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World Yearbook of Education 1984: Women and Education (World Yearbook of Education)
by Sandra Acker Jacquetta Megarry Stanley Nisbet Eric HoylePublished in the year 2005, World Yearboook of Education 1984 is a valuable contribution to the field of Major Works.
World Yearbook of Education 1985: Research, Policy and Practice (World Yearbook of Education)
by John Nisbet Jacquetta Megarry Stanley NisbetPublished in the year 2005, World Yearbook of Education 1985, is a valuable contribution to the field of Major Works.
World Yearbook of Education 1986: The Management of Schools (World Yearbook of Education)
by Eric Hoyle Agnes McmahonPublished in the year 2005, World Yearbook of Education is a valuable contribution to the field of Major Works.
World Yearbook of Education 1987: Vocational Education (World Yearbook of Education)
by John Twining Stanley Nisbet Jacquetta MegarryThe 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 worldEach 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
World Yearbook of Education 1988: Education for the New Technologies (World Yearbook of Education)
by Duncan HarrisPublished in the year 2005, World Yearbook of Education 1988 is a valuable contribution to Major Works.
World Yearbook of Education 1989: Health Education (World Yearbook of Education)
by Chris James John Balding Duncan HarrisPublished in 2005, "World Yearbook of Education 1989: Health Education is a valuable addition to the Major Works Series.
World Yearbook of Education 1990: Assessment & Evaluation (World Yearbook of Education)
by Chris Bell Duncan HarrisFirst Published in 2005. Routledge is an imprint of Taylor & Francis, an informa company.
World Yearbook of Education 1990: Assessment and Evaluation (World Yearbook of Education)
by Chris Bell Duncan HarrisPublished in 1990, World Yearbook of Education 1990 is a valuable contribution to the field of Education.
World Yearbook of Education 1991: International Schools and International Education (World Yearbook of Education)
by Duncan Harris Patricia L. JonietzPublished in the year 2005, World Yearbook of Education 1991 is a valuable contribution to Major Works.
World Yearbook of Education 1992: Urban Education (World Yearbook of Education)
by David Coulby Duncan Harris Crispin JonesPublished in the year 2005, World Yearbook of Education is a valuable contribution to the field of Major Works.
World Yearbook of Education 1993: Special Needs Education (World Yearbook of Education)
by Peter Mittler Ron Brouillette Duncan HarrisFirst 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.
World Yearbook of Education 1994: The Gender Gap in Higher Education (World Yearbook Of Education Ser.)
by Suzanne Stiver Lie Lynda Malik Duncan HarrisThis study surveys the position of women in academic institutions across the world, investigating the nature of the gender gap in various countries. The contributors analyze data, predict future trends and summarize those strategies most successful in reducing gender inequality.
World Yearbook of Education 1995: Youth, Education and Work (World Yearbook of Education)
by Andy Green Leslie BashThis annual summary of educational policies and practices worldwide includes discussion of multi-skills and flexibility, school-work links, qualifications, and education for skills versus education for status.
The World Yearbook of Education 1996: The Evaluation of Higher Education Systems (World Yearbook of Education)
by Robert CowenThis annual summary of educational policies and practices worldwide includes discussion of multi-skills and flexibility, school-work links, qualifications, and education for skills versus education for status.
World Yearbook of Education 1997: Intercultural Education (World Yearbook of Education #Vol. 1997)
by David Coulby Jagdish Gundara Crispin JonesThis volume in the yearbook series examines the variety of educational responses to differing forms of diversity within states. The growth of nationalism and regionalism in many parts of the world is considered alongside the emergence of such international structures as the European Community.
World Yearbook of Education 1998: Futures Education (World Yearbook of Education)
by David Hicks Richard SlaughterOne of the central roles of education is to prepare students for the future and yet its study is often a neglected issue. This work focuses on the futures field as an educational resource using case studies from around the world, and on the nature of education for sustainability.
World Yearbook of Education 1999: Inclusive Education (World Yearbook of Education)
by Harry Daniels Philip GarnerInclusive education" is the term now used to describe the incorporation of special needs into mainstream education. This selection of papers provides perspectives and dialogue on inclusive education from around the world, defining the philosophical, political and educational implications.
World Yearbook of Education 2000: Education in Times of Transition (World Yearbook of Education)
by David Coulby Robert Cowen Crispin JonesWith contributions from international authors, this text demonstrates that education systems, and what it is to be educated, are in transition and that societies and economies are changing dramatically. The contributors explore expanding university systems, financial responsibilities and curricula.
World Yearbook of Education 2001: Values, Culture and Education (World Yearbook of Education)
by Jo Cairns Denis Lawton Roy GardnerThis yearbook on education for 2001 brings together leading international voices on values in education and presents a window on current debates. These include such fundamental issues as who should decide upon the values we adopt.
World Yearbook of Education 2002: Teacher Education - Dilemmas and Prospects (World Yearbook of Education)
by Elwyn ThomasThis text examines four key areas of teacher education. These are: theories, models and ideologies of teacher education; the control of teacher education by the state, and the role of schools and HE; cultural perspectives and the education of teachers; and continuities in teacher education.
World Yearbook of Education 2003: Language Education (World Yearbook of Education #2)
by Jill Bourne Euan ReidThe 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.
World Yearbook of Education 2004: Digital Technologies, Communities and Education (World Yearbook of Education)
by Andrew Brown Niki DavisA 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.
World Yearbook of Education 2005: Globalization and Nationalism in Education (World Yearbook of Education #Vol. 2005)
by David Coulby Evie ZambetaThis 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.
World Yearbook of Education 2006: Education, Research and Policy: Steering the Knowledge-Based Economy (World Yearbook of Education)
by Thomas S. Popkewitz Terri SeddonThis 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.
World Yearbook of Education 2007: Educating the Global Workforce: Knowledge, Knowledge Work and Knowledge Workers (World Yearbook of Education)
by Lesley Farrell Tara FenwickThe 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 workforces how the responsibility for providing work-education is distributed between schools, vocational education, HE, professional bodies, local and global companies, governments, the private sector and individuals the pressures on formal education and training institutions to produce graduates with certain kinds of knowledge, skills and personal attributes.