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

Shah, R; Quinn, M

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

Shah, R Quinn, M

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Publisher:: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Publication Type:: Journal Article
Citation:: Compare, 2016, 46, (3), pp. 394-413
Issue Date:: 2016-05-03

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Field	Value	Language
dc.contributor.author	Shah, R
dc.contributor.author	Quinn, M https://orcid.org/0000-0002-1518-2623
dc.date.accessioned	2022-04-05T22:43:03Z
dc.date.available	2022-04-05T22:43:03Z
dc.date.issued	2016-05-03
dc.identifier.citation	Compare, 2016, 46, (3), pp. 394-413
dc.identifier.issn	0305-7925
dc.identifier.issn	1469-3623
dc.identifier.uri	http://hdl.handle.net/10453/155960
dc.description.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.
dc.language	English
dc.publisher	ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
dc.relation.ispartof	Compare
dc.relation.isbasedon	10.1080/03057925.2014.952930
dc.rights	info:eu-repo/semantics/closedAccess
dc.rights	“This is an Accepted Manuscript of an article published by Taylor & Francis in [Compare, 2016, 46, (3), pp. 394-413], available online: https://www.tandfonline.com/doi/full/10.1080/03057925.2014.952930”
dc.subject	1303 Specialist Studies in Education
dc.subject.classification	Education
dc.title	Mind the gap: global quality norms, national policy interpretations and local praxis in Timor-Leste
dc.type	Journal Article
utslib.citation.volume	46
utslib.for	1303 Specialist Studies in Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	closed_access	*
dc.date.updated	2022-04-05T22:43:02Z
pubs.issue	3
pubs.publication-status	Published
pubs.volume	46
utslib.citation.issue	3

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.

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http://hdl.handle.net/10453/155960