World Yearbook of Education – serie

Providing a comprehensive, global overview of the digitalisation of education, the World Yearbook of Education 2024 examines the ways advanced digital technologies are transforming educational practices, institutions and policy processes.Establishing a critical research agenda for analysing the digitalisation of education, the carefully selected chapters in this collection interrogate the current impacts of new digital technologies, emerging controversies over emerging data practices and future implications of algorithmic systems, automated decision-making and AI in education. Organised into four sections, the contributions in the collection examine the following: The historical, scientific and technical foundations of contemporary digitalisation in education The political and economic dynamics that underpin the education technology industry and new platform models of education How algorithms, automation and AI support new modes of data-driven governance and control of education systems Controversies over the inequitable effects of digitalisation in education, and proposals for data justice, ethics and regulationThis resource is ideal reading for researchers, students, educational practitioners and policy officials interested in understanding the future of digital technologies in education.

This latest volume in the World Yearbook of Education Series considers changing space-times of education by asking how they become unevenly textured as our worlds globalise, horizons shift and familiar points of reference melt and are remade. Acknowledging the reach of economic and cultural change, digital communication, geopolitics and persistent inequalities, the chapters trace processes that are re-making education and societies. Examining the depth of their impact on practices, methods and concepts reveals the significance of knowledge-building and socially embedded forms of reasoning in emerging patterns of educational governance, pedagogic and policy reforms as well as in lived understandings of self and social worlds.The organisation of the collection into three sections – Making Spaces, Troubling Temporalities, and Mobility and Contexts – begins to map out an ambitious project. It calls on education researchers and professionals to write the present as history by grasping the socio-spatial, historical and political dimensions and effects that frame, form and filter the educational present. This research calls for a revitalised historical sociology and novel forms of comparative education that can provide productive insights, inform creative problem solving and suggest practical directions for education. This agenda recognises: the unevenness of educational space-timesthe making of education as a social institutionthe persistence and effects of social embeddedness, eventful space, situated knowledge, and geosocial thinkingthe present as history and multiple temporalities in educationdifferent registers of transformation that become visible through lenses such as identity, work, citizenship and mobility.The World Yearbook of Education 2018 continues the project of compiling worldwide research on globalising education. These volumes offer a powerful commentary on how and why space-times of education are changing and emphasise the importance of forms of knowledge that materialise categories of professionals, policies and practices. This volume will be of interest to academics, professionals and policymakers in education and social policy, and also to scholars who engage in historical studies of education and debates about the socio-material formations that contribute to educational inequalities and dynamics of difference.

Digital methodologies, new forms of data visualization and computer-based learning and assessment are creating new challenges as well as opportunities for scholars in educational research. The World Yearbook of Education 2019 explores this highly relevant topic, opening a new discussion about the various conceptual and methodological challenges and opportunities in contemporary educational research. This volume explores contemporary methods of inquiry, with chapters organized around four topics of enduring interest in this field: impacts, patterns, relations and contexts.The World Yearbook of Education 2019 comprises contributions from internationally renowned scholars exploring novel concepts and methodologies in grappling with contemporary empirical phenomena in educational research. Vital questions such as how we understand the technological developments that are creating new possibilities for and demands on education, and how we make sense of complex cases that cut across multiple nations, are discussed.This newest addition to the prestigious World Yearbook of Education series provides a fascinating read for scholars in the fields of education policy and comparative education. It is not only a useful resource for educational researchers and policy makers examining new trends and emerging issues, but would be of interest to graduate students exploring innovative methodologies, particularly in the study of education and education policy.

Providing a comprehensive introduction to the topic of accountability and datafication in the governance of education, the World Yearbook of Education 2021 considers global policy dynamics and policy enactment processes. Chapters pay particular attention to the role of international organizations and the private sector in the promotion of performance-based accountability (PBA) in different educational settings and at multiple policy scales. Organized into three sections, chapters cover: the global/local construction of accountability and datafication; global discourse and national translations of performance-based accountability policies; and enactments and effects of accountability and datafication, including controversies and critical issues.With carefully chosen international contributions from around the globe, the World Yearbook of Education 2021 is ideal reading for anyone interested in the future of accountability and datafication in the governance of education.

The latest volume in the World Yearbook of Education Series explores the relationship between education and the globally prevalent principle of nationalism. This book identifies the diverse ways in which educational policies, discourses, curricula and pedagogy embed and promote the concept of "the nation" both historically and in the age of globalization. By challenging accounts owed to the discourse of "globalization" which conceal the presence of national epistemologies and interests in education, this book offers important insights into the role of education in making nationalism one of the most enduring and yet easily obscured forces of our time.Organized into four sections, this book looks at the following main issues:Historical (re)production of the nation considers how countries consider and reproduce their national identity and how this is built on their historyHegemonic aspirations and interventions examines how instruction technologies developed during the Cold War have been propagated and disseminated around the world, how the development of educational policy based on the human capital theory emerged, and analyzes the extent to which tech companies are intent on establishing an imperial order of learningImperial policies and resurgences of nationalisms explores how global or imperial policies have been indulged in different parts of the world and how new forms of nationalism have been emergingParadoxes, inconsistencies, and a self-reflection focuses on nations acting imperially as sites of domestic injustices, addresses unresolved paradoxes between the global and the national and includes a historically informed critical review of the World Yearbooks of Education Bringing together the voices of researchers from around the globe, The World Yearbook of Education 2022 is ideal reading for anyone interested in learning how nationalism has affected the expansion of education systems and how its imperial aspirations are currently affecting education policy and practice.Chapter 5 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution (CC-BY) 4.0 license.

The latest volume in the World Yearbook of Education Series explores the relationship between education and the globally prevalent principle of nationalism. This book identifies the diverse ways in which educational policies, discourses, curricula and pedagogy embed and promote the concept of "the nation" both historically and in the age of globalization. By challenging accounts owed to the discourse of "globalization" which conceal the presence of national epistemologies and interests in education, this book offers important insights into the role of education in making nationalism one of the most enduring and yet easily obscured forces of our time.Organized into four sections, this book looks at the following main issues:Historical (re)production of the nation considers how countries consider and reproduce their national identity and how this is built on their historyHegemonic aspirations and interventions examines how instruction technologies developed during the Cold War have been propagated and disseminated around the world, how the development of educational policy based on the human capital theory emerged, and analyzes the extent to which tech companies are intent on establishing an imperial order of learningImperial policies and resurgences of nationalisms explores how global or imperial policies have been indulged in different parts of the world and how new forms of nationalism have been emergingParadoxes, inconsistencies, and a self-reflection focuses on nations acting imperially as sites of domestic injustices, addresses unresolved paradoxes between the global and the national and includes a historically informed critical review of the World Yearbooks of Education Bringing together the voices of researchers from around the globe, The World Yearbook of Education 2022 is ideal reading for anyone interested in learning how nationalism has affected the expansion of education systems and how its imperial aspirations are currently affecting education policy and practice.Chapter 5 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution (CC-BY) 4.0 license.

Providing a comprehensive introduction to the topic of accountability and datafication in the governance of education, the World Yearbook of Education 2021 considers global policy dynamics and policy enactment processes. Chapters pay particular attention to the role of international organizations and the private sector in the promotion of performance-based accountability (PBA) in different educational settings and at multiple policy scales. Organized into three sections, chapters cover: the global/local construction of accountability and datafication; global discourse and national translations of performance-based accountability policies; and enactments and effects of accountability and datafication, including controversies and critical issues.With carefully chosen international contributions from around the globe, the World Yearbook of Education 2021 is ideal reading for anyone interested in the future of accountability and datafication in the governance of education.

A real revolution is taking place in the way in which we conceptualise and practise education and learning. This book sets out to explore the immense impact which digital technology is having on education around the world and the ways in which it is used by a wide range of individuals and communities.Contributors analyse changes in technology such as e-mail, the Internet, digital video and other media, but also the effect of this new technology on the way people live and learn around the world.Cultural changes taking place range from the blurring of boundaries between formal and informal learning to the development of new 'virtual communities' which revolve around particular social or cultural interests, and which serve as a crucial tool and source of identity for spatially displaced communities such as refugees.Digital technology is changing the way we all live, and this book is an authoritative study of these changes in all their diversity.

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 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.

First published in 2005. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 2005. Broadly speaking, church-state relations in education turn nowadays upon two chief issues: I. Should religion be taught in state schools? And if so, may the state interfere with the teaching? 2. In countries where separate schools, under church control, exist should they have a share of public funds? Church and state issues flare up anew whenever there appears a repressive government action or a dynamic drive of the churches for a larger share of privileges. Both occur frequently enough to make this World Year Book a lively read.

First Published in 2005. The 1970 edition of the educational yearbook focuses on education in cities. The purpose, in this volume, was not to produce yet another book describing various aspects of the ‘urban crisis', but to concentrate on the effects of urbanization on education at all levels - an aspect which has, of course, been mentioned explicitly in the literature concerned with problems of urban growth though usually in the context of social problems, town planning, and so on.

Published in the year 2005, the World Yearbook of Education 1971/2 is a valuable contribution to the field of Major Works.

Published in the year 2005, World Yearbook of Education 1974 is a valuable contribution to the field of Major Works

Published in the year 2005, World Yearbook of Education 1979 is a valuable contribution to the field of Major Works.

First Published in 2005. The phrase 'education of minorities' raises a variety of questions. As a World Yearbook theme it demands clarification. We are using the word 'minority' to refer not to relative numbers but to 'the condition of being inferior or subordinate'. This could be taken to include students with a variety of handicaps - physical, intellectual, socioeconomic, cultural; pupils with low literacy or language problems; and victims of race or sex discrimination. However, this book concentrates on the problems of students who are disadvantaged by differences of culture and language, especially ethnic minorities who do not possess the background, attributes and skills of the dominant group and are thus distanced from the sources of power and status in the country they inhabit.

Published in the year 2005, World Yearbook of Education 1985, is a valuable contribution to the field of Major Works.

The World Yearbook of Education was first published by the Evans Brothers in 1965 in association with the University of London Institute of Education and Teachers College, Columbia University. Since then it has become established as one of the most important forums for work in comparative education in the world. Each volume addresses a major issue in comparative education and includes contributions from a range of leading international scholars.The World Yearbook was originally published by Evans Brothers, then by Kogan Page and is now published by Routledge. It has not appeared in every year since its initial publication. This current collection will reprint all titles not currently available, from 1965

Published in 2005, "World Yearbook of Education 1989: Health Education is a valuable addition to the Major Works Series.

First Published in 2005. Assessment and evaluation are essential to education and training. Whether informal or formal, at their best they assist the learning process by providing feedback to 'learners' and 'teachers', facilitate quality assurance and control, and provide a mechanism whereby education and training can be attuned to the needs of the individual and society. This edition of the World Yearbook focuses upon a wide range of assessment and evaluation issues from all over the globe.

Published in the year 2005, World Yearbook of Education 1991 is a valuable contribution to Major Works.

First published in 2005. The goal of Education For All, set by the United Nations at the 1990 Jomtien (Thailand) Conference and adopted by heads of state at the World Summit for Children in the same year, confronts all of us with the fundamental challenge of including children with disabilities in the education system of all nations. The aim of this book is to record, analyse and celebrate positive signs of growth and development in the field of special needs education but with particular reference to children with significant disabilities. The special education theme was selected for the 1993 edition of The World Yearbook of Education in synchrony with the ending of the UN Decade of Disabled Persons, 1983 to 1992.

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 workforceshow the responsibility for providing work-education is distributed between schools, vocational education, HE, professional bodies, local and global companies, governments, the private sector and individualsthe pressures on formal education and training institutions to produce graduates with certain kinds of knowledge, skills and personal attributes.

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 workforceshow the responsibility for providing work-education is distributed between schools, vocational education, HE, professional bodies, local and global companies, governments, the private sector and individualsthe pressures on formal education and training institutions to produce graduates with certain kinds of knowledge, skills and personal attributes.

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.

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.

A real revolution is taking place in the way in which we conceptualise and practise education and learning. This book sets out to explore the immense impact which digital technology is having on education around the world and the ways in which it is used by a wide range of individuals and communities.Contributors analyse changes in technology such as e-mail, the Internet, digital video and other media, but also the effect of this new technology on the way people live and learn around the world.Cultural changes taking place range from the blurring of boundaries between formal and informal learning to the development of new 'virtual communities' which revolve around particular social or cultural interests, and which serve as a crucial tool and source of identity for spatially displaced communities such as refugees.Digital technology is changing the way we all live, and this book is an authoritative study of these changes in all their diversity.

The issues raised by the role of language in education are some of the most important and contentious faced by education systems across the globe. Language is embedded in the concepts of nationhood and identity, and is therefore directly linked to the very social and political fabric of a country.In a climate of increasing globalisation, development and mobility of populations, nations around the world are concerned with the tension between cultivating a sense of cultural and linguistic cohesion and making use of the linguistic diversity that exists in every country and region. This book examines the implications and impacts, the dilemmas and potential for language education in relation to education systems and wider society.Split into three key parts, it considers:*current issues in language education, including the role of language in maintaining power and inequalities, in encouraging participation and inclusion and in challenging the status quo;*different approaches to language education around the world;*the potential for language to provide opportunities for the disadvantaged, illustrated by case studies of three cities.This recent volume of the internationally respected World Yearbook of Education continues the tradition of offering a wide range of international perspectives from leading commentators on a universal concern. The material amassed here will be essential reading for teacher educators, education researchers and school leaders across the world.