Index
Annual Review of Comparative and International Education 2018
ISBN: 978-1-83867-416-8, eISBN: 978-1-83867-415-1
ISSN: 1479-3679
Publication date: 27 September 2019
This content is currently only available as a PDF
Citation
(2019), "Index", Wiseman, A.W. (Ed.) Annual Review of Comparative and International Education 2018 (International Perspectives on Education and Society, Vol. 37), Emerald Publishing Limited, Leeds, pp. 307-320. https://doi.org/10.1108/S1479-367920190000037023
Publisher
:Emerald Publishing Limited
Copyright © 2019 Emerald Publishing Limited
INDEX
Note: Page numbers followed by “n” with numbers indicate notes.
Academic mobility
, 256–257
research on internationalization and
, 263–264
Academic motivation and behaviors
, 208
Academic staff mobility
, 264
Access
, 77–78
Accessible Research Cycle
, 39
Accountability
, 77
Action research
, 39
Addis Ababa Plan
, 231
Adult literacy
, 232–233
Affordability
, 77–78
Africa
education in
, 226
higher education in
, 134–135
ICT4D application framework in
, 139–148
AfricaConnect project
, 143–144
African
knowledge economy
, 136
natural and cultural heritage
, 233–234
African higher education
, 135–136
critiques of ICT4D and ICT applications in
, 148–150
ICT4D in
, 139–148
African Information Society Initiative (AISI)
, 141
Anglophone Sub-Saharan Africa indigenous languages
, 234
Annual Review of Comparative and International Education
, 2, 5
Anti-harassment policies
, 297
Anti-racist education
, 92
Aspiring teachers
, 202n34
Assessment
and examination systems
, 235
model
, 237
Attention deficit and hyperactive disorder (AD/HD)
, 282–283
Author location compared to article context
, 19
Authorship
, 6–8, 10, 14
Autism spectrum of disorder (ASD)
, 282–283
Best practice
, 288–289
Bilingual teachers
, 61
Bilingualism
, 60–61
Biology
, 100
Bisexual people
, 290
Blueprint for education development in post-independent Africa (1961)
, 231
Bologna Declaration
, 257
Bologna Process Implementation Report (2018)
, 260
“Bolsa Escola” program
, 121
Border-crossing knowledge transfer
, 258
Borderless education
, 75
Botswana National Literacy Program
, 233
Boundary crossing
, 16–17
Brazil, education in
, 120–121
Building capacity with public school educators
, 121
Capacity building framework
, 121, 129, 137
Carrera Magisterial (CM)
, 201n23
“Centers of inquiry”
, 129
Chemistry
, 100
Child development
, 213–214
Child-bearing behaviors
, 168–169
Childcare
, 212
China
curriculum guidelines in
, 214
developmental domains and learning areas in
, 216
ECE in
, 212
kindergarten in
, 212, 216, 222n3
learning from Nordic counterparts
, 221
lifelong learning process in
, 219, 221
Cisgender people
, 290–291
Cisgender people
, 291
Cisnormative assumptions
, 299
Co-author location
, 14, 19
Co-authored articles
, 18–19
Coding
country
, 7
open
, 75
procedures
, 5–6
Coding for Employment Program
, 145
Colonial education
, 230
Colonialism
, 109
Columbia University
, 7
Community
, 272
of CIE educators
, 92–93
imagined
, 66
initiatives
, 232
international community
, 298, 302
Comparative and international education (CIE)
, 2–4, 52, 65–66, 90–91, 94n1, 100, 111, 298
advancements in scholarship of teaching
, 91–92
authorship
, 6–8, 10
co-author country representation by methodology/approach
, 7
coding procedures
, 6
community of educators
, 92–93
current status of field
, 4–5
frequency of author count per article
, 6, 8
as GSM advocates
, 300
journals
, 5
keywords
, 9–12
lack of theory
, 68–69
level of analysis
, 8, 11
limitations
, 20
measuring osmosis of field
, 18–20
methodological approach
, 8, 11
reflection on current status of field
, 12–13
scholars
, 300–301
teaching of
, 90–91
trends in
, 10–12
unit of analysis
, 8, 11
unsettled ontological assumptions of field
, 67–68
Comparative and international higher education (CIHE)
, 74
competition, rankings, and status
, 76
equity, access, and affordability
, 77–78
internationalization
, 75
partnerships
, 77
quality and accountability
, 77
regional integration and mobility
, 75–76
trends and shifts
, 74–75
Comparative education
, 100–101, 226
debates over content
, 101–103
debates over method
, 103–105
engaging in debates
, 106–112
understanding debates
, 105–106
Comparative Education Instructional Materials (CEIMA)
, 91–92
Comparative Education Review (CER)
, 101, 105–106, 108
Competition
, 67, 76–77, 260
Compulsory education
, 119
Compulsory preschool
duration
, 247–249
education
, 245–247
and school education
, 245
Computing
, 182
Conceptual understanding for mathematics
, 61
Consequences
, 32, 292
Contemporary progressive education scholarship
, 229–230
Content analysis
, 2
qualitative
, 215
quantitative
, 214–216
Content-based education
, 235
Context
, 60, 150
societal
, 226–229
Context paralysis
, 287, 297–298
CIE scholars as GSM advocates
, 300
contribute to cause
, 301–303
documented discrimination
, 291–292
education as human right
, 295–296
and ethnic minorities
, 298
GSM discrimination in schools
, 293–294
GSM discrimination worldwide
, 289
Netherlands
, 292–293
protective factors in schools
, 296–297
reach and impact of schools
, 294–295
reflecting challenges of work
, 299
reflecting dominant worldview
, 299
reflecting doubt
, 299–300
schools as points of intervention
, 294
Continental Education Strategy for Africa (CESA)
, 141–142
Continental initiatives
, 140–142
Continuing diversity of school structures
, 251–253
Convention on the Elimination of All Forms of Discrimination against Women (CEDAW)
, 40n1
Convention on the Rights of Child (CRC)
, 36
Convention on the Rights of Persons with Disabilities (CRPD)
, 36
Core Curriculum for Pre-School Education (2014)
, 211
Correspondence principle
, 162
Cross-border education
, 75
Cross-national study
commonalities
, 166
examining gender equality
, 162
women’s participation in STEM
, 161, 164, 166
Cross-societal differences and similarities
, 4
Cultur(al)
, 272
boundaries
, 215–216
change process
, 258
cultural–historical approach
, 208
distinctive features of guidelines of
, 218–219
influences
, 106
setting
, 259
shift
, 162
Curriculum
, 233–234, 258, 272, 279
Curriculum guidelines
dominant concept across
, 216–217
multifaceted learning in
, 217
play as means for learning in
, 217–218
Decision-making process
, 219
Decolonization
, 136
Democracy
, 54
Democratization
, 228
Demography
, 226
Department of Education
, 274
Department of Human Resources Development
, 277
Department of Social Justice and Empowerment
, 277
Descriptor “minority”
, 290
Developmental ideal
, 135–136
Diffusion of knowledge
, 138
Digital literacy
, 148–149
Directory of Open Access Repositories
, 150–151
Disability
, 38, 272–273
Discourse analysis
, 53, 139–148
Discrimination
, 44, 49
citing transphobic
, 294
demographic and
, 293
ethnic
, 298
GSM
, 289, 293, 297
multiple forms of
, 300
in schools
, 292
systemic
, 295
against women
, 162
Dismal economic performance
, 228
District Primary Education Programme (DPEP)
, 275
Documentary-based research
, 214
Documented discrimination
, 291–292
Dynamic decision-making model
, 203n41
Dynamic mobility
, 256–257
E-learning modalities
, 149
Early childhood
, 208
Early childhood education (ECE)
, 208
and child development
, 213–214
and curriculum guidelines in cultures
, 210–213
internationally and nationally
, 208–209
teacher educators
, 209
Early childhood education and care (ECEC)
, 210
Early grade reading
, 84
Eastern culture
, 209
Economics of education
, 113
Economy
, 226–227
Educando by Worldfund
, 118, 122, 127
IAPE
, 122–124
LISTO
, 124–125
STEM Brasil and STEM Mexico
, 125
“Educare” model
, 210–211
Education, Audiovisual and Culture Executive Agency (EACEA)
, 264
Education Bureau
, 211
Education Development Strategy (EDS)
, 87
Education for All (EFA)
, 28–29
Education in Sub-Saharan Africa
aligning world of education with world of work
, 235–236
assessment and examination systems
, 235
assessment model
, 237
blueprint for education development in post-independent Africa (1961)
, 231
colonial education
, 230
equality dimension
, 239
historical evolution
, 229
independence
, 230–231
language of learning and teaching
, 234–235
methods of teaching and learning
, 234
missionary education
, 229–230
post-independence education expansion and reform drive
, 231–232
qualitative dimension
, 238–239
quantitative dimension
, 237–238
societal context
, 226–229
teacher education
, 236
unconventional modes of expanding supply of education
, 232–234
Education(al)
, 32, 38, 52–53, 84, 86, 100, 102, 107, 218
aims
, 213
assistance
, 84
attainment in Africa
, 136
equality
, 239
as human right
, 295–296
institutions
, 281
in Latin America
, 118–119
methodology of educational planning
, 68
organizations
, 121, 216
preparations
, 212
programs
, 256
quality
, 39, 124, 137
reform
, 120
researcher
, 288
of students with SEN in India
, 273–275
systems
, 209, 272
Educators
, 45, 53–54, 60, 120, 122, 129, 209
Effective leadership
, 122
Empirical research
, 6, 20, 93
Empirical responsibility
, 68
Empirical/theoretical articles
, 8, 11–12
Encuesta de Proteccion Social (EPS)
, 202n35
Encuesta Longitudinal Docente (ELD)
, 202n35
Engineering, Manufacturing, and Construction Engineering and engineering trades
, 182
Engineering, women’s enrollments in
, 173–174
Ensino Fundamental
, 120–121
Entity-fixed effects model
, 169
Entrepreneurship
, 228
Epistemology
, 103
Equal educational opportunities
, 237, 239
Equality dimension
, 239
Equitable system
, 119
Equity
, 77–78
Erasmus Plus mobility program
, 257–258
Erasmus Plus program
, 257–258, 264
Ethnic minorities
, 298
Europe
internationalization policies in
, 260–261
reforms of school structures in
, 244–245
European Commission (EC)
, 257–258
European Free Trade Association (EFTA)
, 244
European Higher Education Area (EHEA)
, 256–257
European higher education systems
, 257
European tradition of education
, 107
European Union (EU)
, 244, 257–258
European Union Agency for Fundamental Rights (2013)
, 293
Extremism
, 44–46
Faculty enthusiasm
, 257
Faculty mobility
, 256, 258
contested meaning of internationalization
, 258
as dimension of internationalization
, 259–260
internationalization and faculty mobility in Georgia
, 261–262
internationalization policies in Europe
, 260–261
new wave of reforms
, 262
research on internationalization and academic mobility
, 263–264
strategic and regulatory framework for internationalization
, 262–263
Family-related factors
, 238
Female labor force participation
, 168, 181
Fertility
, 181
Fetishization
, 293
Finland, curriculum guidelines in
, 214
Finnish core curriculum
, 218
Finnish National Agency for Education (2016)
, 215
Fixed effects model
, 169
Fixed Effects Panel Regression Models
, 173, 175
Flagship of Education for All program (EFA program)
, 275
Flipped LISTO Program
, 124
Foreign academic
, 259
Foreign aid technocrats
, 148
Framework Plan for Kindergartens
, 210
Freirean model of education
, 121
Froebelian philosophy
, 219
Functionalist epistemologies
, 44
Gay–straight alliances
, 296
Gender and sexual minorities (GSM)
, 288–291
CIE scholars as GSM advocates
, 300
discrimination in schools
, 293–294
discrimination worldwide
, 289
Gender(s)
, 289, 296
egalitarianism
, 162
equality
, 162
essentialism
, 162
expression
, 293–294
inequality
, 162
minority
, 290
segregation
, 162
Generalizations
, 104
Georgia, internationalization and faculty mobility in
, 261–262
Georgian education system
, 261
Gestalt
, 109
Global Alliance to Monitor Learning (GAML)
, 30
Global citizenship
, 67, 111
Global cultural norms
, 288–289
Global Education Monitoring (GEM)
, 28
Global goals
, 288
Global level analysis
, 78
Globalization (see also Internationalization)
, 66–67, 258
of markets
, 176
multiple forms
, 52
Government of India (GoI)
, 277–278
Government-funded special school
, 274
Gross domestic product per capita (GDP per capita)
, 167, 181
“Handicap”
, 272–273
Hegemony
, 53
Her Majesty’s Stationery Office (HMSO)
, 164
Heterosexual
norm
, 290
people
, 291
Higher education (see also Inclusive education)
, 256, 262
in Africa
, 135–136
conceptualizing ICT4D applications in
, 138–139
institutions
, 134
in Nigeria
, 145
women’s participation in STEM
, 165–166
Higher education institutions (HEIs)
, 257
Higher-order cognitive skills
, 235
Hijra
, 291
Historia Laboral y Seguridad Social
, 202n35
History of education
, 68
Hong Kong
curriculum guidelines in
, 214
kindergartens in
, 211, 216
Human capital
approach
, 203n41
theory
, 67, 230–231
Human rights
, 36–38
education as
, 295–296
Humboldtian model
, 261
Hyper credentialism
, 161
Hypersexualization
, 293
ICT for development framework (ICT4D framework)
, 134, 137–139
conceptualizing ICT4D applications in higher education
, 138–139
critiques of ICT4D applications in African higher education
, 148–150
faculty
, 146–148
in higher education in Africa
, 139
ICT Transforming Education
, 140
ICT4D 1.0 framework
, 148
ICT4D 2.0 framework
, 148
IOs and continental initiatives
, 140–142
policy landscapes
, 140
practice arenas
, 144
RENs
, 142–144
universities
, 144–146
Identity methodology
, 106
Imagined community
, 66
Impact factor
, 17
Implementation
, 284
of EDS 2020
, 87
Inclusion
, 163, 272
Inclusive curriculum
, 297
Inclusive education (see also Higher education)
, 272, 275–276
comparing
, 37–38
future directions
, 38–39
implementation
, 279
on International Human Rights Agenda
, 36–39
legislation and policies toward inclusive education in India
, 275–276
through lens of developing countries
, 272–273
Inclusive Education: Examining Equity on Five Continents
, 37
Inclusive logic
, 163
Inclusive practices
, 272
in India
, 279–281
Inclusiveness of higher education
, 168
Incommensurability
, 109
Independence
, 230–231
India
components of inclusive practices in
, 279–281
education of students with SEN in
, 273–275
legislation and policies toward inclusive education in
, 275–276
students with SEN in regular primary schools
, 277–279
Indian Affiliation for Secondary Education (ICSE)
, 281
Indigenous digital instructional materials
, 147
Indigenous knowledge
, 108, 111
Individual faculty members
, 259
Individual rationalism
, 104
Individualistic philosophy
, 229
Inductive method
, 100
“Industry level” supply
, 199n8
Informal mathematics
, 61
Information and communication technology (ICT)
, 134, 138
in African higher education
, 134–135
conceptualizing ICT4D applications in higher education
, 138–139
critiques of ICT applications in African higher education
, 148–150
future directions
, 150–151
higher education in Africa
, 135–136
ICT4D
, 137–145
Inherited education system
, 232
Innovation
, 93
Insider/outsider research
, 109–110
Institutional
resources
, 261
stakeholders
, 87
Instructional
resource
, 93
strategies
, 279
Integrated Education for Disabled Children (IEDC)
, 275
Inter-American Partnership for Education (IAPE)
, 118, 122–124, 126
International benchmarking
, 136
International community
, 298
International cooperation
, 258
International Decade for Women
, 164
International development frameworks
, 37
International dimension of field
, 67
International education
, 66–67, 226, 301
assistance in Kyrgyz Republic
, 84
literacy rate
, 84–85
MoE
, 86–87
and research
, 258
Soviet attitude of education
, 87–88
USAID QRP
, 85–86
International educator
, 288, 299
International financial institutions (IFIs)
, 135–136
International higher education
, 74
International Labor Organization (ILO)
, 186, 227
International legal norms
, 36
International Lesbian, Gay, Bisexual, Trans and Intersex Association (2017)
, 289
International mobility
, 259
International non-governmental organizations (INGOs)
, 168
International organizations (IOs)
, 134, 138, 140–142
International reputation
, 258
International Review of Education (Assie-Lumumba)
, 107
International scholarship programs
, 263
International similarity
, 258
International Standard Classification of Education (ISCED)
, 244
International Telecommunications Unit (ITU)
, 140
Internationalization (see also Globalization)
, 66, 75, 256
academic mobility
, 256
background and context
, 256–258
and faculty mobility
, 258–264
Intersectionality
, 290, 300, 302
Intertwined totality
, 213
Jigawa State Comprehensive Development Framework
, 145
Kenya Education Network
, 140
Keywords
, 9–12
comparison for CIE and non-CIE journals
, 19–20
Kindergarten Education Curriculum Guide
, 211–212
Kindergartens
, 212
curriculum
, 209
Knowledge
, 108, 209
Kyrgyz Academy of Education (KAE)
, 87
Kyrgyz Republic
education assistance in
, 84
literacy rate
, 84–85
MoE
, 86–87
Soviet attitude of education
, 87–88
USAID QRP
, 85–86
Kyrgyz SSR
, 84
Kyrgyzstan
, 86
Labor market
, 31, 87, 186–188
Labor supply
, 197
LAE Program
, 124
Language
, 60
Latin America
, 77, 167
education in
, 118–119
supply of teachers in
, 186
Latin American schools
, 118
Leadership
, 121–122
Learning
, 137
disabilities
, 272–273
organizations
, 216
and teaching language
, 234–235
Learning Assessment Capacity Index
, 30
Legislation/policy and regulations
, 279
Lesbian, gay, bisexual, transgender, and queer people (LG BTQ people)
, 288
Level of democracy
, 181
Liderar, Inspirary Transformar Program (LISTO Program)
, 118, 124–127
Life
, 229
sciences
, 182
Lifelong education/learning
, 233
Linear/quantitative expansion
, 231–232
Literacy
, 60, 84
program
, 233
rate
, 84–85
Local level analysis
, 78
Macro-universal–instrumentalist approach
, 37
Manufacturing
, 182
Marginalized
approach
, 28, 31
groups
, 111
Market-oriented system
, 262
Marxist–Leninist theory
, 84
Massive open online courses (MOOCs)
, 261
Materialistic philosophy
, 229
Mathematical
development
, 59–60
skills
, 61
Mathematics
, 182
Mathematics education
, 59–60
conceptual understanding
, 61
effective instructional practices in
, 62
long-held assumptions
, 60
Measuring Inclusive Education (Forlin and Loreman)
, 39
Memorization
, 61, 235
Men’s enrollment in STEM
, 181
Mental retardation
, 284n2
Mercado Comum do Sul or Mercosul (MERCOSUR)
, 76
Meta-analysis of effects
, 188
Methodological nationalism
, 53
Methodology
, 5–10, 17–18, 188–189
Mexican educational system
, 123
Mexican public education system
, 120
Mexico, education in
, 119–120
Micro-sociocultural–phenomenological approach
, 37
Migration
, 21, 256
Millennium development goals (MDGs)
, 28, 137, 272
Ministry of Education (MoE)
, 86–87, 120, 123, 260–261
Ministry of Human Resource Development (MHRD)
, 273
Minorities
, 53, 290
ethnic
, 298
gender and sexual
, 296
Missionary education
, 229–230
Mixed method approach
, 105
Mobility
, 75–76
Modernization
, 167–168
theory
, 230–231
Multifaceted learning in curriculum guidelines
, 217
Multivariate analyses
, 172
Municipal kindergartens
, 210
Nation-states
, 53, 106, 111
to non-state actors in globalized world
, 65–67
National Building Code guideline
, 281
National Core Curriculum for ECEC (2016)
, 211
National Council of Educational Research and Training (NCERT)
, 275
National curriculum policy
, 208
National Development Plan of Nigeria
, 146
National educational policies
, 275
National information and community infrastructure (NICI)
, 141
National Institute of Open Schooling (NIOS)
, 281
National level analysis
, 78
National research and education networks (NRENs)
, 138, 143–144
National Sample Survey Office (NSSO)
, 277
National School Climate Survey (NSCS)
, 293
National Youth Community Service Schemes
, 236
Natural Science, women’s enrollments in
, 173–174
Netherlands, gay people in
, 292–293
New Educational Model for compulsory education
, 120
Nigeria higher education in
, 145
Non-CIE journals
, 15, 17–18
Non-profit-making kindergartens (NPM kindergartens)
, 211
Non-state actors
, 148
Nongovernmental organizations (NGOs)
, 66, 189, 277
Norway
curriculum guidelines in
, 214
kindergartens
, 216
Norwegian Directorate for Education and Training (2017)
, 210, 215
Objectivity/subjectivity
, 109
Ontology
, 102, 104, 106
Organisation for Economic Co-operation and Development (OECD)
, 54, 118, 122, 186
Oriental cultures
, 208–209
Osmosis of CIE (see also Comparative and international education (CIE))
, 13
boundary crossing
, 16–17
CIE-related articles
, 17–18
fields of study before
, 15
measuring
, 13
methodology
, 17–18
non-permeable boundaries
, 14
into other fields of study
, 15
permeability
, 16
Panel regression
, 169, 173–175, 184
Pansexual people
, 290
Parent education
, 297
Partnerships
, 77
Patterns
, 135
Pedagogy
, 209
People-centered approach
, 121
Permeability
, 16
Person’s identity
, 106
Persons with Disabilities Act (PWD Act)
, 275–276
Perspectives
, 5, 8, 14, 55, 74, 90, 92, 122, 165–166, 295
Philosophy
, 103
Physical mobility across countries
, 258
Physical sciences
, 182
Pipeline model
, 186, 189, 191, 194–197
Play and/or learning
analytical/conceptual framework
, 213
changing landscape of ECE
, 208–209
cultural boundaries
, 215
distinctive features of guidelines of culture
, 218–219
dominant concept across curriculum guidelines
, 216–217
and ECE and child development
, 213–214
ECE and curriculum guidelines in cultures
, 210–213
educational aims
, 213
guidelines and discussion
, 215
method
, 214–215
multifaceted learning in curriculum guidelines
, 217
play as means for learning in curriculum guidelines
, 217–218
weight to
, 219–220
Points of intervention, schools as
, 294
Policy
analyses
, 78
in practice
, 276–277
Policy and Management Consulting Group (PMCG)
, 264
Policymakers
, 69
Political Economy
, 52–53
Politics
, 228
“Positive” stereotypes
, 293
Positivist/humanist
, 44, 92
Post-colonial
, 68
Post-communism
, 181
Post-conflict socioemotional learning
, 90
Post-independence education expansion and reform drive
, 231–232
Post-independent Africa (1961)
, 231
Post-soviet countries
, 263
Postmodernism
, 109
Pre-primary Education Voucher Scheme (PEVS)
, 211
Primary education
duration
, 250
eliminating primary education as separate level
, 250–251
Private independent kindergartens
, 211
Privilege and minority status
, 290
Process quality
, 238
Processing
, 182
Professional development for educators
, 122, 124, 129
Professionalization of field
, 3, 5, 12–13
Programme for International Student Assessment (PISA)
, 11–13, 32, 85–86, 88, 118, 121
Project for Integrated Education for Disabled (PIED)
, 275
Project-based learning methodology (PBL methodology)
, 125
PROSPERA program
, 120
Protective factors in schools
, 296–297
Psychology
, 16, 102
Public education
, 53
Public schools
Brazil
, 120–121
building capacity with public school educators
, 121
Educando By Worldfund
, 122–125, 128–129
education in Latin America
, 118–119
findings
, 127–128
leadership
, 121–122
literature review
, 119
Mexico
, 119–120
monitoring process
, 126–127
Pupil–teacher ratio (PTR)
, 187, 198n1
Qualitative analysis
, 214–215
Qualitative content analysis
, 215
Qualitative dimension
, 238–239
Quality
, 77
assurance mechanisms
, 257
of education
, 238
Quality Learning Project (QLP)
, 85–86
Quality Reading Project (QRP)
, 85–86
Quantitative analysis
, 214–215
Quantitative dimension
, 237–238
Rankings
, 76
Rassias method
, 122–123
Reading
education
, 85
literacy
, 85
Reflective practice
, 5
Reflexivity
, 92
Reforms
, 90, 136
new wave
, 262
structural, legislative, and institutional
, 257
systematic
, 262
Reforms of school structures in Europe
EFTA
, 244
trends in reforms of school structures in Europe
, 244–25
Refugee
education
, 66
integration
, 78
Regional integration
, 75–76
Religion
, 229
Research and education networks (RENs)
, 134
Research in Comparative and International Education
, 5
Research on teachers
, 46
“Reserve pool” of teachers
, 187
Rethinking knowledge
, 108
Right of Children to Free and Compulsory Education Act
, 273
Right to Education (RTE)
, 273
Rights of Persons with Disabilities (RPWD)
, 276
Rio+20 Conference
, 29
Robust standard errors
, 172, 174
RTI International
, 7
Russian Revolution
, 261
Sarva Shikhsa Abhiyan (SSA) (see Flagship of Education for All program (EFA program))
Scholarship
, 233
School
characteristics
, 188
climate research
, 293
counselor
, 288
entrance age, decreasing
, 245–246
GSM discrimination in
, 293–294
levels
, 245
as points of intervention
, 294
policy and practice
, 295
protective factors in
, 296–297
reach and impact
, 294–295
reform
, 245
school-based discrimination
, 294
school-based sexual health education
, 288–289
school-based violence
, 295
school-related factors
, 238
systems
, 186, 232, 243–244, 251–252
transformation process
, 129
School structure
, 244
continuing diversity
, 251–253
Science, technology, engineering, and mathematics (STEM)
, 60, 118, 161
Brasil
, 125–126, 128
Mexico
, 125–126
women in
, 163–164
women’s participation in subfields
, 173–174
Secondary education
, 248
Selection
, 5, 124–125
Self-esteem
, 208
Self-reflection
, 93, 125
Semi-skilled Labor market
, 230
Service sector
, 181
Sexism
, 291
Sexual health
curriculum
, 288
education programs
, 297–298
Sexual minorities
, 290, 292, 296–297
Sexual orientation
, 293–294, 302–303
Sexual orientation and gender identity (SOGI)
, 291–292
Sexuality
alliances
, 296
identities
, 289
Single authored articles
, 18–19
Single basic education
, 250–251
Social capital
, 238
Social characteristics of job
, 188
Social embeddedness
, 144
Social marginalization
, 302
Social movements
, 162
re-framed women
, 162
Social science formation processes
, 13
Social stratification
, 78
Social system
, 227–228
Societal context
, 226
demography
, 226
economy
, 226–227
geography
, 226
politics
, 228
religion and life and world philosophy
, 229
social system
, 227–228
Society
, 31–32, 46, 78, 165, 169, 194, 210, 228, 273
Sociocultural
aspects
, 273
perspectives
, 259
Socioeconomic sector (SES)
, 193
Soviet
education system
, 86
model
, 235
Special education
, 37
Special educational needs (SEN)
, 272
case studies
, 282–283
changing scenes on ground
, 281–282
components of inclusive practices in India
, 279–281
education of students with SEN in India
, 273–275
inclusive education through lens of developing countries
, 272–273
new legislation and policies toward inclusive education in India
, 275–276
policies in practice
, 276–277
students with SEN in regular primary schools of India
, 277–279
Special Interest Group (SIG)
, 65
“Special needs”
, 272–273
students with
, 276–277, 280, 282–283
Staff mobility
, 259–260, 263
Stakeholders
, 256
Stark dichotomies
, 109
State Secondary Boards (SSB)
, 281
Statistics
, 182
Status competition
, 76
Stereotype threats
, 164
Stratification
, 78, 235
Structural/structures
, 16, 38
economic institutional
, 162
educational
, 87
models
, 245
reforms
, 244
of school systems
, 251
social
, 103
Student(s)
, 272, 280
achievement
, 188, 193–194
mobility
, 259, 264
with SEN in regular primary schools of India
, 277–279
with special needs
, 272–273, 276–277, 280, 282–283
student-related factors
, 238
Study-abroad education
, 66
Sub-Saharan Africa
, 135, 226
Suitability
, 149
Sustainability
, 149–150
Sustainable development
, 136, 218
Sustainable development goals (SDG)
, 28, 37, 68, 150
for education
, 29–31
future for individuals with less education
, 31–32
reduction in number of primary and secondary school age children
, 31
SDG 4
, 28–29
SDG 4.1
, 30
SDG 4.1.1
, 30
Systemic educational sector
, 292
Tbilisi Ivane Javakhishvili State University (TSU)
, 261
Teacher and Learning International Survey (TALIS)
, 200n19
Teacher education
, 52, 91, 236
relationship of research to practice
, 55
shifts in CIE
, 54
Teacher Education in Sub-Saharan Africa (TESSA)
, 236
Teacher education programs (TED programs)
, 194
Teacher labor markets
, 185–188
Teacher supply in Latin America
, 185
English publications on
, 191
evidence on
, 189–191
methodology
, 188–189
number of articles
, 191
search results by search engine and keyword
, 190
teacher labor market and
, 186–188
Teacher training institutes (TTIs)
, 87
Teachers
, 49, 52, 54
attrition
, 197
distribution
, 192–194
gender
, 192
pipeline
, 194–197
policies
, 186
quality
, 187
quantity
, 187
salaries
, 186–187
shortages
, 187, 191–192
teacher-related factors
, 238
Teaching
, 84
advancements in scholarship
, 91–92
of CIE
, 90–91
and learning methods
, 234
teaching/learning process
, 258
Teaching Comparative Education (TCE)
, 91
Technical pedagogical advisers (ATPs)
, 124
Technopositivism
, 148–149
Terminological ambiguity
, 276
Theory
, 12–13, 66, 68
economic
, 104
human capital
, 67
Marxist–Leninist
, 84
and rules
, 54
Time-fixed effects model
, 169
Total fertility rate (TFR)
, 168–169
Transformative leadership
, 118
Transformative learning
, 122
Transgender
, 290
Trend(s)
, 244
compulsory preschool education
, 245–247
continuing diversity of school structures
, 251–253
decreasing school entrance age
, 245, 246
duration of compulsory school education
, 247–249
duration of primary education
, 250
eliminating primary education as separate level
, 250–251
in reforms of school structures in Europe
, 244
Trends in International Mathematics and Science Study (TIMSS)
, 239
“Triangulation” method
, 105
Twenty-first century
, 125, 212
Ubuntu
, 106–109, 142
UbuntuNet Alliance
, 142, 144
Ultra-relativism
, 109
UN Educational, Scientific, and Cultural Organization (UNESCO)
, 140
UN Group on the Information Society (UNGIS)
, 140
Unconventional modes of expanding supply of education
, 232
adult literacy
, 232–233
curriculum
, 233–234
lifelong education/learning
, 233
UNESCO Institute for Statistics (UIS)
, 30, 186
UNESCO International Bureau of Education (2000)
, 246
United Nations (UN)
, 295
United Nations Childrens Fund (UNICEF)
, 7, 208
United Nations Educational, Scientific and Cultural Organization (UNESCO)
, 166, 186, 218, 288–289, 292
United Nations International Children’s Emergency Fund
, 296
United States Agency for International Development (USAID)
, 84–85, 87, 140
USAID QRP
, 85–86
Universal Declaration of Human Rights
, 36
Universities
, 144–146
of Hong Kong
, 7
Urbanization
, 181
Virtual Learning Community (CAV)
, 125
Vision 20:2020 (see National Development Plan of Nigeria)
Western culture
, 209
Western technopositivism
, 134
Western-oriented government
, 262
Women(s)
enrollment in STEM
, 181
participation in secondary education
, 168
secondary gross enrollment ratios
, 181
in STEM
, 147, 161, 163–164
Women’s international non-governmental organization (WINGO)
, 172, 181
Women’s participation in higher education
additional control variables
, 168–169
countries in sample, by world region
, 183
data and sample
, 166–167
dependent variable
, 167
descriptive trends
, 170–172
fields of study included in STEM
, 182
global rise in status of women
, 162–163
globalization of markets
, 176
independent variables
, 167–168
methods
, 169
multivariate analyses
, 172
random effects panel regression models
, 184
results
, 170
robustness checking
, 174–176
variables
, 167, 181–
women in STEM
, 163–164
women’s participation in STEM in higher education
, 165–166
women’s participation in subfields of STEM
, 173–174
Women’s Technology Empowerment Center (WTEC)
, 147
World Bank
, 7, 68
World Development Indicators (WDI)
, 166
World Development Report (WDR)
, 68
World Education Forum (WEF)
, 29
World Health Organization
, 288, 298
World philosophy
, 229
World society perspective
, 165
Zimbabwe Integrated Teacher Education Course (ZINTEC)
, 236
Zimbabwe with Business Education Partnership Agency project (BEPA Z project)
, 235–236
- Prelims
- The Osmosis of Comparative and International Education: What, How, and Why CIE Research Appears in Non-CIE Journals
- Part I: Comparative Education Trends and Directions
- Chapter 1: One Indicator to Rule Them All: How SDG 4.1.1 Dominates the Conversation and What It Means for the Most Marginalized
- Chapter 2: Comparative and International Inclusive Education: Trends, Dilemmas, and Future Directions
- Chapter 3: The “R-Word” Today: Understanding Religion in Secular and Religious Formal and Non-Formal Educational Spaces
- Chapter 4: Teacher Education and the Ghost of the Nation State: How Comparative and International Education Matters for Teacher Development
- Chapter 5: Widening the Lens: Going Global in Mathematics Education Research
- Chapter 6: Comparative and International Education: A Field Fraught with Contradictions
- Chapter 7: Research and Practice in Comparative and International Higher Education
- Chapter 8: International Education Assistance in the Kyrgyz Republic: Partnership and the Role of Expertise in International Education Interventions
- Chapter 9: Advancing the Teaching of Comparative and International Education
- Part II: Conceptual and Methodological Developments
- Chapter 10: What Is Comparative Education?
- Part III: Research-to-Practice
- Chapter 11: Transformation of the Public School in Latin America: Summary of Findings Following Educando by Worldfund Educational Interventions
- Chapter 12: ICT4D, Policy Landscapes, and Practice Arenas: A Review of and Reflection on ICT Actors and Applications in African Higher Education
- Part IV: Area Studies and Regional Developments
- Chapter 13: Is Engineering Harder to Crack Than Science? A Cross-National Analysis of Women’s Participation in Male-Dominated Fields of Study in Higher Education
- Chapter 14: The Teacher Supply in Latin America: A Review of Research
- Chapter 15: Play and/or Learning: Comparative Analysis of Dominant Concepts in National Curriculum Guidelines for Early Childhood Education in Norway, Finland, China, and Hong Kong
- Chapter 16: Education in Sub-Saharan Africa
- Chapter 17: A Review of the Main Trends in the Reforms of School Structures in Europe
- Chapter 18: Internationalization and Academic Mobility: Trends and Prospects in Georgian Higher Education
- Part V: Diversification of the Field
- Chapter 19: Mapping Changes in Legislation and Implementation for Special Needs Education in India
- Chapter 20: “That Would Never Work Here”: Overcoming ‘Context Paralysis’ on Behalf of Gender and Sexual Minorities Worldwide
- Index