementation of innovative methods of teaching, and challenges and perceptions of students.

Emigdio Rodríguez Alfonso, Full Professor, is a Doctor in Pedagogical Sciences, Master in Educational Sciences, mention in Adult Education; Bachelor of Education, specialty English. He has participated in several postgraduate studies, as well as in research projects, aimed at language teaching, adult education and comparative education, which has made possible studies on the theoretical-methodological conception to carry out comparative studies of the programs of non-formal education in Latin American contexts. He has participated in different national and international events and he has published his results in books and magazines. He has also taught undergraduate and in the case of postgraduate studies in Cuban and foreign universities. During his years as a teacher, he has worked through the different subsystems of the Cuban Educational System, he has also worked in different Latin American countries, all of which have allowed him to raise his academic level and improve his professional performance. He currently works at the Enrique Jose Varona Pedagogical University of Sciences. He is the scientific vice-president of the Association of Pedagogues of Cuba and assistant secretary of the Association of Educators of Latin America and the Caribbean. He is a member of the Comparative Education Society in Cuba, attached to the Association of Cuban Pedagogues, an institution that represents us in the World Council of Comparative Societies.

Rita Anggorowati is an Academic Director and Co-Founder of Indonesia Creative Education Institute (ICEI), a lecturer in Akademi Perekam Medis dan Informatika Kesehatan (APIKES) Bandung. She is a Doctor in Educational Administration Program School of Postgraduate Studies Universitas Pendidikan Indonesia. As a former Programme Specialist and Capacity Building Officer in the Southeast Asian Ministers of Education Organization (SEAMEO) Regional Centre for Early Childhood Care Education and Parenting (CECCEP), she works closely in the area of teachers’ development, early childhood education and parenting. She is currently taking part as an Education & Shared Values Workstream Theme Lead in Action Against Stunting Hub Indonesia with SEAMEO Regional Centre for Food and Nutritution (RECFON) since 2019. Her research interest is in the field of educational administration, early childhood education, leadership development and communication with neuro-linguistics programming.

Ana Elisa Spaolonzi Queiroz Assis holds a Bachelor’s degree in Pedagogy from Pontifical Catholic University of Campinas – PUC-Campinas (2004), Master’s degree in Education from PUC-Campinas (2007), a law degree from PUC-Campinas (2009), doctorate in Education from Campinas State University – UNICAMP (2012), and a postdoctorate in Education from the Federal University of Western Pará (UFOPA) . She is a Professor of undergraduate, graduate, and postgraduate studies at the Faculty of Law of the South of Minas Gerais (FDSM) and the School of Education of UNICAMP, Researcher and leader of the Laboratory of Public Policies and Fundamental Rights (LabDirF/FDSM), as well as Researcher and Vice-leader of the Laboratory of Public Policies and Educational Planning – (LaPPlanE/UNICAMP), and General Secretary of the Brazilian Society of Comparative Education – SBEC. Prof. Assis is Associate Coordinator of the Pedagogy Course of FE / UNICAMP (2016-2017). In 2014, she was a Visiting Professor at the Latin American Faculty of Social Sciences – FLACSO/Argentina, together with the Latin American Studies Area (ADELA), as well as in the University Pedagogy and Didactics Unit at Universidad de Chile in 2016. She has published 24 articles, 5 books and 21 book chapters, nationally and internationally.

Gilberto Andrés Garcia Batista, Full Professor and Emeritus, Doctor of Science since 2010 at the University of Pedagogical Sciences “Enrique José Varona”, graduated from the Higher Secondary Biology teaching career at this Institute, Specialist in Educational Research. He completed his doctorate in Biological Sciences in 1987 at the Academy of Pedagogical Sciences of the former Soviet Union. He has 53 years of experience as a research professor. He is currently a research professor at the Agrarian University of Havana. He is Director of the Pedagogical Sciences Section of the National Commission for Scientific Degrees of the Republic of Cuba. President, member and opponent of the courts that propose the PhD degree, and Member of the Technical Advisory Council of the Ministry of Education, of the National Accreditation Board. Member of the scientific council of the Association of Pedagogues of Cuba, Dean of the Faculty of Educational Sciences of the University of Pedagogical Sciences “Enrique José Varona” until 1997. He has been an external evaluator of the evaluation agency National Accreditation Board. He is currently President of the Association of Pedagogues of Cuba, member of the Comparative Education Section. He has published 5 books and 15 scientific articles in prestigious indexed journals and presented his scientific results at events both nationally and internationally in the last five years. It is dedicated to research in the field of Educational Sciences. He has also been a scientific consultant to the World Council of Comparative Education Societies.

Awatif Boudihaj is an Assistant Professor of Education at the School of Humanities and Social Sciences at Al Akhawayn University, Morocco. She holds a doctor of education from the School of Education at the University of Leeds. She currently teaches study skills, critical thinking and research skills. Her research interests are on developmental education, applied linguistics, study skills, foreign language policy, language planning, and education policy in Morocco.

Donella J. Cobb is a Senior Lecturer in the School of Education at the University of Waikato, Co-Director of the Centre for Global Studies in Education and Deputy Director Education of the New Zealand Centres of Asia-Pacific Excellence. Her research interests center around pedagogy and the contested notion of quality teaching. In the global context, her research is located within the field of Comparative and International Education (CIE) and explores the political economy of education, the intersection between critical pedagogy, education in development and international education policy. Her current research examines the role of international aid organizations in the globalization of learner-centered pedagogy. She has worked as an Educational Consultant for UNICEF, UNESCO, MFAT, and NGOs throughout Asia, the Pacific, and Africa. Within the local context, she has worked in collaboration with the Wilf Malcolm Institute of Educational Research (WMIER) to study the development of teacher identity in pre-service teachers. Her current research in this field explores pre-service teachers in the practicum setting, their transition into early career teachers and the relationship between teacher identity and pedagogy.

Rosa María Massón Cruz, Full Professor, is a Doctor in Pedagogical Sciences, Master in Educational Sciences, Degree in Education, specialty Pedagogy - Psychology. She has worked as a teacher in the training of undergraduate and postgraduate teachers in Cuban and foreign universities and has participated in research projects, mainly in the Comparative Education research line, all this has allowed her to participate in various national and international events with presentations and conferences related to the study of Higher Education and Comparative Education policies, She has published her results in books and magazines. She currently works at the Center for Studies for the Improvement of Higher Education. University of Havana; She is a member of the faculty of the Master of Higher Education Sciences and of the national and international faculty of the Master of Comparative Education of the Enrique José Varona Pedagogical University of Sciences. She is a member of the Promoting Committee of the Society for Research in Education and Comparative Studies of ALBA and a member of the Comparative Education Section of Cuba, attached to the Association of Cuban Pedagogues, an institution that represents us in the World Council of Comparative Societies.

David Fa’avae is a Lecturer at the University of Waikato, Hamilton, New Zealand. His writing focuses on the tensions, contradictions, complexities, and nuances associated with the implementation of Indigenous methodologies and methods in dominant research contexts. His paper published with his doctoral supervisors in 2016 highlighted the dilemmas and complexities involved when utilizing talanoa as a method of gathering data across generations of people (based on age, gender, and social class) in New Zealand and in the diaspora. Often, he utilizes critical autoethnography as an approach to delve into and interrogate the place of self and inter-subjectivities in-between/within/among diverse contexts in education and the wider society. Moreover, he has utilized vā and veitapui as theoretical ideas to understand “wayfinding mobilities” and what it means to navigate and mediate diverse spaces – the geographical, theoretical, and philosophical, as well as the spatial and temporal.

Eliacir Neves França has a Master in Education from the Federal University of Mato Grosso (UFMT), PhD in Education from the State University of Campinas (UNICAMP), Brazil. She is a Professor at the Department of Education, Educational Policies, State and Society area, at the State University of Londrina (UEL). She is a Member of the Educational Policy and Planning Laboratory (LaPPlane) at the Faculty of Education, State University of Campinas (UNICAMP). She is a Member of the Brazilian Society of Comparative Education (SBEC) and of the Portuguese Society of Educational Sciences (SPCE). She is a General Secretary of the Brazilian Society of Comparative Education (SBEC), triennium 2020–2022. She is an Editor of the Revista Brasileira de Educação Comparada (RBEC). Her interests emphasize policy analysis, comparative education, educational financing, evaluation, and regulation of higher education.

Irwan Gunawan is the former Head of Advocacy and Partnerships Division of SEAMEO Regional Center for Early Childhood Care Education and Parenting (SEAMEO CECCEP) in Indonesia, and now actively work as Program Manager in one of Indonesian well-known philanthropies focusing on early childhood education. His research interests are in the field of parenting, fatherhood, and community development focusing on parents.

Thiện Nguyễn Hoàng is a Professor at the Ho Chi Minh City University of Education.

Anna Joskin is the Acting Dean for Research and Postgraduate Studies. An academic in the School of Humanities and Social Sciences, she teaches ‘Communications and Life Skills’, and research skills to foundation year students at the University. She has more than 30 years’ experience of being an educator, having taught in Primary Teachers’ Colleges and secondary school English. She completed her doctoral studies in New Zealand and believes in empowering Papua New Guineans through mentoring and training. She is a Member of the University Senate and has been co-convener of the highly popular biennial conference, PNG Impact, which is staged in the collaboration with the University’s twinning project partner, James Cook University. She was also the Content’s Chairperson of the Waigani Seminar, 2015.

Olena Lokshyna is Prof., Dr. Sc., Head of the Department of Comparative Education, Institute of Pedagogy of the National Academy of Educational Sciences of Ukraine, Kyiv, Ukraine. She has been working in the area of comparative and international education since 1990. Her research interests focus on developmental trends and innovations in education in Ukraine and abroad through the lens of comparison, with special interest in reforms, curricula, competences, students’ assessment, education quality monitoring, VET, methodology of comparative education research, education policy analyses. She is an Author/Co-author of about 300 works – monographs and analytical studies, textbooks and course outlines, journal papers and conference abstracts. She teaches courses on comparative and international education for PhD students at the Institute of Pedagogy of the NAES of Ukraine and at Borys Grinchenko Kyiv University. She is a Member of the editorial boards of the Ukrainian Pedagogical Journal, Education Modern Discourses Journal and Studies in Comparative Education Journal. She is a Member of the Ukrainian Educational Research Association.

Zaira Navarrete-Cazales focuses on professional training and construction of identities, policies, and uses of ICT in education, history, and perspective of pedagogy in Mexico, comparative and international education, and the UNESCO 2030 agenda. She is a Professor–Researcher in the Faculty of Philosophy and Letters, SUAyED Division of Pedagogy, at the National Autonomous University of Mexico. Mexico.

Ileana Rojas-Moreno is a Professional–Researcher at the National Autonomous University of México. Her lines of research are comparative education and ICT in higher education, training university in education and construction of the field of knowledge educational mentoring.

Meriem Sahli is an Assistant Professor of Arabic language and literature in the school of Humanities and Social Sciences at Al Akhawayn University, Morocco. She obtained her PhD in Applied Linguistics from Sidi Mohammed Ben Abdallah University in Fes. Her main research interests include education, teaching and learning Arabic, curriculum design and development, use of technology, and language program evaluation.

V. Santhakumar is a Professor at the Azim Premji University, Bangalore, India. He pursued masters and doctoral degrees in social science (IIT Chennai, India) followed by postdoctoral fellowships at the Wageningen Agricultural University (Netherlands) and Vanderbilt University (USA). He has been on the faculty of the Centre for Development Studies (Trivandrum) from 1996. He has used neoclassical economics (and broadly the rational choice approach) in analyzing and designing institutions and mechanisms of governance. He has also worked on the economics of conserving environment and natural resources. However, his current interest is on the interlinkages between development and education, and the ways of shortening the “distance” between population groups so as to mitigate the “development differences” between them. He has received the research medal and the outstanding research award of the Global Development Network during the early phase of his career. He has worked on a number of consultant assignments and/or research projects funded by the Asian Development Bank, World Bank, UNEP, UNDP, Azim Premji Foundation and CIDA across India, Cambodia, Tajikistan, China, Palestine, Laos, Bangladesh, Brazil, and Indonesia and on regional and global issues.

Duishon Shamatov is an Associate Professor at Graduate School of Education Nazarbayev University (Nur-Sultan, Kazakhstan). He is the Author/Co-author of large number of book chapters and refereed journal articles in these areas, in English, Russian and Kyrgyz. He also has experience of conducting research and consultancies in Kyrgyzstan, Pakistan, Tajikistan, and Yemen. His area of interest includes teacher education, curriculum development, education quality, and student assessment. Prior to joining Graduate School of Education (GSE), he worked as a senior research fellow at University of Central Asia in Bishkek. He is a Member of Comparative and International Education Society (CIES), Central Eurasian Studies Society (CESS), and European Society for Central Asian Studies (ESCAS).

Mir Afzal Tajik is an Associate Professor at the Nazarbayev University Graduate School of Education (Nur-Sultan, Kazakhstan). He brings over 30 years of experience in education with research interests in teacher education, educational leadership and management, school improvement, rural schools, and community-based education. He is the recipient of AKU’s Award for Sustained Excellence in Scholarship of Application, 2009.

C. C. Wolhuter, PhD, studied at the University of Johannesburg, the University of Pretoria, the University of South Africa and the University of Stellenbosch. His doctorate was awarded in Comparative Education at the University of Stellenbosch, South Africa. He is a former Junior Lecturer of History of Education and Comparative Education at the University of Pretoria and a former Senior Lecturer of History of Education and Comparative Education at the University of Zululand. Currently, he is Comparative and International Education professor at the Potchefstroom Campus of North-West University, South Africa. In the winter semester of 2012, he taught Comparative and International Education as visiting professor at Brock University, Canada. He is the author of several books and articles in the fields of Comparative and International Education and History of Education and has served as President of SACHES, the Southern African Comparative and History of Education Society.

About the Editors

C. C. Wolhuter, PhD, studied at the University of Johannesburg, the University of Pretoria, the University of South Africa and the University of Stellenbosch. His doctorate was awarded in Comparative Education at the University of Stellenbosch, South Africa. He is a former Junior Lecturer of History of Education and Comparative Education at the University of Pretoria and a former Senior Lecturer of History of Education and Comparative Education at the University of Zululand. Currently, he is Comparative and International Education professor at the Potchefstroom Campus of North-West University, South Africa. In the winter semester of 2012, he taught Comparative and International Education as visiting professor at Brock University, Canada. He is the author of several books and articles in the fields of Comparative and International Education and History of Education and has served as President of SACHES, the Southern African Comparative and History of Education Society.

Alexander W. Wiseman, PhD, is the Professor of Educational Leadership & Policy in the College of Education and Director of the Center for Research in Leadership and Education (CRLE) at Texas Tech University, USA. He holds a dual-degree PhD in Comparative & International Education and Educational Theory & Policy from Pennsylvania State University, a MA in International Comparative Education from Stanford University, a MA in Education from The University of Tulsa, and a BA in Letters from the University of Oklahoma. He taught secondary English in both the United States and Japan before returning to higher education. He conducts comparative educational research on educational policy and practice using large-scale education datasets on math and science education, information and communication technology (ICT), teacher preparation, professional development and curriculum as well as school principal’s instructional leadership activity, and is the Author of many research-to-practice articles and books. He serves as Senior Editor of the online journal, FIRE: Forum for International Research in Education, and as series editor for the International Perspectives on Education and Society volume series (Emerald Publishing).

Preface

World Education Patterns

Global South Volume

Identifying the global patterns within and across educational systems worldwide is a significant challenge, and one that has been addressed throughout the history of comparative and international education scholarship and practice. This volume is the second in a pair of companion volumes addressing World Education Patterns: The Ebb of Global Forces and the Flow of Contextual Imperatives, which focuses on education in the Global South, broadly defined. The first volume, which focuses on education patterns in the Global North, begins with three aligned chapters by C. C. Wolhuter. These three chapters develop a fundamental framework for the comparative and international examination of education based on context and an understanding of the role of globalization on educational policy and practice (see “Terra Invicta: Comparative and International Education” in the Global North volume). Wolhuter’s second framing chapter provides a set of several contextual markers, including geography, demography, economy, technology, society, politics and policy, religion and culture. Using these markers, Wolhuter suggests that educational patterns can begin to be unraveled and recognized across otherwise unique and often unrelated contexts (see “Terra Incognita: The Challenging Forces of the Unprecedented 21stCentury Globalized Societal Context” in the Global North volume). Finally, Wolhter’s third chapter in the first volume examines the educational response to globalization with a specific focus on mass education enrollment and the development of global agendas regarding education (see “Terra Nova: The Global Education Response” in the Global North volume).

In this volume, which focuses the question of world education patterns on the Global South, authors focus more on the role that external forces of globalization have influenced education in specific countries and regions. Olena Lokshyna investigates how national education developed in Belarus, Russian, and Ukraine as a result of both globalization and Europeanization. Awatif Boudihaj and Meriem Sahli explain how education development occurred and continues to occur in the Middle East and North Africa (MENA) region. Likewise, Guldana Akhmetova, Duishon Shamatov, and Mir Afzal Tajik overview educational patterns and contexts in the Central Asian countries of Kazakhstan, Uzbekistan, and Kyrgyzstan. V. Santhakumar similarly examines the intersection of globalization and context in the South Asian countries of India, Pakistan, Nepal, Bangladesh, Bhutan, and Sri Lanka. Vina Adriany, Irwan Gunawan and Rita Anggorowati get more specific in their investigation of early childhood education and neoliberalism in Southeast Asian countries, including Indonesia, Malaysia, Vietnam and Myanmar.

Thiện Nguyễn Hoàng explicitly uses Wolhuter’s frameworks to examine Vietnamese education in the effects of globalization on it, while Donella J. Cobb, David Fa’avae, and Anna Joskin interrogate the global-local dialect in Oceania by looking for the specific with the “ocean” of globalization. Ileana Rojas-Moreno and Zaira Navarrete-Cazales take a more historical approach to understanding how society and education intersect in Latin American and the Caribbean broadly speaking, which is complemented by Luis Enrique Aguilar, Eliacir Neves França, and Ana Elisa Spaolonzi Queiroz Assis’s discussion on the development of the Brazilian education system. Gilberto Garcia Batista provides a rare internal perspective on comparative education and the development of education in Cuba, as well. And, finally, C. C. Wolhuter provides an insightful survey of educational development in sub-Saharan Africa.

The Global South-focused chapters in this volume lean more toward the survey or descriptive at times, but that basic understanding educational patterns in the Global South is often what is lacking the most in comparativists’ broader scholarship and practice in these regions. By examining educational patterns in both the Global North and Global South through the two companion volumes of World Education Patterns, readers not only understand more fully what the contextual factors are, but also how they either uniquely intersect or follow a more common or shared set of structures, expectations, policies, and practices. Either way, the goal of these volumes is to bring the role and importance of context in understanding education worldwide back to the fore of comparative and international education scholarship and practice and remind readers of the importance of being thoughtful and diligent about both the differences and similarities in education that result.

Alexander W. Wiseman

Series Editor