Towards a new conceptualization of education reforms in developing countries

In the final chapter I emphasize the contradiction between neoliberal educational reforms and the major characteristics of the developing world from a critical perspective and debate three principles every policymaker and reformer in developing countries need to consider before launching and implementing a new reform in the local educational system. Based on these principles, I develop a conceptual model of reform initiation and implementation in developing countries that charts the ideal phases through which policymakers, reformers, school members, and stakeholders might undergo in the reform process. The chapter ends with four practical insights into reforming education in developing countries.