Bøger i International Perspectives on Education and Society serien

Given the context and prevalence of HIV/AIDS worldwide, this volume presents information, policy case studies, and empirical research for use by educators, policymakers, and organizations about the relationship between HIV/AIDS and education, including how HIV/AIDS has impacted education systems and the potential impact education has on HIV/AIDS.

The Annual Review of Comparative and International Education covers significant developments in the field of comparative and international education. This 2020 edition begins with a collection of discussion essays about comparative education trends and directions written by both professional and scholarly leaders.

The Century of Science, a multicultural, international team of authors examine the global rise of scholarly research in science, technology, engineering, mathematics and health fields, providing insightful historical and sociological understandings of the ways that higher education has become an institution that shapes science and society.

The goal of the ARCIE volume is to examine current perspectives and future directions for the field using several essays as a context for discussion and analysis.

The Annual Review of Comparative and International Education (ARCIE) is a forum for stakeholders and scholars to examine current trends and identify future directions in comparative and international education.

This book sheds light on the nexus of driving factors for the paradigm shift, based on the chapters on emerging state and nonstate actors and discourse on post-EFA agendas. Special attention will be given to actors in the Asia-Pacific region, which simultaneously demonstrate diversity and common regional features.

The volume considers teacher professionalization by examining how to create pipelines from secondary education into teaching; preparing teacher educators; creating linkages between providers of teacher education and the schools.

The Annual Review of Comparative and International Education (ARCIE) is a forum for stakeholders and scholars to examine current trends and identify future directions in comparative and international education.

This volume investigates the history, contexts, agendas, and initiatives associated with the OECD's educational impact globally. The goal is to present information, case studies and empirical research about the development of the OECD's educational agenda as a whole.

This volume investigates the agendas and initiatives for using education to transition Gulf communities from being dependent on natural resources into knowledge societies. This volume presents information, case studies and empirical research about the development of information-based economies across the Arabian Gulf as a whole.

This book draws attention to supplementary education, which is growing in many parts of the world, but often goes unrecognized for what it is: a hidden form of privatized education. It provides 'big picture' analyses to comparatively explain the intensity, authority and policy contexts of supplementary education

This volume in the International Perspectives on Education and Society Series focuses on the ways that social entrepreneurs innovatively contribute to the development and implementation of education worldwide.

This book introduces how large-scale teacher reforms are implemented and impacting teachers around the world. Previous books on teacher policy or reforms have tended to focus on the background, development, and descriptions of teacher reforms.

Various definitions of leadership have transformed the way that educators around the world think about teaching, administration, and policy over the years. This title investigates the changing face of educational leadership from comparative and international perspectives.

Investigates the often controversial relationship between gender, equality and education from international and comparative perspectives. This volume also investigates whether gender equality in education is really being achieved in schools around the world or not.

This inaugural volume is a forum for stakeholders and scholars to examine current trends and identify future directions in comparative and international education, using several essays as a context for discussion and analysis.

Examining various social science phenomena and comparative studies fields allows for a holistic approach to understanding rather than trying to achieve understanding as a conglomeration of isolated phenomena.

While two-year and community college institutions are called by different names and may not all be structured the same around the world, their core mission remains consistently: to respond to the needs of their local community. This volume examines various two-year and community college institutions worldwide.

Following the development of a "Concept Note" for the World Bank Education Strategy 2020, the World Bank engaged in a series of activities to garner feedback about the strategy. In early 2011, a revised strategy was published, "Learning for All: Investing in People's Knowledge and Skills to Promote Development." This title deals with this topic.

This volume of the International Perspectives on Education and Society series investigates the challenges and prospects for higher education in Africa, especially issues of development, expansion, internationalization, equity, and divergence.

Examines the transformation of education policy in China, with an emphasis on transformations in the post-1978 period. This title also emphasises on policy change and its subsequent impact on different aspects of education at various levels of educational institutions, particularly in areas of educational financing and curriculum reform.

Intends to sharpen our analytical tools in order to better appreciate the term governance in the educational field. This title also addresses the marginally studied issue of change in the 'educational science order'.

Discusses the uses of international achievement study results as a tool for national progress as well as an obstacle. This title provides recommendations for ways that international achievement data can be used in real-world policymaking situations. It also discusses what the future of international achievement studies holds.

Investigates the often controversial relationship between gender, equality and education from international and comparative perspectives. This volume also investigates whether gender equality in education is really being achieved in schools around the world or not.

Enrollment in institutions of higher education around the world is growing. Some scholars have suggested that one reason for this expansion is that the role of higher education has shifted over the last 50 years from an elite to a mass institution. This book discusses the worldwide transformation of higher education from multiple perspectives.

Since the World Conference on Education for All (EFA) in Jomtien, Thailand in 1990, the push for modern mass schooling has become a primary focus of national education policymakers and researchers around the world. This volume contains chapters on critical syntheses of EFA policymaking or policy implementation.

Highlights the valuable role that educational policy plays in the development of education and society around the world. The role of policy in the development of education is crucial. Much rests on the decisions, support, and most of all resources that policymakers can either give or withhold in any given situation.

Explores how educational research from a comparative perspective has been instrumental in broadening and testing hypotheses from institutional theory. This book contains theoretical discussions of the impact that comparative research has had on institutional theory and comparative scholarship that tests basic institutional assumptions and trends.

Our discipline appears poised to take a leadership role in policy debates and decisions, as well as comparative scholarship throughout the world, but first we need to examine where we need to go. This title combines reviews, scholarship, and critical discussions of topics in the comparative and international field of education.

Scholars in international comparative education are calling for a new paradigm - a multi-level qualitative analysis of cross-national data. In response, this volume demonstrates the application of a multi-level analysis to qualitative data, based on case studies on civic education in 24 countries.