Titlebook: Education Technology Policies in the Middle East; Globalisation, Neoli Michael Lightfoot Book 2016 The Editor(s) (if applicable) and The Au

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Introduction: Background and Rationale to the Study,nal technology policy-making has taken almost identical trajectories in all the countries of the Middle East, most especially amongst the Gulf States. Several commentators have pointed out that these policy reforms have tended to share common neo-liberal ambitions, from the perspective of the respec

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Education in the Globalised Knowledge Economy,e region. In the space of just one generation the Middle East countries have had to accommodate profound changes in social organisation and in the expectations of burgeoning youthful population. This population, which has had ready access to social media, films and TV-series from the Global North, h

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Structure and Agency in the MENA Region: Theoretical Perspectives,oretical framework can provide a whole and complete frame of reference. The frameworks are applied from a critical perspective, they embrace theories relating to: structure and agency in a comparative sense, when considering social models form the Global North as applied in a post-colonial setting;

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Modernism Confronts Tradition, enacting policy reforms in schools. Over the course of the focus group discussions and the interviews with senior officers, three broad themes emerged, and it is within these themes that the contributions have been analysed and presented. The themes are as follows:

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Reflections on the End of History,policy-making structures are more redolent of the LDCs. In moving towards a hypothesis, this chapter places the thematic analysis of the research data within the context of the three research questions in three broad categories as follows:

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