By Mark Bray (auth.), Mark Bray, Bob Adamson, Mark Mason (eds.)
Approaches and strategies in comparative schooling examine are of noticeable significance, yet don't regularly obtain sufficient recognition. This publication contributes new insights in the longstanding traditions of the sphere.
A specific characteristic is the focal point on diversified devices of research. person chapters examine locations, structures, instances, cultures, values, rules, curricula and different devices. those chapters are contextualised inside of broader analytical frameworks which establish the needs and strengths of the sphere. The booklet contains a specialise in intra-national in addition to cross-national comparisons, and highlights the price of imminent issues from diversified angles. The booklet can be of significant price not just to manufacturers of comparative schooling learn but in addition to shoppers who desire to comprehend extra completely the parameters and price of the field.
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Extra info for Comparative Education Research: Approaches and Methods
F]ederal states like the US, Australia, Canada and Germany provide data in terms of weighted means, a process that cannot be assumed to have been carried out in any uniform fashion. Even aggregations are not always reliable because of changes in definitions and methodology. This is particularly so in collecting data on participation in tertiary education, where reforms in the post-secondary sector often change the ways students are classified for the purposes of allocating grants and benefits.
UNESCO’s headquarters are in Paris, France, in addition to which the organisation has a global network of National Offices, Cluster Officer, Regional Bureaus and Liaison Offices. It also has a number of specialist Institutes and Centres, among which those having functions specifically concerned with education are: • • • • • The European Centre for Higher Education (CEPES), in Bucharest, Romania The International Institute for Capacity-Building in Africa (IICBA), in Addis Ababa, Ethiopia The UNESCO Institute for Lifelong Learning (UIL) [which until July 2006 was called the UNESCO Institute for Education (UIE)], in Hamburg, Germany The International Institute for Educational Planning (IIEP), in Paris, France and Buenos Aires, Argentina The International Institute for Higher Education in Latin America and the Caribbean (IESALC), in Caracas, Venezuela Actors and Purposes in Comparative Education • • • • 25 The International Bureau of Education (IBE), in Geneva, Switzerland The Institute for Information Technologies in Education (IITE), in Moscow, Russia The UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC), in Bonn, Germany The UNESCO Institute for Statistics (UIS), in Montreal, Canada In the field of education, the three strategic objectives for the period 2002–2007 were promoting education as a fundamental right in accordance with the Universal Declaration of Human Rights; improving the quality of education through the diversification of contents and methods and the promotion of universally shared values; and promoting experimentation, innovation and the diffusion and sharing of information and best practices as well as policy dialogue in education.
A 2003 document on teacher competencies by the Advisory Committee on Teacher Education and Qualifications (ACTEQ) contained an appendix focusing on Continuing Professional Development (CPD) and entitled “Teachers’ CPD Policies and Practices in Selected Regions” (ACTEQ 2003, Appendix C). The selected regions were Scotland, England and mainland China. These lists contain an interesting mix of locations from which data were collected. The colonial legacies remained evident, with the UK (and two of its component parts – Scotland and England) still very prominent; but the lists also included many other parts of the world.
Comparative Education Research: Approaches and Methods by Mark Bray (auth.), Mark Bray, Bob Adamson, Mark Mason (eds.)