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 Impact of International Achievement Studies on National Education Policymaking (International Perspectives on Education and Society, 13)

Education & Teaching

Alexander W. Wiseman

Schools & Teaching

Emerald Publishing Limited

Teacher Quality and Education Policy in India: Understanding the Relationship Between Teacher Education, Teacher Effectiveness, and Student Outcomes (Routledge Research in Teacher Education)

Preeti Kumar

Routledge

The focus of this book is not whether schooling prepares youth for future work. Instead, the focus of this book is on how schooling for work has become a global phenomenon and a concerted project of nations. The importance of this phenomenon for schooling is that while there is often little direct empirical evidence linking schooling and the broader economy, there is an important link nonetheless. For example, the global triumph of capitalism through free-market trade and industry (even in officially socialist nations) is a testament to the overwhelming importance of economic competitiveness and labour market participation for individuals, communities, and nations alike. on the largest number of individuals and their communities - not vice versa. So, it is often at the national level where the most discussion, planning, and policymaking occur related to schooling for work. Why? Because the direction that the national economy follows dictates in many instances the direction that communities' and individuals' economic fortunes go within that nation. resulting from the interplay between nations.

The Employability Imperative: Schooling for Work As a National Project

Naif Alromi

Nova Science Pub Inc

America's blueprint for mass education has been followed across the globe - yet international student assessments show that achievement varies sharply, with the US and much of Europe typically scoring average at best. Not surprisingly, this state of affairs has sparked anxieties about an educational crisis. Adding even more fuel to the fire: many cite a growing disconnect between what schools teach and the needs of a rapidly changing market. The problem, if there is one, is highly complex, and in these 24 thought-provoking lectures led by an associate professor of comparative and international education, you'll take a meaningful look at education around the world to understand why. You'll go beyond prescriptions for quick fixes to engage in a detailed comparison of teaching methods and student achievement, from the focus on STEM instruction and the intent of morals education to the role of preschool and the importance of creativity. You'll discover why Finland and South Korea rank as the two best educational systems despite having diametrically opposed approaches and consider the unique challenges facing schools from America to South Africa. You'll use internationally comparative data to identify strengths and weaknesses and to see how this information is used - and sometimes misused - to enact policies. The data and systems are not studied in a vacuum, however. Instead you'll explore how cultural, religious, socioeconomic, and historical contexts may influence these methods and whether one nation's best practice could backfire in another. Along the way you'll contemplate questions about the goals of education and the ways teachers may help students reach them, from whether standardized testing is the best way to measure what a person is capable of to whether teachers should have a role beyond presenting academic content.

How the World Learns: Comparative Educational Systems

The Great Courses

This volume of the 'International Perspectives on Education and Society' series comparatively examines various two-year and community college institutions worldwide. While these institutions are called by different names and may not all be structured the same around the world, their core mission remains consistently to respond to the needs of their local community. Inspired by the German Volkshochschule, founded in 1844, this model is now throughout the U.S., Canada, Australia, India, South Africa, Thailand and other nations. While the community college 'label' is debatable and possibly controversial in and of itself, these institutions all serve the needs of their local communities by bridging the gap between academic and technical training with open and accessible learning. Students served by these institutions come from various socioeconomic backgrounds including variations in age, race, culture, gender, and income levels. Two-year and community colleges adapt and institutionalize differently to meet various community needs, whether they provide students with technical training, the ability to transfer to four-year higher education institutions, remedial education or lifelong learning opportunities. This volume analyzes the ways this model has served and continues to serve communities in different international contexts for similar purposes.

Community Colleges Worldwide: Investigating the Global Phenomenon (International Perspectives on Education and Society, 17)

Higher & Continuing Education

This volume of the 'International Perspectives on Education and Society' series examines the relationship between HIV/AIDS and education worldwide. Much of the mystery surrounding HIV/AIDS and education lies in the fact that many factors contextualize their intersection. Many of the children who are at risk of not finishing school or have never had the chance to attend school live day-to-day in communities with high HIV/AIDS infection rates. To exacerbate the problem, in some countries the highest HIV/AIDS infection rates are in marginalized and extremely poor communities while in others it is within the most affluent communities. This volume examines how education supports, combats or reacts to HIV/AIDS awareness, prevention and impact worldwide as well as its impact on education systems and teaching forces. Given the context and prevalence of HIV/AIDS worldwide, this volume presents information, policy case studies, and empirical research for use by educators, policymakers, and organizations about the relationship between HIV/AIDS and education, including how HIV/AIDS has impacted education systems and the potential impact education has on HIV/AIDS.

The Impact of HIV/AIDS on Education Worldwide (International Perspectives on Education and Society, 18)

Health, Fitness & Dieting

Diseases & Physical Ailments

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. Contributors address the questions and themes discussed in these essays including: the use of new conceptual or methodological frameworks; the role of CIE in teacher education and higher education; the emergence of new area studies, and diversification of the field to include human rights. The volume provides an analytic overview of published work in the field, with discussions of education theory, policy and practice. Chapters in this annual review both highlight the strengths in the field as well as the exciting and up-and-coming developments in theory, method, practice, and research. This annual review will bring together both scholars and stakeholders in the field to highlight those developments of particular relevance to contemporary and future educational reform and school/classroom applications.

Annual Review of Comparative and International Education 2013 (International Perspectives on Education and Society, 20)

Annual Review of Comparative and International Education 2013 (International Perspectives on Education and Society Book 20)

Emily Anderson

Emerald Group Publishing Limited

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.

Development of Higher Education in Africa: Prospects and Challenges (International Perspectives on Education and Society, 21)

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 Volume chapters begin by addressing the questions and themes discussed in these essays which will include: the use of new conceptual or methodological frameworks; the role of CIE in teacher education and higher education; 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.

Annual Review of Comparative and International Education 2014 (International Perspectives on Education and Society, 25)

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Books by Alexander W. Wiseman