The scope and breadth of the field of comparative and international education is vast. In fact, there are few, if any, limitations on theme, method, or data in the field of comparative and international education. Every context or combination of contexts are available for comparative education scholars to scrutinise. The scope of this field brings both serious interest but also great challenges. This book explores the evolution and current state of the scholarly field of comparative and international education over 200 years of development. Experts in the field explore comparative and international education in each of the major world regions including Latin America, North America, Western Europe, Eastern Europe, the Middle East-North Africa, Oceania, South Asia, South-East and East Asia, and Sub-Saharan Africa. Illuminating studies conducted in the fields of higher education, teacher education, vocational education, and peace education shed light on the rise of global testing culture and take a closer look at the history of the region in relation to educational practice. This important text is the first to respond to the challenges currently facing comparative education on a multi-national scale and will prove invaluable for researchers in the field of global education.

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 format of ARCIE pieces entails an analytic overview of published work in the field, noting key issues and future directions. It provides an important and well-cited international forum for the discussion of matters of comparative and international education theory, policy and practice.

As the target year of achieving Education for All development goals approached in 2015, there were discussions about the post-EFA agenda, a process parallel to setting the post-Millennium Development Goals. This transition should not be understood simply as a normative framework. It has coincided with changes in structure, actors, modes of interactions, and practices. The emergence of new types of donors who used to be recipients of aid is changing the landscape of international educational development. Transnational networks of civil society actors gained power to set the discourse at multiple levels, through their global mission-driven and expertise-based advocacy. Advanced communication technologies and broader participation increased the amount of ideas exchanged, while the global governance structure becomes more centralized in its decision making.

This volume of "International Perspectives on Education and Society" investigates the often controversial relationship between gender, equality and education from international and comparative perspectives. Much has been written recently about the global progress made toward gender parity in enrolment and curriculum in nations around the world. And there is much to tout in these areas. Although gender parity is not yet the global norm, the expectation of gender equality increasingly is. Some have gone so far as to say that the global expansion of modern mass schooling has created a world culture of gender equality in education. Yet, while there have been many positive advances regarding girls' and women's education around the world, there are still significant differences that are institutionalized in the policies and administrative structures of national education systems. For example, some of the strongest evidence of gendered inequality in schooling is the fact that in many developing countries there are large proportions of school-age children who are not in school - many if not most of whom are girls. The question this volume investigates is whether gender equality in education is really being achieved in schools around the world or not.

Since 2013, the Annual Review of Comparative and International Education has covered significant developments in the intersecting fields of comparative education, international education, and comparative and international education. The Annual Review of Comparative and International Education 2021, Part A, begins with a collection of discussion essays about comparative and international education trends and directions, followed by studies that focus on new developments in comparative and international education by regional area. Topics covered in this volume include diversity in research trends in comparative and international education; refugee education programs; the syndemic of race, gender, and Covid-19; the impact of Covid-19 in schools; the right to education in South American countries; the effects and challenges of online learning during the pandemic in China; and a comparison of racial and ethnic inequalities in South Africa. With contributions from leading scholars and professionals across the field of comparative and international education, this edition will be of use to education researchers and professionals alike.

Higher education worldwide, including the university and other related academic programs, is currently undergoing intensive change and transformation perhaps as no other time in its long history. One factor contributing to this rapid transformation is the global expansion of higher education at unprecedented rates. More of the world's population is continuing to higher education (and other forms of tertiary education) now than ever before. In fact, enrollment in institutions of higher education around the world is growing at a rapid rate. Some scholars have suggested that one reason for this rapid expansion is that the role of higher education has shifted over the last 50 years from an elite to a mass institution. As a result of this rapid expansion and shift in focus, the nature of students, faculty, the curriculum, and assessment is changing within the institution. And in society, the value of higher education and its impact on socioeconomic status, human capital, and technical innovation is changing as well. As a whole, the chapters in this volume in the "International Perspectives on Education and Society" series present a thoughtful discussion of the worldwide transformation of higher education from multiple perspectives. Contributors include Gaele Goastellec, David Turner, John C. Weidman, Adiya Enkhjargal, Christine Min Wotipka, Francisco O. Ramirez, Karin Amos, Lucia Bruno, Marcelo Parreira do Amaral, Mark S. Johnson, Christopher Collins, Robert A. Rhoads, Sunwoong Kim, Jun Li, Jing Lin, Chuing Prudence Chou, Philip G. Altbach, and Patti McGill Peterson.

Since 2013, the Annual Review of Comparative and International Education has covered significant developments in the intersecting fields of comparative education, international education, and comparative and international education. The Annual Review of Comparative and International Education 2021, Part B, begins with several chapters exploring conceptual and methodological developments in comparative and international education, followed by studies exploring research-to-practice, and new developments in comparative and international education. Topics covered in this volume include major theoretical and methodological developments such as critical realism, the effects of the coronavirus pandemic, and an exploration of white diaspora, anti-blackness and universities in the Global South; research-to-practice reports on education in emergency settings, surveillance studies, the needs of refugee and immigrant students; and new developments involving the internationalisation of community college careers, and educator acculturation in overseas schools. With contributions from leading scholars and professionals across the field of comparative and international education, this edition will be of use to education researchers and professionals alike.

Since the IEA's first international studies on mathematics and science achievement in the late 1960s, the availability and use of international achievement studies around the world has exploded. The most widely adopted studies, PISA and TIMSS, are now administered regularly and include participating countries from every region around the world. These international studies, now include cross-national studies of multiple subject areas, teachers and teaching, and a developing focus on higher education. This information has been used to make decisions about resource distribution both within and across national educational systems, but some of the most productive uses of TIMSS and PISA data by policymakers have been to create agendas for innovation and equity in national educational systems. The chapters in this volume will: discuss the uses of international achievement study results as a tool for national progress as well as an obstacle, provide recommendations for ways that international achievement data can be used in real-world policymaking situations, and also discuss what the future of international achievement studies holds.

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. 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. Contributed chapters begin by addressing the questions and themes discussed in these essays which include: the use of new conceptual or methodological frameworks; the connection between research and practice; the emergence of new area studies, and diversification of the field to include human rights, multicultural and social education, environmental education, education for sustainable development, arts education, and special education, among others. The format of ARCIE pieces entails an analytic overview of published work in the field, noting key issues and future directions. It provides an important and well-cited international forum for the discussion of matters of comparative and international education theory, policy and practice.

This volume of "International Perspectives on Education and Society" investigates the changing face of educational leadership from comparative and international perspectives. Various definitions of leadership have transformed the way that educators around the world think about teaching, administration, and policy in recent years. Yet, there is relatively little known about how educational leadership works in many specific systems, cultures and societies around the world. And, much of the published research and literature on educational leadership focuses on only a handful of countries and cultures even though empirical research suggests that leadership is differently contextualized by society, culture, and organizational environment. The chapters in this volume ask and answer two main questions: What is the difference between theoretical definitions of leadership and what works in different systems, cultures, and societies around the world? And, more importantly, how are both ideas about and evidence of educational leadership either the same or different across different national and cultural contexts?

The worldwide shift towards a knowledge society and information based economy requires educational policy makers to re-evaluate their understanding of the knowledge and skills students need in order to achieve national development goals. This shift has influenced curriculum development, teacher preparation, and the role of formal schooling in creating lifelong learners and an educational culture, which reflects both national development interests and global norms. The Arabian Gulf countries, which largely comprise the Gulf Cooperation Council (GCC) member countries, include Bahrain, Kuwait, Oman, Qatar, Saudi Arabia, the United Arab Emirates, and Yemen. Most of these Gulf countries have embarked on bold national experiments to pilot technology and teaching in their schools as a way to transition to knowledge societies. Their national interests and expectations have increasingly focused on the use of information and communication technologies (ICT) in education and both the regional and global context in which Gulf societies, economies, and political systems operate.

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. The EFA declaration that grew out of this conference served as a culmination of a century-long movement to transform existing national educational systems into the most comprehensive mass system of schooling ever devised.
Comparative education researchers have been studying both the promises and the challenges surrounding EFA for decades, but in comparative education research literature there is still neither consensus on the impact that EFA has nor clearly identified global trends in either EFA policymaking or policy implementation. It seems that for every promise that EFA brings, there is an accompanying challenge. It is this struggle between the global promises and the national challenges that this volume of International Perspectives on Education and Society seeks to identify and explain.
Chapters range from critical syntheses of EFA policymaking or policy implementation to original comparative education research on the impact that EFA has had in specific nations or across clusters of nations.
*Compares and contrasts the promises of EFA v. implementation of policy
*International contributions ensure global coverage of content
*Part of the International Perspectives on Education and Society series

Teacher effectiveness and teacher quality have become the focus of intense international attention and concern. Around the world, governments are modifying existing certification requirements or implementing value-added modeling in order to qualify teachers without planning for the long-term consequences of these actions. The book brings together scholars from multi-disciplinary and international backgrounds to address two critical areas: (1) what existing cross-national measures of teacher effectiveness and teacher quality are most promising, and how can these be aligned to maximize their research potential; and (2) what core constructs of teacher quality or effectiveness are missing, and how can cross-national research help identify these. Identifying both what is used and what is missing in the international and comparative analysis and reform of teacher quality is key to informing evidence-based educational policy formation around teacher quality.

The 20th anniversary of the collapse of the Soviet Union is a time to reflect and call attention to the educational transformations in post-socialist nations of Southeast/Central Europe and the former Soviet Union and in educational systems around the world. While the educational landscape changed most obviously in the former socialist countries and aligned nations, the impact of the collapse of the Soviet Union was felt in nations worldwide. This volume will provide a comparative account of the meanings and processes of post-socialist transformations in education by exploring recent theories, concepts, and debates on post-socialism and globalization in national, regional, and international contexts. Of particular interest is a critical examination of post-socialist transformations and the evolution of educational change globally since 1991. Understanding these complex developments since 1991 is critical to the study of education around the world in the new millennium.

Comparative and International Education is a dynamic and growing field facing extraordinary challenges in every corner of the world. World Education Patterns in the Global South surveys the educational responses and new educational landscapes being developed as a consequence of the powerful global forces that are demanding change within the Global South's educational contexts, including Central and South-East Asia, Latin America, and the Caribbean,. These forces include urbanisation in the Global South, the rise of the informal economic sector in the Global South, the changing presence of religion, the Creed of Human Rights, democratisation, and the rise of supranational and international political structures on the one hand and, on the other, sub-national and decentralised structures.

The pandemic forced significant changes to institutional and individual academic activities and norms, while highlighting inequities, opportunities, and challenges already present in the realm of internationalization in its plurality around the globe. Internationalization and Imprints of the Pandemic on Higher Education Worldwide chronicles such changes and issues, but also empirically forecasts their impacts on the ways in which internationalization at the post-secondary level has responded in practice to new realities, exigencies, and possibilities. The chapter authors address three key areas: higher education leadership and policy in times of crisis, international mobility and student experiences modified by Covid-19, and the mobilization and acceleration of learning technologies in response to Covid-19. This timely collection addresses contemporary issues and the future trajectories in International Education, essential reading for policymakers and educational researchers.

The internationally comparative perspective of the volume will frame educational innovation and social entrepreneurship using both the globalization and contextualization of educational quality and opportunity in disadvantaged communities worldwide as a foundation. Through the use of both empirical research reports and case study examples, this volume will examine the contributions of social entrepreneurs through educational programs, projects and systems worldwide, and how the social, cultural and political communities in each nation contextualize educational innovations. Chapters will examine evidence to assess the impact of social entrepreneurship in education and to make recommendations for innovative educational change. This volume will also highlight the importance of theory in both understanding and guiding innovative ideas in every stage of entrepreneurial development from research-to-practice.

This volume of International Perspectives on Education and Society explores how educational research from a comparative perspective has been instrumental in broadening and testing hypotheses from institutional theory. Institutional theory has also played an increasingly influential role in developing an understanding of education in society. This symbiotic relationship has proven intellectually productive.

In light of the impact that comparative education research has had on institutional theory, the chapters in this volume ask where the comparative and international study of education as an institution is heading in the 21st century.

Chapters range from theoretical discussions of the impact that comparative research has had on institutional theory to highly empirical comparative scholarship that tests basic institutional assumptions and trends.

Two pioneers in the field, John W. Meyer and Francisco O. Ramirez, contribute the Forward and the concluding chapter.

In addition to the editors, other contributors to this volume include M. Fernanda Astiz, Janice Aurini, Jason Beech, Edward F. Bodine, Karen Bradley, Claudia Buchmann, Scott Davies, Gili S. Drori, David H. Kamens, Jong-Seon Kim, Hyeyoung Moon, Hyunjoon Park, Emilio A. Parrado, Lauren Rauscher, John G. Richardson, David F. Suarez, and Regina E. Werum.

This volume pursues two central objectives. On the one hand, it is necessary to sharpen our analytical tools in order to better appreciate the term governance in the educational field. To this end the five different paradigmatic approaches on governance as well as different topics and sectors shall be confronted/contrasted and related to each other. In the course of this process, the particularly critical educational issue of the relation between academic analyses of governance and the so called governmentality studies will be discussed. On the other hand, the so far marginally studied issue of change in the 'educational science order' will be addressed. The transformations mentioned affect the nucleus of the pedagogical understanding of education. The promise of a greater adequacy to the needs and interests of those addressed by education, because more flexible, more user-oriented, more precise control of effects presents a challenge to educational science and pedagogy. This marks the interface of 'governance' and 'performance' on a systems or organization level (Soguel/Jaccard, 2008; Simons, 2007) with the individual as the subject of education.

This book in the International Perspectives on Education and Society (IPES) series describes, synthesizes, and forecasts how large-scale assessments and quantitative data impact evidence-based policymaking worldwide. This volume pays particular attention to the Middle East and North African (MENA) region and surrounding countries. The chapters provide and explain policymaking examples from national educational systems and international organizations in the United Arab Emirates, South Africa, Russia, Brazil and China, providing a forum for scholars and policymakers to identify how large-scale assessments and quantitative data can be used to inform policymaking at all levels of education, and how these data can be used to better understand specific country- and regional-level educational challenges. Emphasizing that quantitative research evidence is often the most legitimized among national educational policymakers and international organizations influencing national educational policymaking due to its perceived accuracy and trustworthiness, authors discuss how this data is not always used to its full potential by policymakers or educators because of the predominant focus on student achievement and rankings systems. While student achievement data can offer great insight on educational systems, the unique country-level background data available through large international datasets provides opportunity for scholars and policymakers to develop greater insight into the social and cultural factors that influence education systems around the world.

The global education revolution of the 20th century resulted in massive developments in education worldwide, but the higher education sector throughout Africa remains surprisingly underdeveloped. Although impressive expansion and reform of higher education in Africa have occurred since 1990, the higher education sector across Africa has been particularly challenged to keep pace with the development of higher education worldwide. This is reflected in comparatively limited research output by African university scholars and researchers and the limited representation of African universities on world institutional rankings. Given both the perceived and real gap in research productivity and scholarly reputation between African higher education and higher education systems in other parts of the world, the question persists whether or not the African higher education sector can produce "world-class" universities.

Political violence, civil unrest, economic crises, and natural disasters have occurred at a constant pace, leading to an ongoing global crisis of refugees and other forced immigrants and migrants, i.e. (im)migrants. The infrastructures, capacities, and policies necessary to address the needs of refugee youth, their families, and their communities are strained in host countries and receiving communities worldwide. Education for Refugees and Forced (Im)Migrants Across Time and Context follows the journey of refugee and forced (im)migrant youths as their educational needs and opportunities vary according to resettlement communities’ immigration policies, dominant culture and language, geography, and other key factors. There is little research around the transition from peri- to post-migration education of refugee youth across time and context. Chapter authors address that gap by examining the conditions of refugee youth across different types of refugee contexts, including violence/conflict, natural disaster, economic crisis, political oppression, and how educational expectations, opportunities, and experiences shift before, during, and after the forced (im)migration journey. This important collection analyzes the complex combination of frameworks, drivers, and characteristics of education for refugee and forced (im)migrant youth to inform education policy, practice, and research.

By drawing on quantitative data and qualitative analyses of five major national education policies implemented in India over the last 15 years, this comprehensive volume explores their impact on teacher quality and perceived effectiveness, explaining how this relates to variations in student performance. Responding to a national agenda to increase the quality of the Indian teacher workforce, Teacher Quality and Education Policy in India critically questions the application of human capital theory to Indian education policy. Chapters provide in-depth and strategically structured analyses of five national policies - including the recently approved National Education Policy (NEP) 2020 - to see how Indian policymakers use teacher quality as a driver and measurement of education and national economic development. Ultimately, the text offers evidence-based policy recommendations to improve teacher quality in India, suggesting that while all five policies have contributed significant frameworks and recommendations for teacher quality reform, they have failed to move beyond a symbolic function. Given its rigorous methodological approach, this book will be a valuable addition to the under-researched question of education policymaking in postcolonial contexts. It will be an indispensable resource not only for scholars working on policymaking in the Indian context, but also for those working at the intersection of education, teacher development, and policymaking in developing countries.

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. It provides an analytic overview of published work in the field, with discussions of education theory, policy and practice.

This volume of the "International Perspectives on Education and Society" series examines the transformation of education policy in China, with a special emphasis on transformations in the post-1978 period. While educational policy has experienced major shifts and reversals since the founding of the People's Republic of China in 1949, the late 1970s and the early 1980s signalled a significant shift in China's openness and willingness to make widespread and rapid changes in education to meet the demands of an increasingly market-oriented economy. These educational policy changes are inextricably linked to China's increasing interest and participation in the global community abroad and the social-economic transformation and somewhat loosened political environment at home. With the special emphasis 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, this volume attempts to bridge the dichotomy between critics and advocates of Chinese educational transformations, recognize the importance and impact that educational policy in China has not only on one of the largest national populations in the world, but also on other (and often competing) country's systems and provide relevant scholarship to inform policy and practice.