Index
ISBN: 978-1-80262-518-9, eISBN: 978-1-80262-517-2
ISSN: 1479-3679
Publication date: 1 September 2022
This content is currently only available as a PDF
Citation
(2022), "Index", Wolhuter, C.C. and Wiseman, A.W. (Ed.) World Education Patterns in the Global North: The Ebb of Global Forces and the Flow of Contextual Imperatives (International Perspectives on Education and Society, Vol. 43A), Emerald Publishing Limited, Leeds, pp. 183-189. https://doi.org/10.1108/S1479-36792022000043A013
Publisher
:Emerald Publishing Limited
Copyright © 2022 C. C. Wolhuter and Alexander W. Wiseman
INDEX
Active citizen
, 95
Ad Hoc Council on Education
, 162
Adult literacy campaigns
, 9
Age profile, changing
, 22
Aging of population
, 91
multilingualism
, 91
religious migration
, 91–92
skill shortages
, 92–93
Aid organizations
, 56
American Council on the Teaching of Foreign Languages (AC TFL)
, 45
American independence of 1776
, 11
Balkans
, 130, 133
Baltic Apprenticeship Alliance (BAfA)
, 98
Baltic States
, 86
aging of population
, 91–93
curriculum
, 97
economy
, 88
education system and structure
, 96–97
features of twenty-first century education in
, 95–96
incoming tide of global trends
, 90
learners
, 97
post-socialist liberal education in
, 93–95
pre–post-socialist education in
, 93
regional context
, 86–88
social system
, 88–90
teachers
, 97–100
Believed globalization
, 60–62
Benjamin Bloom taxonomy
, 49
Bologna Declaration
, 142
Bologna Process
, 142–144
Bounded rationality of policy borrowing
, 178–179
Butterfly defect
, 7
Capabilities theory
, 39
Capitalist school
, 74
CARE
, 56
Charter Schools Movement
, 42
China
inequality in education
, 155–157
new modes of teaching and learning
, 160–162
school education in
, 150–152
China Education Modernization 2035
, 152, 161
Citizenship
, 88–89
Citizenship Act (1938)
, 89
Civilization states
, 11, 44
Classical mentoring
, 109
Človek v ohrození organization
, 111–112
Collaborative pedagogy
, 93
Communiqués
, 142–143
Comparative and international education
, 2, 20
context as perennial threshold concept in
, 2–3
deficiencies in comparative education scholars’ concern with context
, 6–7
education in contemporary world
, 10–13
evolution and refinement of context conceptual tool
, 4–6
globalization
, 7–10
Comparative and International Education Society (CIES)
, 6, 9
Competencies
, 161
Competitiveness
, 76
Compulsory education
, 136–140
Consumerism
, 32
Context
, 2
deficiencies in comparative education scholars’ concern with
, 6–7
evolution and refinement of context conceptual tool
, 4–6
as perennial threshold concept in comparative and international education
, 2–3
Continental Europe
, 68
Copenhagen process
, 132
Cosmopolitanism
, 57
Côte d’Ivoire’s Programme d’Éducation Télévisuelle (PETV)
, 48–49
Counseling
, 109
Course of Study
, 162
Creed of Human Rights
, 45, 48
Cross national policy borrowing in education
, 171
Israeli context
, 172–173
Curriculum
, 43, 75–76, 97, 137–138, 151
divergent calls for relevance
, 47
global citizenship education
, 43–44
Human Rights Education
, 45–46
multicultural and intercultural education
, 44–45
multilingualism and rising importance of English as international lingua franca
, 45
STEM to STEAM and re-appreciation of social sciences and humanities
, 46–47
Czech Mentoring Association
, 112
Dakar Framework for Action in 2000
, 38
Decentralization
, 42–43
Democratization
, 29–30
Demography
, 69
Digital migration
, 58
Digital/virtual–identity
, 60
Disparity in education
, 157–158
Distance learning
, 39
Divé maky organization
, 111
Double-shift school system
, 154
E-mentoring
, 109
Early childhood education and care (ECEC)
, 133
access
, 133–134
disadvantaged children
, 135–136
educational staff
, 135
learning objectives
, 135
organization
, 134–135
Early school leaving
, 106–107, 110
Earth Overshoot Day
, 21
East Central and South-East Europe (ECSEE)
, 129
Ecology
, 71
Economic growth
, 88
and affluence
, 23
Economic internationalization
, 24
Economy
, 69–72
Education
, 57, 73
beginnings of formal education
, 73–74
in contemporary world
, 10–13
in East Asia
, 150
fever
, 153
institutional fabric and school ladder
, 75
ladder
, 43
objectives of
, 41–42, 74
organization and administration
, 74–75
quality
, 79, 99
system and structure
, 96–97
Education Act in England (1988)
, 43
Education Act of 1992
, 93–94
“Education and Training 2010”
, 132
Education for All movement (EFA movement)
, 38, 154
Education for Sustainable Development (ESD)
, 41–42, 162
Education Leadership
, 42
Education Tax Act
, 154
Educational reform
, 155
Employment
, 76
English as international lingua franca, rising importance of
, 45
Enrollments
, 37–39
Envisioned globalization
, 60–62
Equality
, 79–80, 99–100
Equity of education systems
, 139
Estonian education system
, 96
“ET 2020”
, 132
ETP Slovakia
, 111
Europa Regina
, 68
curriculum
, 75–76
education
, 73–75
equality
, 79–80
incoming tide of global trends
, 71–73
learners
, 76–79
regional context
, 68–71
teachers
, 76
European Commission
, 132
European Economic Community (EEC)
, 70
European Education Area (EEA)
, 132
European Qualification Framework (EQF)
, 78, 96
European Quality Assurance Reference Framework (EQAV ET)
, 142
European Social Model (ESM)
, 70
European standards
, 131
European Training Foundation (ETF)
, 132, 142
European Union (EU)
, 69, 86, 130
Europeanization process
, 128
of education
, 130–133
education systems in SEE countries and main policy developments
, 133–144
SEE
, 128–130
Examination High School Admission Policy
, 154
Experimentalist teaching
, 73
Externalization
, 55–56
Feed the Children
, 56
Financing
, 71
Formal education, beginnings of
, 73–74
Fourth Industrial Revolution
, 25
Free Choice Learning
, 49
Free Learning
, 49
Free market economy
, 128
Free Semester and the Innovative School Model
, 164
French Revolution of 1789
, 11
Gaokao reform
, 161
Geography
, 68
German model of Dual Education and Vocational Training
, 13
Global “soft convergence”
, 132
Global citizenship education
, 43–44
Global education response
assessment
, 49
curriculum
, 43–47
education ladder
, 43
enrollments
, 37–39
global societal trends and humanity’s response
, 36
governance and organization
, 42–43
new ways of production and packaging of knowledge
, 47–48
policyscapes and public discourse and worldwide expansion of education
, 39–42
teaching and learning
, 48–49
Global expansion drives
, 38
Global Footprint Network
, 21
Global South
, 13
Globalization
, 2, 7–10, 90, 128, 155, 170
agency and agenda in
, 55–62
of education in North America
, 54
glocal
, 10
Glorious Revolution in England in 1789
, 11
Governance
, 71
Heterodoxy
, 5
Heterogeneity
, 5
High-quality education
, 76
Higher education
, 142–144
Historical institutionalism
, 10
Human Capital
, 5
Human Rights
, 31
Education
, 45–46
Humanity
, 170
Identity
, 58–60
Im/migration
, 58–60
Imagination
, 58–60
Immigrant/refugee populations
, 58–59
Individualism
, 32
Individualization
, 30
Inequality in education
, 155–160
Informal economic sector
, 24
Information
, 26
Information and communication technology (ICT)
, 22, 26, 28, 161, 164
Innovation School Program
, 164
Institutionalization of education
, 56
Integrated practical activity
, 161
Integrated secondary education (ISCED)
, 136
Inter-national processes
, 61
Intercultural education
, 44–45
Intercultural education principles
, 32
Interculturalism
, 31–32
Intergenerational mentoring
, 109
International Association for the Evaluation of Educational Achievement (IEA)
, 49
International Education
, 3
International Program of Student Assessment (PISA)
, 49
International structures
, 29
Internationalization
, 153
Intra-national processes
, 61
Israel
, 172
Japan
inequality in education
, 157–159
new modes of teaching and learning
, 162–163
school education in
, 152–153
Japanese educational system
, 152
Jomtien Declaration of 1990
, 38
Key competencies
, 137, 150
Knowledge
, 26
economies
, 25
new ways of production and packaging of
, 47–48
Korean education system
, 155
Languages
, 72
of instruction
, 99
Latvia longevity
, 88
Latvian as a Second Language (LAT 2)
, 94
Learners
, 76, 97
education quality
, 79
language of learning and teaching
, 78–79
matching education and work
, 78
method of teaching and learning
, 78
Learning
, 48–49, 98
“Learning capital” of students
, 162–163
Let’s Teach for Hungary Mentor Program
, 114
Lifelong learning
, 38–39, 131
Lisbon Strategy
, 131–132
Local Education Authorities (LEAs)
, 173
Local Education Subsidy Act
, 154
Local Tax Act
, 154
Maastricht Treaty (1992)
, 75–76
Managerialism
, 42
Mass Online Open-Access Courses (MOOCS)
, 39
Materialism
, 32
Mentoring
aims and types
, 108–110
programs in Slovak Republic, Czech Republic, and Hungary
, 110–115
Metaphor
, 9–10
Migration
, 22–23, 58
Minban schools
, 42–43
Ministry of Education
, 173–174
Ministry of Education, Culture, Sports, Science and Technology (MEXT)
, 162
Minority interest groups
, 28
Mobile ICT technology
, 26
Modernization Theory
, 13
Multicultural Act in 1988
, 45
Multicultural education
, 27, 44–45
Multicultural Policy in 1971
, 45
Multiculturalism, emergence of
, 28
Multilateral organizations
, 56
Multilingualism
, 45, 91
Multireligious societies
, 31
Naional Authority for Measurement and Evaluation in Education (RAMA)
, 177–178
National education system
, 4, 44, 170
Naturund Waldkindergärten (nature and wood Kindergartens)
, 42
Neo-institutional theory
, 56–57
Neo-institutionalism
, 9, 56–57
Neo-liberal economics
, 24, 40
Neoliberalism
, 57
New modes of teaching and learning
, 160–164
Newcomers
, 152
children
, 158–159
“No Child Left Behind” Act
, 43
Non-governmental organization (NGO)
, 55–56
North America
, 53
globalization of education in
, 54
immigration and migration in
, 58
Omnipotent nation-state, demise of once
, 29
Organization for Economic Cooperation and Development (OECD)
, 70
Organization for European Economic Cooperation (OEEC)
, 69–70
Organizational Theory
, 6
Paedology
, 73
Paradigm
of historical institutionalism
, 10
of Human Capital
, 5
Pedagogical optimism
, 109
Peer mentoring
, 109
People’s Republic of China
, 43
Physical immigration
, 58
Pierre Bourdieu of France
, 157
PISA
, 76, 149, 152
shock
, 153
Policy borrowing
, 171
bounded rationality of
, 178–179
Policy entrepreneurs
, 133
Policyscapes
, 39–42
Political agenda
, 79
Politics
, 69, 72–73
Population explosion
, 21–22
Population mobility
, 23
Post-colonial community
, 57
Post-colonialism
, 57
Post-socialist Liberal Education in Baltic States
, 93–95
Pre–post-socialist education in Baltic States
, 93
Primary education
, 136–140
Primary social grouping, fading importance of
, 27
Private schooling
, 41
Quality education
, 138, 150
Quality-oriented education (sushi jiaoyu)
, 151, 160
Raw materials
, 56
Religion
, 30–31, 70–71
Religious migration
, 91–92
Remote work/learning/living
, 59
Republic of Korea
inequality in education
, 159–160
new modes of teaching and learning
, 163–164
school education in
, 153–155
Resilience
, 115
Responsible citizen
, 95
Right of Children to Free and Compulsory Education Act of 2010
, 43
Risk
, 171
Road to Graduation
, 113
Road to Secondary School
, 113
Roma
, 106
aims and types of mentoring
, 108–110
experiences in higher education
, 120–122
global trends
, 106–107
identity
, 108
mentoring programs in Slovak Republic, Czech Republic, and Hungary
, 110–115
regional context
, 107–108
research methods and sampling
, 115–117
support persons in public education
, 117–120
Roma Education Fund (REF)
, 111, 113
Roma Memorial University Scholarship
, 112
Romance languages
, 72
Scholarships for Secondary School Roma Pupils
, 112
School autonomy
, 140, 173–174
School education in East Asia
, 149
China
, 150–152
inequality in education
, 155–160
Japan
, 152–153
new modes of teaching and learning
, 160–164
Republic of Korea
, 153–155
School-Based Management (SBM)
, 170
in Centralized Israeli Educational System
, 173–174
curriculum
, 175–176
supervision and control
, 174–175
teachers’ employment
, 176–178
Science
, 71
Science, technology, engineering, arts and mathematics education (STEAM)
, 46–47
Science, technology, engineering and mathematics education (STEM)
, 46–47, 137
Secondary social grouping, diminishing importance of
, 27
Seimas
, 96
Seismic contextual changes of early twenty-first century
demographic trends
, 21–23
ecological crisis
, 20–21
economic trends
, 23–25
political trends
, 28–30
religious and life-philosophical trends
, 30–32
social trends
, 27–28
trends in scientific and technological development
, 25–26
Self-Directed Learning
, 49
Shadow education
, 158
Shanghai Shock
, 151
Single structure education
, 136
Six-Year Compulsory Education Completion Plan (1954–1959)
, 153–154
Skill shortages
, 92–93
Slovo 21, z. s. organization
, 113
Social acceptance
, 109
Social capital
, 32
Social disadvantages
, 108
Social Justice
, 40–41
Social science phase
, 4
Social system
, 70, 88
citizenship
, 88–89
main features
, 88
minorities
, 89
poor and affluent people, and middle class
, 89
religion and world-and life-view
, 90
urbanizing of Baltic states
, 89–90
Social trends
, 73
Societal context
, 4–5
Soft privatization
, 74
South-East Europe (SEE)
, 128
countries
, 130
education systems in SEE countries and main policy developments
, 133–144
Split system
, 134
Student Councils National Mentoring Program
, 115
Sub-national structures
, 29
Support of Roma Pupils of Secondary Pedagogical Schools in Slovakia
, 112
Supranational structures
, 29
Sustainability
, 71
Sustainable Development Goals (SDGs)
, 71
Swann Commission of 1984
, 45
Systems Approach for Better Education Results (SABER)
, 9
TALIS
, 76
“Talk and Chalk” teaching approach
, 161
“Tanoda” (Foundation School)
, 114
Taxation
, 71
Teachers
, 76, 97–100, 139–140
employment
, 176–178
Teaching
, 48–49, 98
Tertiary social groupings, surge of
, 27
Theory of Human Capital
, 12
“3 Bans” Policies in Korean Education
, 154
Three cycle system
, 142
Threshold concept
, 2–3
Torino process
, 132
Trans-nationalism
, 62
Treaty of Lisbon
, 130
Trends in International Mathematics and Science Study (TIMSS)
, 49
Twenty-first century skills
, 32, 150
Uncertainty
, 171
Unitary systems
, 134–135
United Nations Educational Scientific and Cultural Organization (UNESCO)
, 12, 40, 56
Experimental Literacy Project
, 38
Literacy for All in 2000 Project
, 38
United Nations Group of Experts on Geographical Names (UNGEGN)
, 129
United Nations Millennium Development Goals
, 38
United States of America (US)
, 54
Upper secondary education
, 140–144
“Útravaló” (On the Road) Scholarship Program
, 113
V4 Countries
, 107
Visegrad Group
, 107
Vocational education
, 140–144
Vocational education and training (VET)
, 98, 132–133
Well-being
, 88
Western Balkans
, 137
Western European education systems
, 76
Work-based education
, 98
Workplace learning (WBL)
, 98
World Bank
, 56
World regions
, 14
World systems theory
, 56–57
Yutori education
, 152–153
Zest for Living
, 162
- Prelims
- Terra Invicta: Comparative and International Education: A Field of Scholarship Testing Unprecedented Frontiers in the Twenty-first Century
- Terra Incognita: The Challenging Forces of the Unprecedented Twenty-first Century Globalized Societal Context
- Terra Nova: The Global Education Response
- The Globalization of Education in North America: A Discussion of Immigration, Identity, and Imagination
- Europa Regina: A Past, Present, and Future Project (A Quam Expeti Propositum)
- Baltic Countries: From Post-socialist to New-liberal Education?
- Mentoring of Marginalized Roma Students – Resource of Academic Success and Resilience
- Education in South-East Europe from the Perspective of the Europeanization Process
- Education in East Asia: Changing School Education in China, Japan, and Korea
- When Policymakers are Not True Believers: The Bounded Rationality of Policy Borrowing
- Index