World Yearbook Of Education 2000

With contributions from international authors, this text demonstrates that education systems, and what it is to be educated, are in transition and that societies and economies are changing dramatically. The contributors explore expanding university systems, financial responsibilities and curricula.

This yearbook on education for 2001 brings together leading international voices on values in education and presents a window on current debates. These include such fundamental issues as who should decide upon the values we adopt.

This volume deals with two major and apparently opposing forces within education and society: globalization and nationalism. Globalization is often considered in economic terms - of continued growth of international trade and a concentration of wealth in corporate hands - yet it also encompasses technological, political and cultural change. The World Yearbook of Education 2005 explores the role of the education sector in our globalized knowledge economy, and considers the political implications of this in terms of monopolarity and the cultural consequences of homogenization and Americanization. The other strand of this study - nationalism - remains a persistent force within education and society in all parts of the world, and this volume examines the extent to which it can fuel conflict at all levels through prejudice and intolerance. Concentrating on the epistemological consequences of nationalism, leading international thinkers examine the extent to which it is reflected in the curricula of schools and universities around the world. Finally, the complex relationship between globalization and nationalism is explored, and contributors explore the part that educational institutions and practices play in forming both agendas. A wide range of perspectives are employed, including post-colonial discourse, classical economics and sociological theory. Nationalism and globalization are both ongoing processes, and this volume makes a case for the central role of education in both - through its potential to influence change and to act as benevolent force in shaping a global community.

This text examines four key areas of teacher education. These are: theories, models and ideologies of teacher education; the control of teacher education by the state, and the role of schools and HE; cultural perspectives and the education of teachers; and continuities in teacher education.

The 2007 edition of this respected international volume considers the challenges facing work related education arising from the rapid expansion of the global economy and the impact of this on labour markets and individual workers. Including perspectives from the US, UK, Canada, Australia, Africa, Eastern Europe, Central Asia, South America, India and South Africa, the 2007 volume is split into four clear sections covering key topics, such as: the current global context when all work, even local, is influenced by global economic activity workers are expected to engage in lifelong learning but also be mobile and deal with rapidly changing working knowledge work related education must prepare workers for the global economy and specific contexts, where governments attract global companies by promoting education and literate workforces how the responsibility for providing work-education is distributed between schools, vocational education, HE, professional bodies, local and global companies, governments, the private sector and individuals the pressures on formal education and training institutions to produce graduates with certain kinds of knowledge, skills and personal attributes.

The World Yearbook of Education 2010 volume, Education and the Arab 'World': Political Projects, Struggles, and Geometries of Power, strives to do justice to the complex processes and dynamics behind the world of Arab education. Western interest in all things Arab has greatly increased over the course of the decade, but this interest runs the risk of forgetting that the Arab world is positioned within wider contexts of regional, geopolitical, and global processes. This volume examines Arab education in a range of contexts regional, diasporic, and trans-national to better understand how the field of Arab education is formed through local, regional, geopolitical and global engagements and resonances. In doing so, contributors from a range of disciplines open critical conversations about the intersections of history, culture, geopolitics, policy, and education. The World Yearbook of Education 2010 offers new conceptual and empirical approaches that deal with some of the often-neglected aspects of the study of Arab education: contested political projects; struggles towards emancipation, recognition and liberation; and a larger concern for social justice, equity, and political inclusion. Andrlias Mazawi is associate professor in the Department of Educational Studies at the University of British Columbia, Vancouver, BC, Canada. He is also an associate fellow at the Euro-Mediterranean Centre for Educational Research at the University of Malta.Ronald G. Sultana is professor in the Department of Education Studies at the University of Malta, where he also leads the Euro-Mediterranean Centre for Educational Research. He is the founding editor of the Mediterranean Journal of Educational Studies.

This volume considers the ways in which educational research is being shaped by policy across the globe. Policy effects on research are increasingly influential, as policies in and beyond education drive the formation of a knowledge-based economy by supporting increased international competitiveness through more effective, evidence-based interventions in schooling, education and training systems. What consequences does this increased steering have for research in education? How do transnational agencies make their influence felt on educational research? How do national systems and traditions of educational research - and relations with policy - respond to these new pressures? What effects does it have on the quality of research and on the freedom of researchers to pursue their own agendas? The 2006 volume of the World Yearbook of Education explores these issues, focusing on three key themes: globalising policy and research in education steering education research in national contexts global-local politics of education research. The 2006 volume has a truly global reach, incorporating transnational policy perspectives from the OECD and the European Commission, alongside national cases from across the world in contrasting contexts that include North and South America, Canada, France, Singapore, China, Russia and New Zealand. The range of contributions reflect how pervasive these developments are, how much is new in this situation and to what extent evidence-based policy pressures on research in education build on past relationships between education and policy. This book considers the impact of the steering processes on the work and identities of individual researchers and considers how research can be organised to play a more active role in the politics of the knowledge economy and learning society.

How do curriculum, conceptions of knowledge and the schooling experiences of young people engage the great issues of this tumultuous time? Curriculum is always influenced by the events that shape our world, but when testing and bench-marking preoccupy us, we can forget the world that is both the foundation and the object of curriculum. This edited volume brings together international contributors to analyze and reflect on the way the events of the last decade have influenced the curriculum in their countries. As they address nationalism in the face of economic globalisation, the international financial crisis, immigration and the culture of diaspora, they ask how national loyalties are balanced with international relationships and interests. They ask how the rights of women, and of ethnic and racial groups are represented. They ask what has changed about history and civics post 9/11, and they ask how countries that have experienced profound political and economic changes have addressed them in curriculum. These interactions and changes are a subject of particular interest for an international yearbook in that they are almost always permeated by global movements and influenced by multinational bodies and practices. And as these essays show, in curriculum, global and international issues are explicitly or implicitly also about local and national interests and about how citizens engage their rights and responsibilities. This volume brings together a new approach to perspectives on curriculum today and a new collection of insights into the changes from different parts of the world which discuss: How is the world represented in curriculum? How do responses to world events shape the stories we tell students about who they are and can be? This book will be of great benefit to educational researchers and policy-makers, as well as undergraduate and postgraduate students.