| Popis: |
Globalisation and the competitive market forces have generated a massive growth in the knowledge industries that are having profound effects on societies, their economies and educational institutions. One of the effects of forces of globalisation is that educational organisations, having modelled its goals and strategies on the entrepreneurial business and neo-liberal model, are compelled to embrace the corporate ethos of the efficiency, accountability and profit-driven managerialism. Hence, the politics of education reforms in the twenty-first century reflect this new emerging paradigm of standards-driven and outcomes-defined policy change (Zajda 2015, 2020a). Some policy analysts have criticized the ubiquitous and excessive nature of standardization in education imposed by the EFA framework (Carnoy 1999; Burbules and Torres 2000; Meyer and Benavot 2013; Zajda and Rust 2016a, b; Zajda 2020c). |
