The volume is concerned with educational developments in small and microstates. It is guided by the questions (i) if and how small and microstates deal with policy challenges to their education systems that are particularly important for their future development and (ii) whether there is something like typical «small / microstate behavior.»
Cooperation and collaboration at the regional level appears to be at an unprecedented high, yet there are still substantial disparities across national levels in education, political, and economic sectors. Authors explain at what scale policy decisions are taken within the policy environment and who has the authoritative allocation of values.
Pinpointing the intersecting concerns of higher education studies and island studies, this book interrogates the role of higher education development in addressing common small island concerns. It demonstrates how small island contexts disrupt normative discourses, understandings and practices in education policy, curricula and experiences.
Drawing on a post-foundational approach to Deleuze and Guattari's seminal work on assemblage theory, this book explores the scholarly field of comparative and international education (CIE). Written by a diverse collection of international scholars from Australia, Ireland, Italy, Malaysia, South Africa, Sweden, Switzerland, the UK and the USA, the chapters use the assemblage paradigm as an analytical tool to examine the continuously evolving field of CIE. The theoretical chapters unpack assemblage theory and its core components, whilst others draw on examples and international case studies to show how assemblage theory could be applied to future CIE research. The field of CIE is prone to constant (re)configurations and this book casts the shaping of the field in a fresh light, prompting new discussions on the field's variability and flexibility.
This book examines, from a comparative perspective, the impact of the movement from the so-called knowledge-based economy towards the Intelligent Economy, which is premised upon the application of knowledge. This volume links the advent of this new technological revolution to the world of governance and policy formulation in education.
Education in the Arab World is a critical reference guide to development of education in Algeria, Bahrain, Egypt, Iraq, Jordan, Kuwait, Lebanon, Libya, Morocco, Oman, Palestine, Qatar, Saudi Arabia, Sudan, Syria, Tunisia, the United Arab Emirates and Yemen. The chapters, written by local experts, provide an overview of the education system in each country, as well as discussion of educational reforms and socio-economic and political issues. Including a comparative introduction to the issues facing education in the region as a whole, this book is an essential reference for researchers, scholars, international agencies and policy-makers.
Education in Non-EU Countries in Western and Southern Europe is a critical reference guide to the development of education in Albania, Andorra, Bosnia and Herzegovina, the Faroe Islands, Iceland, Kosovo, Liechtenstein, Macedonia, Monaco, Montenegro, Norway, San Marino, Serbia, Switzerland and the Vatican City. The chapters, written by regional experts, provide detailed studies of educational systems, which are considered in the light of the broader international trends and developments. Key themes include educational reform and the quality of education, educational change processes in post-socialist transition, the Europeanization of higher education, and the unique challenges of educational provision faced by microstates. Including guides to available online datasets, this book is an essential reference for researchers, scholars, international agencies and policy-makers.
Education, once regarded as a key pillar of Commonwealth activity, is increasingly inconspicuous on Commonwealth agendas. Written to mark the sixtieth anniversary of the first Commonwealth Education Conference in 1959, the chapters in this volume reflect on the past, present, and future of Commonwealth educational cooperation. This book reviews some of the principal dimensions of education development in Commonwealth member states and the challenges they face, including girls’ education, student exchange, the use of technology, education challenges in small states, and efforts to achieve the Sustainable Development Goals in and through education. Across all its contributions, this book examines the case for education being a continued priority area for Commonwealth collective engagement and considers where and how the Commonwealth might direct future efforts in education at a time of constrained resources. This book is an insightful resource for scholars and researchers involved in Commonwealth studies and will be of particular interest to political scientists, economists, and educators. This book originally appeared as a special issue of The Round Table: The Commonwealth Journal of International Affairs.
The new comparative research in this volume explores the global flow of competence-based education, curricular policy, and frameworks for instructional practice. Taking critical perspectives, the chapters trace the pathways through which educators and policy actors adopted and reshaped competence-based education as promoted by the OECD, the World Bank, and the European Union. The authors ask: What purposes do competence-based educational reforms serve? How are competence-based models internationally deployed and locally modified? What happens as competence-based reforms get re-contextualized and contested in particular cultural, social, and political contexts? In their nuanced examination of these global flows, the authors theorize how competence-based reform strategies variously produce hybridity, silent borrowing, “loud borrowing,” and new social imaginaries. Although entangled with other “hot topics” in educational research —skills and dispositions for citizenship and employment; higher-order and critical thinking; and socio-emotional learning—competence itself has multiple, fluid meanings. The authors dissect this polysemy while documenting the pivotal role of key actors in the development, design, and deployment of reforms in diverse international contexts. Contextualizing Global Flows of Competency-Based Education will be a key resource for academics, researchers, and advanced students of comparative education, educational research, curriculum studies, sociology, and education leadership and policy.This book was originally published as a special issue of Comparative Education.
