Advertisement

Facilitating Policy-Learning: Active Learning and the Reform of Education Systems in Transition Countries

  • Peter Grootings
Chapter

Multilateral and bilateral donor agencies increasingly issue declarations that refer to the need to contextualize knowledge and secure ownership of development policies by involving local policy-makers and other stakeholders in policy development and implementation. Yet, policy transfer through imposing or copying (selective knowledge about) policies and models taken from other contexts still dominates the day-to-day operational practices of the donor community (King, 2005; King & McGrath, 2004; Grootings, 2004; Ellerman, 2005).

Keywords

Active Learning Vocational Education Reform Policy Educational Reform Transition Country 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Driscoll, M.P. 2000. Psychology of learning for instruction, 2nd ed. Boston, MA: Allyn & Bacon.Google Scholar
  2. Ellerman, D. 2004. Autonomy in education and development. Journal of international co-operation in education, vol. 7, no. 1, April.Google Scholar
  3. Ellerman, D. 2005. Helping people help themselves; from the World Bank to an alternative philosophy of development assistance. Ann Arbor, MI: The University of Michigan Press.Google Scholar
  4. Grootings,p. 1993. VET in transition: an overview of changes in three East European countries. European journal of education, vol. 28, no. 2, pp. 229–40.Google Scholar
  5. Grootings, P., ed. 2004. Learning matters: ETF yearbook 2004. Turin, Italy: ETF.Google Scholar
  6. Grootings, P.; Nielsen, S., eds. 2005. The role of teachers in VET reforms: professionals and stakeholders—ETF Yearbook 2005. Turin, Italy: ETF.Google Scholar
  7. Hager,p. 2004. The competence affair, or why vocational education and training urgently needs a new understanding of learning. Journal of vocational education and training, vol. 56, no. 3, pp. 409–33.Google Scholar
  8. King, K. 2005. Development knowledge and the global policy agenda. Whose knowledge? Whose policy? Edinburgh, UK: University of Edinburgh, Centre of African Studies.Google Scholar
  9. King, K.; McGrath, S. 2004. Knowledge for development? Comparing British, Japanese, Swedish and World Bank aid. London: Zed Books.Google Scholar
  10. Kolb, D.A. 1984. Experiential learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
  11. Kok, J.J.M. 2003. Talenten transformeren: over het nieuwe leren en nieuwe leerarrangementen. Tilburg, Netherlands: Fontys Hogescholen.Google Scholar
  12. Lave, J.; Wenger, E. 1991. Situated learning: legitimate peripheral participation. Cambridge, UK: Cambridge University Press.Google Scholar
  13. Organization for Economic Co-operation and Development. 1996. Lifelong learning for all. Paris: OECD.Google Scholar
  14. Organization for Economic Co-operation and Development. 2002. Understanding the brain: towards a new learning science. Paris: OECD.Google Scholar
  15. Organization for Economic Co-operation and Development. 2005. Teachers matter: attracting, developing and retaining effective teachers. Paris: OECD.Google Scholar
  16. Pieters, J.M.; Verschaffel, L. 2003. Beinvloeden van leerprocessen. In: Verloop, N.; Lowyck, J., eds. Onderwijskunde: een kennisbasis voor professionals, pp. 251–84. Groningen/Houten, Netherlands: Wolters-Noordhof.Google Scholar
  17. Schön, D. 1983. The reflective practitioner: how professionals think in action. New York, NY: Basic Books.Google Scholar
  18. Simons, R.J.;, van der Linden, J.; Duffy, T., eds. 2000. New learning. Dordrecht/Boston/London: Kluwer Academic Publishers.Google Scholar
  19. Verloop, N.; Lowyck, J., eds. 2003. Onderwijskunde: een kennisbasis voor professionals. Groningen/Houten, Netherlands: Wolters-Noordhof.Google Scholar
  20. Wenger, E. 1998. Communities of practice: learning, meaning and identity. Cambridge, UK: Cambridge University Press.Google Scholar

Copyright information

© Springer Science+Business Media B.V. 2009

Authors and Affiliations

  • Peter Grootings
    • 1
  1. 1.European Training FoundationTurinItaly

Personalised recommendations