- Summary
- Overview
- Key Readings
The wider socio-political environment within any country provides the forum for the ideological and philosophical debates from which the organization of education is derived. Educational policies therefore reflect the dominant discourses of the time, from which overarching guiding principles are formulated. In this new four-volume collection, esteemed editors Leslie Bell and Howard Stevenson bring together a wealth of material which discusses these dominant discourses and the strategic directions which emanate from them, looking at areas such as key ideological debates, policy issues, organizational theories and culture, leadership theories and critical perspectives, and managing teaching and learning. The set is carefully organized into four thematic volumes:
Volume One: Organizing Educational Policy
Volume Two: Organizing Educational Institutions
Volume Three: Organizing Educational Leadership and Management
Volume Four: Organizing Performance, Professionalism and Pedagogy in Education
A review of the education policy objectives of governments around the world will often reveal the aim of high performance in global terms, as the Singapore government asserts:
The task of our schools and tertiary institutions is to give our young the chance to develop the skills, character and values that will enable them to continue to do well and to take Singapore forward in this future. (Singapore Ministry of Education, 2012)
In a very different context, the Ministry of Education in Kenya aspires to:
… improved quality education [that] will produce Kenyans with globally competitive skills, thus providing the requisite manpower required to drive this country to middle income status ...
