Mind the gap: Global quality norms, national policy interpretations and local praxis in Timor-Leste

Journal article


Shah, Ritesh and Quinn, Marie. (2016). Mind the gap: Global quality norms, national policy interpretations and local praxis in Timor-Leste. Compare. 46(3), pp. 394 - 413. https://doi.org/10.1080/03057925.2014.952930
AuthorsShah, Ritesh and Quinn, Marie
Abstract

Increasingly, the imperative for improving educational quality in schooling systems throughout the developing world is harnessed to a particular set of teaching and learning practices, such as child-centred, child-friendly or learner-centred pedagogy (LCP). Such was the case in Timor-Leste where, after independence, LCP was heavily promoted as a panacea for an education system that was perceived to be irrelevant, outmoded and of poor quality. While LCP was readily adopted into policy discourse, less support and attention were given to the substantive incorporation of LCP into teacher practice. When strategically borrowed in such a fashion, the paper suggests little promise remains for LCP to meaningfully improve student learning processes or outcomes in Timorese classrooms.

Keywordsquality education; curriculum reform; primary education; Timor-Leste; learner-centred pedagogy
Year2016
JournalCompare
Journal citation46 (3), pp. 394 - 413
PublisherRoutledge
ISSN0305-7925
Digital Object Identifier (DOI)https://doi.org/10.1080/03057925.2014.952930
Scopus EID2-s2.0-84961923918
Page range394 - 413
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
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https://acuresearchbank.acu.edu.au/item/8q510/mind-the-gap-global-quality-norms-national-policy-interpretations-and-local-praxis-in-timor-leste

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