Education Systems of the Americas

Sieglinde Jornitz is a senior researcher at the DIPF | Leibniz Institute for Research and Information in Education in Frankfurt/Main, Germany and a regular lecturer for the Goethe University in Frankfurt/Main in the field of teacher education. She has been engaged in various projects at DIPF that are focused on national, European and international developments in education and information science. Her research interests focus on education theory as much as on international and European education policy and school education. Her research combines her overall interest in national and international education policies with the analysis of specific documents from educational practice, like school interaction transcripts or images.She is involved in projects on professionalization issues of teachers that continue the work on analyzing school lessons to contribute to a theory of teaching as part of an education theory. Being a member of the international team at DIPF, she organises various network events for bringing together German and international partners in the field of education. She is also a member of several research groups on reconstructive hermeneutics in education and on digital media. Marcelo Parreira do Amaral is Full Professor of Education at the Institute of Education of the University of Muenster, Germany. Parreira do Amaral teaches and researches in the field of Comparative and International Education, Education Policy Studies, Lifelong Learning and Education Institutions. His current research focuses on international educational policy and governance issues at various levels and scales. More recently, he has concentrated on studying the emergence and expansion of a Global Education Industry (GEI) and on how it is transforming conceptualizations of ‘good’ education. His research on (new) providers and policy actors within education aims at analyzing the possible consequences for education research, policy and practice. Beyond discerning particular expressions and manifestations of the GEI phenomenon in international contexts, it also looks into the rationales, processes and impacts of the GEI developments on education systems.Parreira do Amaral has contributed to and coordinated several national and international research projects. From 2016 to 2019, he coordinated the ongoing project “YOUNG ADULLLT” (Policies Supporting Young People in their Life Course. A Comparative Perspective of Lifelong Learning and Inclusion in Education and Work in Europe, www.young-adulllt.eu), funded by the European Commission under the Horizon 2020 Research Framework. Parreira do Amaral is also a member of NESET II (Network of Experts on the Social Aspects of Education) funded by the European Commission. The focus of attention of his research lies on understanding how education institutions and systems are affected by the relationships among the local, national and international levels, paying  particular attention to issues of access to and equity in education.

• Introduction to this handbook.- Argentina.- Brazil.- Chile.- Costa Rica.- Cuba.- El Salvador.- French Guiana, Martinique and Guadaloupe.- Honduras.- ICT and Digitization in the United States: Research, Trends, and Issues.- Jamaica.- Mexico.- Montserrat.- National Education Systems in the Postnational Era.- Paraguay.- St. Vincent and the Grenadines.- The Education System of Colombia.- The Education System of Ecuador.- Education in the United States in Overview.- Venezuela.- Financing education in Brazil: challenges of quality and equity.- National education systems between citizenship and (national) identity.- Equity in US K-12 and Higher Education.- STEM Education in the US.- Federalism and Organizational Contiguity in Brazil: Relevance and Impact on Educational Administration.- A History of Trinidad's Islamic Education Policy.- Guayana.- Guatemala.- Peru