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Critical Review on Discourses of Learning in Global Education Agendas (글로벌 교육의제에 반영된 학습 담론에 대한 비판적 고찰 : 교육의제에'학습'은 어디에 있는가?)

Kim, Jin-Hee;Cho, Won-Gyeum
- Korean Journal of Comparative Education
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- v.27 no.3
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- pp.101-127
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- 2017
The purpose of this study is to analyze how the debates on learning and learning outcomes in global education agendas have changed and to understand the discourses and issues about learning under the agendas, and finally based on the understanding, to know what is the implication we should take in international education development cooperation in Korea. To do this, this study critically analyzed 1) what is the main features and directions, and 2) the method and limitation in handling learning concept on three major global education forums which are Jomtien global education forum in 1990, Dakar in 2000, and Incheon in 2015. Major finding shows that there are little learning concept discussed in Jomtien and Dakar forums and in SDGs education agenda, learning is vaguely defined and discussed and there are problems of too much focus on learning outcomes itself and absence of study on proper assessment system. Major lessons and implications for international education development cooperation could be stated that postcolonial perspectives and learner centered approaches is required in developing countries's education ecology. And continuous support for sustainable development for learners' capacity should be underlined. We needs to focus on developing software not hardware from the first of educational ODA. Finally, it is needed to embed within pedagogical approaches.
https://doi.org/10.20306/kces.2017.27.3.101 인용