Educational Research for Regional and National Development

Abstract

Since the 1960s scholars have spent much time exploring the relationship between education and educational research, on the one hand, and several aspects of national development, whether economic, social, cultural or political, on the other. Studies have pointed out that there exists a significant relationship between the two, even if it is thought to be non-linear and indirectly mediated by other variables (Fagerlind & Saha, 1983; Schofer et aI., 2000). The entries in this section all contribute to the still on-going discussion about the importance and role of research in improving educational outcomes and promoting wider social and economic goals. The entries also take a regional perspective, centred on the contribution of educational research in the Asia-Pacific region. What emerges clearly from the entries is the fact that there is an international dimension to all educational research. Even if much fruitful research is undertaken at a micro level, with a focus on locally defined problems and engaging teachers in specific schools or classrooms, such studies still form part of a larger and multi-layered tapestry, and they all, in one way or another, draw on and also contribute to the international body of knowledge of education. In this article a definition of educational research is presented first. In subse- quent sections some broad historical developments are traced in the relationship between educational research and policy, and educational research and practice. Further sections address issues of research capacity and training in the Asia- Pacific region, and discuss some possible ways of strengthening the potential benefits of educational research for policy and practice. A brief conclusion is also offered.