Reforming Education in Developing Countries

Izhar Oplatka is Professor of Educational Administration and Leadership at the School of Education, Tel Aviv University, Israel, and Head of the Department of Educational Policy and Administration.

• Chapter 1 Why we need an alternative view of reform in developing countriesChapter 2 The characteristics of neoliberal reforms in educational systems worldwideChapter 3 Conceptual models of modernity versus traditionalism: The colorful portrait of the developing worldChapter 4 The failure of educational reforms in developing countriesChapter 5 The communitarian perspective and educationChapter 6 Major educational ideologies in developing countriesChapter 7 The key role of the local community in educational reformChapter 8 Reform implementation in practice Chapter 9 Reform management in the schoolChapter10 Towards a new conceptualization of education reforms in developing countries EpilogueReference

"Reforming Education in Developing Countries is a timely addition to our knowledge base on leading the implementation of education reforms around the world. Over the past two decades, the tradewinds have carried education reforms originating in the USA, UK , Europe and Australia to developing societies throughout the world. Despite the rapid uptake by policymakers of reform policies focused on education quality, accountability, standards, and student achievement, the gap between aspiration and enactment appears to have only grown wider. Oplatka offers an insightful analysis of why this has been the case and proposes an alternate view that takes into account the nature of the communities in which reforms are being implemented. I strongly endorse scholars and practitioners in developing societies who may feel frustrated by the slow pace of reform enactment to read this volume in order to gain deeper insight into the causes of failure and the possibilities of a new path."Dr. Philip Hallinger, Thailand Sustainable Development Foundation Chair Professor of Leadership, Mahidol University, and Distinguished Visiting Professor of Education, University of Johannesburg."Oplatka has established himself as a leading scholar of school leadership and education reform. In Reforming Education in Developing Countries he actively challenges the applicability of reforms flowing from neoliberal agendas in western societies to countries with very different cultural, social and developmental compositions. His call for recognising the role of community in the policy process in developing societies promises a major rethink of the how, why and what of global education reforms. This book elevates Oplatka’s standing in the field as an original and evocative writer. It is a must-read for anyone interested in education reform internationally."Allan Walker, Joseph Lau Chair Professor of International Educational Leadership, Dean, Faculty of Education and Human Development. Director, Asia Pacific Centre for Leadership and Change. The Education University of Hong Kong"Reforming Education in Developing Countries: From Neoliberalism to Communitarianism is the right book at the right time! It should be read by any and all reformers, not just those interested in developing countries or regions. It challenges current mainstream educational reform practices, beliefs and programs. Local educational leaders and policy makers, change agents, teachers and community members all stand to get something from this book. It not only speaks to educational reform in developing countries and regions but could provide those in developed countries and regions with a comparative perspective, a mirror by which to see their own educational reforms in a new and different light. Thoroughly sourced and thoughtful, this book champions consideration of local contexts when thinking about educational reform."Duncan Waite, Ph.D., Professor, Texas State University, Editor, The International Journal of Leadership in Education."In an era of worldwide educational reform, and in particular efforts to reform schools in developing contexts, Oplatka urges readers to consider the vital role that the very communities intended to benefit from reform play in shaping and supporting its passage. This book raises important questions about the role that context and culture play in successful educational reform and necessitates critical thinking about the aims of policies that seek to change teaching and learning without consideration of community. An important read for policymakers, scholars, and educators concerned about ensuring that increasing educational access also results in educational excellence."Dr. Corrie Stone-Johnson, Associate Professor, Educational Leadership and Policy, University at Buffalo, The State University of New York.