|
Showing 1 - 2 of
2 matches in All Departments
This book explores the dynamics of curriculum policy processes
involved in the adoption, production and enactment of the
International Baccalaureate Primary Years Programme (IBPYP),
accredited by the International Baccalaureate Organization
(IBO). It addresses deficits in current literature and
provides insight into and the complexities involved within a
framework that takes cognisance of the relationships between
global, regional, national and local levels of education policy
processes. In doing so, it contributes to the current body of
research on international education, remote education and policy
processes. The IBPYP is one of the three programmes that go to make
up the increasingly popular suite of programmes offered by the IBO.
Given the exponential growth of international schools caused by an
ever changing globalized world and a mobile workforce,
international curriculum policy is becoming more complex. This has
lead to a recognition of the need for a range of policy analysis
studies in the field. The study presented in this book was
conceptualised in the light of such recognition. This relatively
uncharted field has been explored by focusing on one of the most
‘unusual’ settings. Accordingly, the adoption, production and
enactment of the IBPYO at three remote international schools has
been examined. The study also addresses how the phenomena of
‘international schools’ and ‘remote schools’ complement or
compete with, each other. This results in a better understanding of
the educational policies informing both ‘international schools’
and ‘remote schools’ and the interconnectivity that might exist
between them.
This book explores the dynamics of curriculum policy processes
involved in the adoption, production and enactment of the
International Baccalaureate Primary Years Programme (IBPYP),
accredited by the International Baccalaureate Organization (IBO).
It addresses deficits in current literature and provides insight
into and the complexities involved within a framework that takes
cognisance of the relationships between global, regional, national
and local levels of education policy processes. In doing so, it
contributes to the current body of research on international
education, remote education and policy processes. The IBPYP is one
of the three programmes that go to make up the increasingly popular
suite of programmes offered by the IBO. Given the exponential
growth of international schools caused by an ever changing
globalized world and a mobile workforce, international curriculum
policy is becoming more complex. This has lead to a recognition of
the need for a range of policy analysis studies in the field. The
study presented in this book was conceptualised in the light of
such recognition. This relatively uncharted field has been explored
by focusing on one of the most 'unusual' settings. Accordingly, the
adoption, production and enactment of the IBPYO at three remote
international schools has been examined. The study also addresses
how the phenomena of 'international schools' and 'remote schools'
complement or compete with, each other. This results in a better
understanding of the educational policies informing both
'international schools' and 'remote schools' and the
interconnectivity that might exist between them.
|
|
Email address subscribed successfully.
A activation email has been sent to you.
Please click the link in that email to activate your subscription.