2. The goals of educational policy-makers in developing nations are to build social stability, improve health, increase economic production, and improve social outcomes. These are different from developed countries goals because they are trying to become stable. They have not yet established a well functioning social hierarchy like a developed country. In addition, health care is not as advanced in developed countries, lacking appropriate public health knowledge, social health programs, and medical advancement. Developing countries also differ from developed countries by the lack of infrastructure. With no infrastructure, economic growth is dubious. “It inhibits access to health care, education, and markets” (USAID, 2012). All in all, developing countries are making efforts to become more developed, so they are working on sustainable development, while developed countries are more concerned with bettering their selves and their economy.
3. The neoliberal approach to educational policies in developed nations is to insert a more focused business model of education like the Chic...
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... of within the economy.
Bensimon, E. M., Dowd, A. C., Longanecker, D., & Witham, K. (2012). We Have Goals. Now What? Change: The Magazine of Higher Learning, 44(6), 14-25. doi: 10.1080/00091383.2012.728948
Canada. (2006). Retrieved 01 April 2014 http://www.ibe.unesco.org/fileadmin/user_upload/archive/Countries/WDE/2006/NORTH_AMERICA/Canada/Canada.pdf
Hsieh, C.-T., & Urquiola, M. (2006). The effects of generalized school choice on achievement and stratification: Evidence from Chile’s voucher program. Public Economics, 90, 1477-1503.
OECD. (2010). Ontario, Canada: Reform to Support High Achievement in a Diverse Context. Strong Performers and Successful Reformers in Education: Lessons from Pisa for the United States, 65-81.
USAID. (2012). Infrastructure. Retrieved 01 April 2014 http://www.usaid.gov/what-we-do/economic-growth-and-trade/infrastructure
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