Abstract
This chapter presents a report of global education policies driving reforms locally. The report is from a qualitative case study of an ‘Outcomes-based English Curriculum’s Implementation’ in two local school contexts in Papua New Guinea (PNG). Evidence was drawn from the author’s PhD thesis that used the constructivism and interpretivism lenses to give meanings to findings derived deductively and inductively. Data was both primary and secondary and consisted of: classroom observations, document analysis, field notes, structured interviews, post-observation interviews, and focus group discussions. Findings revealed: 1) Impacts of global agenda on local context, and, 2) Sustainability issues. Thus, this chapter stresses the need for collaborative professional development between stakeholders to sustain global education policies locally with the ‘Kibung Framework’.
Highlights
It is said that global agenda drives relationships with national and local contexts, and one example of that relationship was captured in the Global Education Reform Movements (GERM) of the 1980s and 1990s [1–4]
This Chapter hopes to answer the question: ‘How has global educational policies influenced reform in a local context?’ This paper reports findings of research done on ‘An Implementation process of a reform curriculum’ in Papua New Guinea (PNG) [2], so as to illustrate the relationship of global education policies on a local context
The discussions in this Chapter have revealed that global educational policies do have impacts on relationships with education reforms in local contexts
Summary
It is said that global agenda drives relationships with national and local contexts, and one example of that relationship was captured in the Global Education Reform Movements (GERM) of the 1980s and 1990s [1–4]. Literature shows that reforming NES because of global policy mandates for implementation of a universal education model and curricula is not simple and straight forward [1, 11, 16]. There is an urgent need to document relationships of the GERM on local contexts, as Fullan [11] calls for more situated studies on global educational changes. This Chapter hopes to answer the question: ‘How has global educational policies influenced reform in a local context?’ This paper reports findings of research done on ‘An Implementation process of a reform curriculum’ in Papua New Guinea (PNG) [2], so as to illustrate the relationship of global education policies on a local context. I will conclude by way of argument that the Global Education Reform Movement relationship with PNG was problematic, and not sustainable
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