- Title
- A critical analysis of the relationship between education policy and development: global and local perspectives
- Creator
- Mukta, Asma
- Relation
- University of Newcastle Research Higher Degree Thesis
- Resource Type
- thesis
- Date
- 2024
- Description
- Research Doctorate - Doctor of Philosophy (PhD)
- Description
- The idea of development is a frequently appearing concept in contemporary international educational policies. Different understandings of development and education have great socio-political implications on nations worldwide. These understandings are reflected in policy discourses. The principles of the United Nations (UN) and the United Nations Educational, Scientific and Cultural Organization (UNESCO) have a great impact on global agendas for national development, and education is often expected to play a leading role in poverty reduction. This reflects a broader policy context globally that tends to emphasise a narrow concept of development, focused primarily on measurable economic growth, and de-emphasising other aspects of social and cultural change that education can promote. The critical question is how education can contribute to reducing poverty and delivering social, cultural, and economic development for all people. Clearly, the complex relationship between education and development needs further exploration. This research project investigated how the relationship between education and development is constructed in 10 (selected) global policies and one national (Bangladesh) level policy documents. Using a critical discourse analytic approach, this study uncovered major discourses found in selected global policy documents (developed by the World Bank and United Nations (UN)) that deal with education and development for Least Developed Countries (LDCs) since 1990 to 2015. More particularly, how the official links between school education and development, which includes expected outcomes of school education in relation to development is imagined directly or indirectly in the policy, is the core interest of the project. Then taking Bangladesh as a representative of LDCs, the discourses (identified in global policy documents) are discussed to understand how they are perceived nationally. Through this work, the project contributes new insights into the relationship between the dominant education-development discourse, and the national interpretation of the discourses. Furthermore, it demonstrates how education might better contribute to improving the social reality of low developed countries.
- Subject
- education policy; education and development; critical discourse analysis
- Identifier
- http://hdl.handle.net/1959.13/1503733
- Identifier
- uon:55382
- Rights
- Copyright 2024 Asma Mukta
- Language
- eng
- Full Text
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