LIST OF PANELS

Research question: How international educational public policies have been affected by local situations?

Hypotheses to explore: Local situations that affect the input of educational public policy. Adaptation of educational policies. Impact of not adapting educational policies to the social situation.

Scientific Relevance: Contemporary societies face a globalized world by adjusting to public policies that are adopted from other parts of the world and often adapted. This process of adaptation may include both policies and the parameters from where the idea originated.

There are instances where these parameters are not adapted according to the plethora of social-economic realities and policies of the State. When adaptations are not made, it gives way to a possible aperture from where emerging issues may arise. For instance, clashes between cultural and economic realities which affect the fulfilment of the objectives of the policy.

This can be observed especially in educational policies, where countries adopt policies and parameters that are foreign to the community. This may lead to the application of policies that at the end do not achieve the final objectives, as the policies are not correspondingly to the varying realities of each community, society, or territory. Moreover, how this can affect the expected result or even the application of public policies.

In recent years, some studies have focused on educational policies and their implementation within multi-ethnical or at-risk societies. It is since these settings do not have as much data collection when compared to other studies concerning policies.

For example, in the case of Colombia, the Ministry of Education has decided that the country necessitated a transition into globalization. The nation started this process with adopting the CEFR as the main source of reference as the answer to learning, teaching and assessment processes. Elaboration of syllabuses, curriculum guidelines, question papers, textbooks, and so forth is what CEFR provides as a common ground on language acquisition and learning. (Council of Europe, 2001). In essence, such constructs unify the criteria amongst any given country to generate well outlined learning programs and certifications. Despite these functions, CEFR is alien to Colombia’s reality.

For this panel, both chair and co-chairs expect papers that analyze from theory or real cases. The implication that the implementation of educational public policies designed in different States and contexts can have in the communities when they are not adapted to the specific context. We wish to find papers, namely, those regarding the phenomenon of externalization of public policies focused on learning, no matter the level that they refer to. The analysis can be focused on a single case or multiple cases observations where it is possible to see the theoretical or practical impact of this for the students or communities.