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International education --- Acculturation --- Global method of teaching --- Global learning --- Globalism (Education) --- Education, Elementary --- Teaching --- Culture contact --- Development education --- Civilization --- Culture --- Ethnology --- Assimilation (Sociology) --- Cultural fusion --- Acculturation. --- Global method of teaching. --- International education. --- Global education --- Education --- Intellectual cooperation --- Internationalism --- Culture contact (Acculturation)

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The World Council of Comparative Education Societies (WCCES) was established in 1970 as an umbrella body which brought together five national and regional comparative education societies. Over the decades it greatly expanded, and now embraces three dozen societies. This book presents histories of the WCCES and its member societies. It shows ways in which the field has changed over the decades, and the forces which have shaped it in different parts of the world. The book demonstrates that while comparative education can be seen as a single global field, it has different characteristics in different countries and cultures. In this sense, the book presents a comparison of comparisons.

Comparative education. --- Educational change. --- World Council of Comparative Education Societies --- History. --- WCCES --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Educational planning --- Educational innovations --- Education, Comparative --- Education --- History --- International and Comparative Education. --- History, general. --- Sociology of Education. --- Sociology, general. --- Annals --- Auxiliary sciences of history --- International education . --- Educational sociology. --- Sociology. --- Social theory --- Social sciences --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Global education --- Intellectual cooperation --- Internationalism --- Aims and objectives

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The book critically examines the overall interplay between globalisation, social inequality and education. It draws upon recent studies in the areas of globalisation, educational inequalities and the role of the State. It explores conceptual frameworks and methodological approaches applicable in the research covering the State, globalisation, social stratification and education. It demonstrates the neo-liberal ideological imperatives of education and policy reforms, and illustrates the way the relationship between the State and education policy affects current models and trends in education reforms and schooling globally. Various book chapters critique the dominant discourses and debates pertaining to the newly constructed and re-invented models of neo-liberal ideology in education, set against the current climate of growing social stratification and unequal access to quality education for all. The book, constructed against this pervasive anti-dialogical backdrop, aims to widen, deepen, and in some cases open, discourse related to globalisation, and new dimensions of social inequality in the global culture. It is presented around three particular dimensions: hegemony, equity, and cultural capital, as these continue to be most significant dimensions defining social inequality in the global culture. The book explores the ambivalent and problematic relationship between the State, globalisation and social change. Using a number of diverse paradigms, ranging from critical theory to globalisation, the authors, by focusing on globalisation, ideology and social inequality, attempt to examine critically both the reasons and outcomes of education reforms, policy change and transformation and provide a more informed critique on the Western-driven models of accountability, quality and school effectiveness. The book draws upon recent studies in the areas of equity, cultural capital and dominant ideologies in education. It examines the overall interplay between globalisation, ideology and social inequality in education.

Educational equalization. --- Education and globalization. --- Comparative education. --- Education and state. --- Education --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Education, Comparative --- Government policy --- History --- Globalization and education --- Globalization --- Educational inequality --- Equal education --- Equal educational opportunity --- Equalization, Educational --- Affirmative action programs in education --- Aims and objectives --- Curriculum planning. --- International and Comparative Education. --- Curriculum Studies. --- Educational Policy and Politics. --- Sociology of Education. --- Teaching and Teacher Education. --- Curriculum development --- Instructional systems --- Planning --- Curricula --- Design --- International education . --- Curriculums (Courses of study). --- Education—Curricula. --- Educational policy. --- Educational sociology. --- Teaching. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Pedagogical content knowledge --- Training --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Global education --- Intellectual cooperation --- Internationalism

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This book represents the first-of-its-kind comprehensive discussion of the non-university higher education sector in Europe. Higher education throughout the world is facing rapid change. Despite the enormous attention devoted to that reality, this volume fills an important void. It describes and offers critical comparisons between the systems in 10 European countries. The book brings together the thinking of leading scholars on the non-university sectors in Austria, Belgium, Finland, Germany, Ireland, the Netherlands, Norway, Portugal, Spain, and the United Kingdom, with a chapter devoted to each country. National case studies are presented for the non-university sector in these countries that address issues such as historical developments, policy changes, governance structures, levels of institutional autonomy and future trends. The editors offer a critical comparative analysis of the systems in these countries followed by a probing look into the future of the non-university sector in Europe. The book is essential reading for those who want a comprehensive, timely and in-depth understanding of the European non-university sector. It will be informative to anyone involved in system or institutional governance, as well as those pursuing research. It should be a reference in every institutional library.

Postsecondary education --- Post high school education --- Post-secondary education --- Tertiary education --- Education --- Adult education. --- Education, Higher. --- Lifelong Learning/Adult Education. --- Higher Education. --- International and Comparative Education. --- Professional & Vocational Education. --- Educational Policy and Politics. --- College students --- Higher education --- Universities and colleges --- Adults, Education of --- Education of adults --- Continuing education --- Open learning --- Lifelong learning. --- Higher education. --- International education . --- Comparative education. --- Professional education. --- Vocational education. --- Educational policy. --- Education and state. --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Education, Vocational --- Vocational training --- Work experience --- Technical education --- Education, Professional --- Career education --- Education, Higher --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Lifelong education --- Lifelong learning --- Permanent education --- Recurrent education --- Adult education --- Government policy --- History --- Continuing education. --- International education.

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Based on case studies of 11 societies in the world’s most dynamic region, this book signals a new direction of study at the intersection of citizenship education and the curriculum. Following their successful volume, Citizenship Education in Asia and the Pacific: Concepts and Issues (published as No. 14 in this series), the editors, widely regarded as leaders in the field in the Asia-Pacific region, have gone beyond broad citizenship education frameworks to examine the realities, tensions and pressures that influence the formation of the citizenship curriculum. Chapter authors from different societies have addressed two fundamental questions: (1) how is citizenship education featured in the current curriculum reform agenda in terms of both policy contexts and values; and (2) to what extent do the reforms in citizenship education reflect current debates within the society? From comparative analysis of these 11 case studies the editors have found a complex picture of curriculum reform that indicates deep tensions between global and local agendas. On one hand, there is substantial evidence of an increasingly common policy rhetoric in the debates about citizenship education. On the other, it is evident that this discourse does not necessarily extend to citizenship curriculum, which in most places continues to be constructed according to distinctive social, political and cultural contexts. Whether the focus is on Islamic values in Pakistan, an emerging discourse about Chinese ‘democracy’, a nostalgic conservatism in Australia, or a continuing nation-building project in Malaysia – the cases show that distinctive social values and ideologies construct national citizenship curricula in Asian contexts even in this increasingly globalized era. This impressive collection of case studies of a diverse group of societies informs and enriches understanding of the complex relationship between citizenship education and the curriculum both regionally and globally.

Citizenship --- Civics --- Study and teaching --- Civics, American --- Political ethics --- Political science --- Social ethics --- Social sciences --- Birthright citizenship --- Citizenship (International law) --- National citizenship --- Nationality (Citizenship) --- Public law --- Allegiance --- Domicile --- Political rights --- Law and legislation --- Curriculum planning. --- Social sciences. --- International and Comparative Education. --- Curriculum Studies. --- Educational Policy and Politics. --- Sociology of Education. --- Social Sciences, general. --- Behavioral sciences --- Human sciences --- Sciences, Social --- Social science --- Social studies --- Civilization --- Curriculum development --- Education --- Instructional systems --- Planning --- Curricula --- Design --- International education . --- Comparative education. --- Curriculums (Courses of study). --- Education—Curricula. --- Educational policy. --- Education and state. --- Educational sociology. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Aims and objectives --- Government policy --- History